Teachworthy Lesson Plan Template

Week of Date: Teacher: Grade: Content:

Stephen Short 10 Government
Categories Monday Tuesday Wednesday Thursday Friday
Objective TEKS: TEKS: TEKS: TEKS: TEKS:
(List TEKS aligned to the 113.41(c)(1)(A) 113.41(c)(1)(A) 113.41(c)(1)(B)(C) 113.41(c)(1)(B)(C)
113.41(c)(1)(A)(B)
Why we needed these Why we needed these
curriculum) Declaration of Constitution/Bill of documents & who contributed. documents & who contributed. (C)
Independence Rights
SMART Objective SMART Objective SMART Objective SMART Objective SMART Objective
After presentation students will
analyze and evaluate the text, intent, After the presentation in class, Students will be able to apply the Students will be able to apply the founding Learners will link the cause,
students will identify three Articles and founding principles to life and link a principles to life and link a historical figure
meaning, and importance of the with their contributions to the United
founder associated and
interpret the meaning of each chosen historical figure with their contributions to
Declaration of Independence in their the United States with a 75% accuracy. States with a 75% accuracy. document to certain events in
own words. Article of the Constitution with 80%
accuracy. U.S. History with 80% accuracy.

Assessing/Rehearsing
(Planned project or assignment.
Must be aligned to objective).
Material Planning
Group collaboration on the Formative Assessment Create a foldable Create a foldable In groups of 4, create
Declaration of Independence.
- Describe three an outline detailing the
Four groups, each take part timetable outline timetable outline
of the objective and share Articles of the with date of event, with date of event, causes that led to the
with the class in presentation Constitution and creation of the three
format. Helps other students figure involved and figure involved and
explain the meaning of documents and
prepare notes for unit test.
each Article in essay. contribution. contribution. founders associated.
Copies of the U.S. Constitution, one
Paper copies of the per student Construction paper Construction paper Markers
Declaration of Document projector for Constitution
Scissors Scissors
Internet access for audio sound
Independence. bites
Copies of Justified List for each
Glue Glue
Index Cards student Markers/pens Markers/pens
Pens/Pencils
Index Cards

Retrieval/ Can you remember Please select a branch Do you know any Name one person that Can you recall what
Introduction when the Declaration of government and historical persons that made a contribution to historical event(s)
• prior
(Activate Q knowledge) were involved with
of Independence was state what you know the founding of the spurred the creation of
written? Why it was about it in 120 forming the government United States' the U.S. Constitution?
written? seconds. of the U.S? government.
Relevance-Hook What would your reaction be The U.S. Government should have Scenario: You find out that the In some states, the people Place yourself in a city that
complete control over all actions government is changing the
(Capture their attention ) if the U.S. Government told
and dealings within the states.
believe that they have a right is in chaos, anarchy rules.
 Metaphors you that you could only buy nation's laws in secret. What to separate from the Union The U.S. government
States should have no authority.
goods from U.S. factories, would your reaction be? and govern themselves.
 Analogies intervenes by sending in
and they can charge you Students will have to choose sides Others believe that to do this
and debate states rights or central Students will put themselves the Army to bring peace.
any price they wanted? brands them as traitors to the
government. Leads into the in the "shoes" of early U.S. What are you thoughts? Do you believe the U.S.
Discuss with you partner. purpose of the Constitution. American citizens. acted appropriately?
Essential Vocabulary self-evident Legislative
(List words and mastery activities)
none planned none planned none
Independence Judicial
grievance Executive
Any fancy words
that show up in text.

Introduce the Ask the students how many Describe the Recalling the reasons
Routing-Direct Declaration of branches of the U.S. Describe the that the Declaration
Government are there? If events leading up events leading up
Instruction/Guided Practice Independence by of Independence was
showing a picture of the
answered correctly have
to the creation of to the creation of written, why the
with resources students name the
each document.
(What are you going to DO and USE to original document from branches, if not name them. each document. Articles of
teach your students? the National Archives. Tell the class that we are This will be a This will be a Confederation and
Describe the reasons going to delve into the power-point later the Constitution.
Refer to Bloom’s Taxonomy to ensure document that tells these power-point
for the Declaration and presentation that The students will be
rigor. Modeling is essential: “I do, we
who it was intended for,
three branches of presentation that led through the
do”) Work Stations, Cooperative government what they can
the students will be the students will be
Learning Groups
not the American and cannot do. We will read progression of events
people. Hand out each article and explain taking notes. taking notes. Once that eventually led to
printed versions of the what they mean. Show the Once we get to the we get to the the governmental
transcribed Declaration students through the reading creation of the
off of a presentation that creation of the structure they see
of Independence to the Articles of today. The emphasis
students and break
each branch of government Articles of
has a specific job and is in Confederation we will be on the
them up into three no way supposed to interfere Confederation we
switch to the founders had no clue
groups to analyze the with the other two besides to switch to the what was going to
first three paragraphs. be a check and balance.
activity of creating activity of creating
Briefly mention articles four happen. Through
After five minutes, each through seven. Ask a time line a time line foldable. rebellions,
group will share what students why just seven foldable. Students Students will use international treaties
they were able to articles for a Constitution? their notes to and a nation
comprehend. The This is a new country, the will use their notes
founders had no clue what to create the time create the time line struggling to survive
teacher will walk around
the country was going to and associate with the United States of
the room to keep
need, this is just the
line and associate America was created.
groups on task and add foundation. with historical historical figures.
to each groups findings figures.
after they share.
Retaining-Independent Student Students will Students will form
Practice with Resources questioning, As homework take Students will
small groups and
(“You Do” Students demonstrate their asking a series a ten question quiz verbally use their verbally use their
discuss the events
understanding) of questions to Online via Quizlet time line to time line to leading up to assigned
 Questioning the students to
to show basic describe a cause describe a cause documents. They will
 Cause and Effect describe what is
understanding of that effected the that effected the use examples by
the intent of the
 Table Walks document and the Articles of the creation of each creation of each naming events that
Work Stations, Differentiated Small contributed to their
meaning of Constitution. document. document. creation.
Group Instruction at Teacher Table, certain sections.
Technology Differentiated Lessons
Describe the nature Pose the question: Identify an event Identify an event In your own
Re-Exposing-Check for and reasoning Predict what the with an historical with an historical words, analyze
Understanding behind creating the U.S. Government figure that was figure that was the response of
(Helps you determine if your Declaration of would resemble involved in the involved in the the U.S.
students are getting it. Use Independence and without one or event. event. Governmental
Blooms Taxonomy Question Stems why Thomas body to an
more Articles of the event of your
to explore higher order thinking).
Jefferson used that U.S. Constitution. It will be a It will be a Jeopardy
choosing.
particular wording. Jeopardy type type game on the Share your
game on the computer projector response with
computer projector if available or white your neighbor.
if available or white board. Combination
board. of both days of
instruction.

Reflection-Daily On an index card

using the 3-2-1 Exit Pros and Cons: Pair/Share: Credit Card - write
EXIT TICKET/Assessment
strategy. 3 Students will write on an Write two things you lesson objective on
(At the conclusion of every lesson things you index card two pros and learned today. Share
they should complete an exit ticket learned, 2 things two cons to the U.S. Commercial for home
a card and turn into
like strategy that prompts them to
with neighbor and
you knew already, Constitution. Share with report to teacher at teacher at the door
answer a question or performing a and 1 thing you neighboring student and to be released.
operation targeting the big idea of are still unclear the door to be
turn in as they exit.
the lesson) about. released.

Rehearsal-Homework
(Extended learning and practice. Must
be objective relevant while
demonstrative).
Who was the Choose one Article of Pick one document discussed
Declaration of Describe a principle Parents report on the this week. Write in a
the Constitution that 1-2 min commercial
Independence written to of the founders that paragraph, what you think the
you found most you created for them. most important event that led
and who was declaring affect your life today to the document being written
this independence? interesting, describe Turn in next day.
in four sentences. was and why.
why.

Rigor-Instructional Declaration of The Constitution in Federalist Papers Federalist Papers Letters from the
Resources Independence it's entirety. Founding Fathers'
Document
collection in National
Archives describing
events covered.

Notes:
 Bloom’s Taxonomy
Increase the rigor of your lesson by using ACTION WORDS in your objectives to ensure you are teaching at the HIGHEST LEVELS

Knowledge Comprehension Application Analysis Synthesis Evaluation

Count, Define, Conclude, Apply, Change, Analyze, Characterize, Compose, Construct, Appraise, Argue,
Describe, Draw, Find, Demonstrate, Discuss, Choose, Compute, Classify, Compare, Create, Design, Assess, Choose,
Identify, Label, List, Explain, Generalize, Dramatize, Interview, Contrast, Debate, Develop, Integrate, Conclude, Critic,
Match, Name, Quote, Identify, Illustrate, Prepare, Produce, Deduce, Diagram, Invent, Make, Decide, Evaluate,
Recall, Recite, Interpret, Paraphrase, Role-play, Select, Differentiate, Organize, Perform, Judge, Justify, Predict,
Sequence, Tell, Write Predict, Report, Show, Transfer, Use Discriminate, Plan, Produce, Prioritize, Prove,
Restate, Review, Distinguish, Examine, Propose, Rewrite Rank, Rate, Select
Summarize, Tell Outline, Relate,
Research, Separate