Standards Addressed:
RH.9-10.2,
RH.9-10.,
RH.9-10.10,
WHST.9-10.7,
WHST.9-10.10
Specific Observable/Measurable Learning Objectives:
85% of students should be able to:
Analyze one of the basic documents that shapes the government of the United
States
Identify freedoms afforded by the Bill of Rights
Explain how the government protects individual rights
Analyze the importance of freedom of the press
Use their freedom of petition.
Evaluation of Student Learning:
Evaluation strategies that I will use will be simple but adequate. Verbal evaluations in
the classroom and walk through will help me evaluate my students progress. These
alignments compliment the goals that I have for students because it helps with
confidence throughout the instruction and confidence is what my goal is for students.
Connections:
Two in the past week students should have learned about the Bill of Rights. Present
connections include the characteristics of the government, citizenship, and foundations
of government. Future connections include freedom of religion, speech, press,
assembly, and petition; Freedom from unreasonable searches and seizures, as well as
other rights to the people. Future connections include separation of powers, systems of
government, and types of government.
Required Materials Needed for Lesson:
Worksheet/handout (Appendix)
Students Background/Prior Knowledge/Experience: (Pre-Assessment)
At the start of the lesson, I will give students a minute to write down three of the
freedoms that are most important to them as citizens of the United States. This will be
collected at the end of class to determine where each student knows. I will then ask for
volunteers to share their responses.
Main Ideas:
The main idea is to give a list of situations, which amendment of the Bill of Rights
applies.
Key Vocabulary:
Bill of Rights
Amendments
Freedom
Civics
Government.
Motivational Strategy/Anticipatory Set for Lesson:
Throughout the week students will be motivated through hands-on activities and
activities that they can relate to on an everyday basis. I will develop the students
attention with the use of a few hands on activities. Also I will include a discussion
session to help the students relate and understand why The National Government is
important to everyone.
Content:
I will start the lesson off by, giving the students a minute to write down three of the
freedoms that are most important to them as citizens of the United States. I will ask for
volunteers to share their responses. At this point in the lesson I will present to students
a mini-lesson in which I present the background history and highlights of the Bill of
Rights, while checking for understanding as I teach the main concepts. Instead of
presenting this lesson as a lecture or a read-and-discuss lesson, I will set it up as a
small-group activity. Arranging students into groups and assign each member a role,
such as researcher, recorder, facilitator, or speaker.
Each group will thoroughly research one amendment of the Bill or Rights and then
present the information to the entire class. Each group will compose three summary
questions to ask other students at conclusion of the presentation. (The final test about
the Bill or Rights will be composed mostly of the students' questions.) I will provide each
student with a copy of the work sheet (appendix A), and review the directions with
students. Arranging students into groups of three, and then have students work in their
groups to complete the work sheet. Each group should come to an agreement on the
work sheet responses.
Differentiated Instructional Support:
Throughout the week Students who need accommodations and modifications will be
given extra time to complete assignments and students who prefer to work alone will be
given that opportunity.
Integration of Technology:
Students will research one amendment of the Bill of Rights.
Checklist: Assessment
Assessment Instructions are Understandable to ALL Students
Assessment Adaptations are Made for Special Needs Students
Explains the Minimal Level of Acceptable Student Performance
in Measureable Terms
Not
Met (0 pts)
Partially
Met (1 pts)
Met (2 pts)
Not
Met (0 pts)
Partially
Met (1 pts)
Met (2 pts)
Not
Partially
Met (0 pts) Met (1 pts)
Met (2 pts)
80-75 points
74-67 points
66-57 points
55 points & below
A = 100% - 94%
B = 93% - 83%
C = 82% - 71%
D = unacceptable
________/80
Element 2
Not Met (0pts)
Element 2
Partially Met (1 pt)
Element 2
Met (2pts)
Indicator
Score
Distribution of
Objectives
Assessment
Criteria
No evidence
provided.
Measurable assessment
criteria is described in
measurable terms.
Comprehensive covers all
essential content & skills. Does
not assess irrelevant content &
skills.
Criteria Level- Specifies level of
successful attainment of learning
objectives.
Multiple
Learning
Strategies
Technology
Critical
Thinking
Student
Learning Based
on Data
Reflection/Self
Evaluation
Only 1 or 2
strategies are
incorporated
throughout the
lesson &/or the
strategies reflect
only the more
common/traditional
types/levels of
learning (e.g., relies
mostly on direct
instruction, visual,
verbal-linguistic,
paper-pencil).
Lesson does not
include procedures
for engaging
student in active
inquiry.
Instruction does
not include
technology or a
rationale why it is
inappropriate to use
technology with
their students.
No evidence that
critical thinking is
encouraged.
Provides no
rationale for why
some activities or
assessments were
more successful
than others.
No evidence
provided.
A variety of instructional
strategies are incorporated
throughout the lesson. The
strategies reflect a variety of
types/levels of learning but most
are of the more
common/traditional type.
____x2
____x2
____x2
____x2
____x2
____x2
____x2
____x2
learning.