2500 FINAL LESSON TEMPLATE (Spring 2016)

Date: 04242017

Name: John Daley

TOPIC FOR THE LESSON: Bill of Rights

Grade Level/Course: 9/US History

Number of minutes _____45______ Class periods ____1______

Unit: US Constitution

Essential Question(s) for Lesson or Unit:

1. What rights does the Bill of Rights award US citizens?
2. What rights does a student have, and does the Bill of Rights apply?

Lesson Content Background

Topic/Main Ideas Themes People
Why was each Bill Government James Madison
constructed Unification of States George Washington
The context in which they Authority of Federal Gov. Benjamin Franklin
were written.
Who the Bill of Rights
applies to
How someone loses these
Rights

Generalizations Vocabulary Events

Democracy Federalists Revolutionary War
Liberty Anti-Federalists
Construction of a Nation Liberty
Articles of Confederation
Other

Align the NH Standards, NCSS Themes, Common Core Standards (identify specific standards that
this lesson supports)

NCSS Themes NH Standards Common Core Standards

Power, Authority, and Theme B. Civic Ideas,P. D2. Civ. 12.9-12
Governance +E.
Civic Ideals and Practices Theme I. Social and D2. Civ. 5. 9-12
Political
Time, Continuity, and Theme H. Individualism,
Change Eq.+A.

Lesson Objectives
Lesson Objectives Formative Standards
Assessment Addressed
1)Knowledge/ Content Journal entry
2)Skills/processes Presentation of
journal
 3)short/long term Poster
Assignment

How will you assess and evaluate what students learned?

Formative Assessment: Journal Entries- students will complete a brief
journal entry from the point of view of a Colonist during the time in which
the Bill of Rights was submitted. They will give opinions on a minimum of
three Rights they enjoy and two they disagree with or would change. Then
give oral presentation on their journal entry.

Summative Assessment: Students will compete a poster board on an

amendment of their choosing and present it to the class before hung on
wall around classroom. Poster will include, What Rights it provides as well
as a way it could be misinterpreted ie. Bear Arms

Hook or Initiation/Opening Time

5
Plan: Instructor will give a short speech as though from the 1700s. Reading a letter to the
continental congress on his views of the Bill of Rights. (maybe wear a wig)

Rationale: Starting the class with a different tone of voice and excitement should get students
interested in creating their own journal entries, letters, or other forms of presentation.

Teacher Activities Student Activities Time

Power Point Presentation: as needed Students will add to and correct previous Time
notes as needed +/-
Give prompt for writing journal entry. Students will be given examples of journals Time
and begin working on their own. 15
Begin presentation of journal entries Students will use the remainder of class to Time
perform their journal entries. 20
Ending of class will assign take home Class will gather materials from previous Time
summative of poster board, students will class as well as their journal entries to begin 5
have three days to complete and are able idea of poster board. Then vote on whether
to work in groups. the assignment will be in groups. If in
groups I will assign the groups to help other
students listed below.
Time
Differentiation

Materials & Methods Potential Barriers/ UDL Solutions

Missed Opportunities
Jessica Gifted Student
with advanced
comprehension
Expect Jessica to assist
other students in class.
To get her working
harder, do not provide a
graphic organizer, she
would have to create
one.
 Taehan Level 1 ELL
student with difficulty
writing
Theo difficulty reading
and seeing materials
Eduardo Level 4 ELL
student with difficulty
speaking
Kwami difficulty
understanding new
concepts
Pravin difficulty
retaining and retrieving
information; following
classroom rules
Gabrielle difficulty
organizing material;
Level 3 ELL student with
difficult listening
Keisha musically gifted
student with difficulty
speaking
Alan introverted and
shy; difficulty
representing new
learning in assessment
Closure (How are you summarizing the lesson, extending learning, and making connections?) Time
List all materials/resources (include appendix number or letter and title of the document):
List the methods and instructional strategies in the lesson:
Methods
Taehan instead of writing
the journal entry, could
write bullet points and
prepare a speech on the
subject instead
Provide handout of
power point to follow
along with.
Give Eduardo the
opportunity to either not
share his journal, have
someone else share it, or
try it himselft.
The community learning
style of these lessons
such as group and class
activities, I think Kwami
will be fine.
As an extra piece to his
journal entry I could
have Pravin write a
paragraph on what
classroom rules he could
have or change
The Graphic Organizer
assignment should assist
this student.
The Journal entry
assignment Keisha could
write a poem or song
instead meeting the
criteria, would not have
to present unless wanted
to.
For group learning,
ensure Alan is placed in
group with Jessica.
Provide Alan with print
out of Power Point.
Strategies
Adapted from:
Larson & Keiper (2007). Instructional Strategies For
Middle and High School. New York: Routledge.