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Lesson Plan Title: Bill of Rights

Date: November 7, 2014


Subject: Government

Number of Days Covered: 1


Grade Level: 9

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.

Homework or Home Connections:


Students will exercise their freedom of petition. They will write a letter to current
Congressman or Congresswoman about something they would like to see done or
changed. This letter should be 1 to 2 pages, double-spaced and typed.
Transitions: N/A
Closure:
I will close with a discussion/ debate. This will provide time for students to share, and
contrast their replies to those scenarios.
Culminating Activity:
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.
Student Learning Based on Data: (What does your data tell you about student
learning? In terms of what they have learned, what will you do next for the whole group
or individual students?)
Reflections/Self Evaluation:
a) Effectiveness of Lesson: (How effective was your lesson? What went well?
What did not go so well? Did you feel the students were engaged and
developing new learning? Where your teaching/learning strategies
appropriate? How did they encourage new learning? What parts of the
lesson did the students seem to really enjoy? What parts of the lesson need
improvement with regard to planning or delivery?)
b) Effectiveness of Teacher: (Describe your strengths and areas that need
improvement. Document your development as a teacher.)
c) Next Steps to Consider: (Do you need to re-teach any part of the lesson
and how will you teach it differently? Would you change any part of the
lesson? If so, how? What do you need to address in your next lesson?)
Central State University
College of Education
Department of Professional Education
Lesson Plan Scoring Rubric

Checklist: All Goals/Objectives Are:


Clearly Stated
Developmentally Appropriate Given Classroom Context
Aligned with National, State or District Standards
Described in Terms of Student Performance NOT Activities
Learning Objectives are Based Upon Blooms Taxonomy

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

Checklist: Instructional Design & Implementation


Learning Goals & Learning Objectives Are Aligned with Standards
Follows a Logical Sequence
Includes Evidence of Deliberate Checking for Understanding
Is Developmentally Appropriate (intellectually, socially & physically)
Takes Into Account Students Background/Prior
Knowledge/Experience
Uses Creative Motivational Strategies &/or an Anticipatory Set at
Beginning of Lesson
Step-by-Step Procedures for Lesson Presentation are Provided.
Sample Questions and Correct Responses are Provided.
Modifications/Accommodations are Made as Required to Meet
Needs of Various Students
Required Materials for Lesson are Listed.
Main Ideas of Lesson Are Clearly Presented to Students
Key or New Vocabulary Terms are Clearly Presented to Students
Resources are Appropriately Cited.
Homework or Home Connections are Provided
Closure of Lesson is Provided
Identifies connections between past, present and future learning

Total Checklist Points ________/48


Total Rubric Points ________/32
Total Points
Rubric:
Rating
Indicator

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

All objectives are


factual
knowledge
objectives.

More than half of the stated


objectives are knowledge
objectives versus application
and reasoning objectives.

Knowledge objectives represent


1/3 or less of stated objectives
OR a rationale defends use of
mainly knowledge-based
objectives.

Assessment
Criteria

No evidence
provided.

Response includes only 2 of


the criteria listed to the right,

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

Active Inquiry &


Learner
Centered

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.

Multiple instructional strategies


using multiple types/levels of
learning are incorporated throughout
the lesson. Application of multiple
intelligences & learning styles is
evident. Most strategies actively
involve students in critical thinking,
problem solving, or authentic
performance.

Lesson design includes some


procedures for engaging
students in active inquiry but
most procedures rely on passive,
rote, recall strategies for the
learner.
Use of technology is limited
(e.g., one time or for only short
periods) or is used w/o regard to
learning outcomes (i.e., an addon just to full requirement) or a
limited rationale is given why it is
inappropriate to use technology
with their students.

Lesson design includes a majority of


procedures that actively engage
students in questioning concepts,
developing learning strategies,
seeking resources & conducting
independent investigations.
Technology is integrated throughout
instruction or makes a meaningful
contribution to learning (i.e., it had a
purpose or was needed) or a
rationale is given why it is
inappropriate to use technology with
their students.

Encourages critical thinking


when situations occur naturally
in the classroom. Teacher does
NOT deliberately explore ways to
enhance critical thinking.
Identifies successful and
unsuccessful activities or
assessments & superficially
explores reasons for their
success or lack of success.

The teacher deliberately


incorporates into the lesson critical
thinking techniques and encourages
independent exploration of student
ideas to enhance critical thinking
Identifies successful & unsuccessful
activities & assessments & provides
plausible reasons for there success
or lack of success.

Provides ideas for redesigning


instruction but offers no rationale
why these changes would

Provides ideas for redesigning


instruction and explains why these
modifications would improve student

____x2

____x2

____x2

____x2

____x2

____x2

____x2

____x2

improve student learning.

learning.