CEP Lesson Plan Form

Teacher: Molly Anstett

Date: 12/8/16 and 12/9/16
School:
Challenger Middle School
Social Studies

Grade Level: 8th

Content Area:

Title: Constitution: Escape Classroom

Lesson #: 7 of 7

Content Standard(s) addressed by this lesson:

directly from the standard)
Students can:

(Write Content Standards

1.2.f. Analyze ideas that are critical to the understanding of American history and
give examples of the ideals involved in major events and movements. Topics to
include but not limited to representative democracy, federalism, capitalism,
abolition, temperance, nativism, and expansionism
1.1.b. Use and interpret documents and other relevant primary and secondary
sources pertaining to United States history from multiple perspectives
4.2.d. Explain the role and importance of the Constitution
4.2.e. Discuss the tensions between individual rights, state law, and national law
Inquiry Questions: (Essential questions relating knowledge at end of the unit of
instruction, select applicable questions from standard)
1. Which primary documents have had the greatest impact on the people of the United
States?
2. How has the United States balanced individual rights and law?

Concepts and skills students master: (Understandings, Big Ideas, Unit

objectives)
Students will synthesize their understanding of the
Constitution during the Escape Classroom Activity. They will demonstrate knowledge
of the three branches of government, the compromises of the Constitution, and the
factors that led to their creation.
Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)
Every student will be able to: answer questions about the Constitution to
escape from the classroom. Not all students will escape (or open the key chest
first) but all students will be able to review key concepts from the Constitution.

Assessment of Evidence Outcomes: (How will you assess the selected lesson
objectives (general explanation, you will go into more detail at the end of the lesson
plan)
I will assess these objectives through the
completion of the Escape Classroom activity. Students will also complete a formal
assessment at the end of the Escape, answering questions about the key concepts
of the Constitution.

Colorado State University College of Health and Human Sciences

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CEP Lesson Plan Form

Planned Lesson Activities

Activity Name

Escape Classroom Activity

Approx. Time

How long do you expect the activity to last?

One block period (90 Minutes)

Anticipatory Set

Teaching/
Presentation:
(Select the most
appropriate teaching
model.)
-direct instruction
-presentation model
-concept teaching
-cooperative
learning
-inquiry

Teaching Strategy:
Guided Practice
&
Differentiation
Closure

Overview of the Constitution

Promotional Video
Share learning target for the day

Includes: Input, Modeling and Checking for Understanding

1. Direct Instruction: Students will watch the promotional video eithe
the Escape Classroom, or right before entering the classroom. Stu
assigned a founding father, then be let into the classroom.
2. Checking for Understanding: Teacher will go over directions with s
address confusion and ask for questions.
3. Cooperative Learning: In groups, students will answer questions a
Constitution to open the three chests. They will solve puzzles to g
then use knowledge about the Constitution to get to the key ches
to find the combination to the key chest wins.

Students will find the answers to questions about the Constitution togeth
Students will work in groups to go through the activity, while teacher cir
student mastery as well as address other questions. Differentiation prov
shortened questions, and/or making connections between the activity an

Closure provided after lesson through discussion of questions, sho

Then, students will take the formal assessment.
Teacher will explain the importance of those questions, in prepara
Constitution test.

Materials

Apple TV, iPads, Composition Books, grouped desks, three locked chests
cup puzzle, clues, and candy

Accommodations
&
Modifications

To modify: If the activity is too advanced for a child, students will have m
assignments to work on in mixed-ability pairs, this could include shorten
or alternative assignments. Other opportunities for learning include clas

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CEP Lesson Plan Form

working in groups, or through modified questions and readings. When fa

activity, I will be checking in with students about their progress to make
adjustments.
To extend: If the activity is too easy for a child, I will adjust questions to
amendments of the Constitution with their prior knowledge, including cr
strategies, increasing the challenge of the concepts. Additionally, studen
more in-depth or have questions added, increasing the challenge.

What accommodations will need to be implemented and for what studen

Accommodations need to be implemented for students previously identi
and 504s, as well as students who appear to be struggling as demonstra
understanding and questioning strategies. These accommodations can i
shortened questions, cloze notes, clarification, and more time to process
activities.

Post Lesson Reflection

1

To what extent were lesson objectives achieved? (Utilize

assessment data to justify your level of achievement)

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CEP Lesson Plan Form

What changes, omissions, or additions to the lesson would

you make if you were to teach again?

3 What do you envision for the next lesson? (Continued practice,

reteach content, etc.)

Colorado State University College of Health and Human Sciences

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