General Lesson Plan Template

Teaching Associate: Quinton Matsuo-Chun Teaching Date: 10/28/19

School/Subject Area: CCMS 8th Grade SS Clinical Instructor: Mr. Ronald Fox

Standards: Objective: Through creating posters that identify

and paraphrase the contents of the Bill of Rights,
19B summarize rights guaranteed in the Bill of students will analyze how the Constitution
Rights; and reflects the principles of limited government and
individual rights.

Concepts Important to Know: Congress,

15D analyze how the U.S. Constitution reflects the
principles of limited government, republicanism,
checks and balances, federalism, separation of
powers, popular sovereignty, and individual rights
Congressional Houses, consent, due process,
functions, government abuse, grievances,
prosperous, provisions, stable, surrender powers,
unalienable rights, Federalist, Anti-Federalist,
Congress, Constitutional right, Federalist Papers,
James Madison, Alexander Hamilton, John Jay,
Patrick Henry, George Mason

Introduction: STAAR questioning Time Required:

Activity: Students will individually answer 3 STAAR-type questions reviewing material from the last
few classes to prepare for the STAAR test. After five minutes, the class will come together for a group
discussion.

Preplanned Questions:

Evaluation/Assessment: STAAR responses, class

Body: Poster Making Time Required: 30 minutes

Activity: The instructor will divide the class into 10 groups. Each group will be assigned one of the 10
Amendments in the Bill of Rights, and will make a poster of their Amendment that includes the
following:
1. The number of the Amendment
2. A visual representation that illustrates and summarizes the rights in the amendment
When posters are completed, students will present their posters and allow time to discuss each
Amendment. Posters should be placed around the room for the next step of this activity

The instructor will then pass out the Individual Rights strips to individual students. . Pass out the
Individual Rights Strips to individual students. Students will identify the Amendment that the right
they have is located. After each student has decided the Amendment to which their right belongs,
have them stand beside the correct Amendment poster. Students at each poster should be sure that
all of the strips are correctly placed. Additionally, the teacher can ask the students to place
themselves in chronological order for those Amendments that have multiple rights.
To complete the study of the Bill of Rights, students play “Bill of Rights Bingo” by distributing one of
the four different bingo cards to each student. I will call out, in random order, Amendments 1 through
10. As an amendment is called students should decide if there is a situation that involves that
Amendment and mark their card accordingly. When a student gets a bingo, he/she should be able to
read the examples and the corresponding Amendments for the teacher to check.

Preplanned Questions: What form of government serves best? What is an example of limited
government today? How do these principles protect the "common good"?

Evaluation/Assessment: Posters, walking around, presentation, Bill of Rights Bingo checks

Conclusion: STAAR questions and Vocabulary Questions Time Required:

Activity: Students will answer 3 STAAR questions on Limited Government and the Bill of Rights, and 2
Vocabulary based questions. After a few minutes to complete the worksheet, students will join
together for an instructor-led full class discussion.

Preplanned Questions:

Evaluation/Assessment: Student responses to questions

Differentiation/Accommodations:
Pre AP: Pre-AP Students will replace their STAAR question Exit Ticket with a quick write response:
How does the principle of limited government protect the "common good"?

Materials: Poster paper, Powerpoint and Warmup/Exit Ticket (supplied by CI), Coloring Material for
Posters, Bingo Cards (supplied by CI)

Criteria Lesson Plan Reflection

*Please use this form in your assignment. 1) In your analysis use language like Excellent (when the
element is clear and well done), Adequate (when the element is present but perhaps lacking in
some essential detail), and In Need of Attention (when the element is either missing or perhaps
too vague). 2) I would also expect that you provide a rationale for your decision and 3) a suggested
edit for Adequate and in Need of Attention.
*I encourage you to consider this is not a ‘critique’ but rather an opportunity to view good work of
other teachers/colleagues.
TEKS (2-3 and written out)

Learning Objectives Did the lesson

plan also use active and specific verb
choices that demonstrate scaffolding
and alignment with TEKS? See
examples of such verbs off of Bloom’s
Taxonomy or the Banks & Banks list
on Blackboard
Introduction: Did the lesson make the
focus relevant to students’ lives?
Relevance is key to sociocultural
processes
Introduction: Did the lesson access
student’s prior learning/knowledge?
Build off of existing schema!
Also, consider how the prior
knowledge was accessed. Did all
students participate? Was student
prior knowledge viewed as a building
block?
Introduction: Did you preview the
lesson/day’s agenda?
Body: Did the lesson include a variety
of instructional approaches (…and
little emphasis on lecture)? Were
students able to build knowledge
individually or socially during these
steps?
Body: Did the lesson include detailed
steps that clearly show how students
will construct knowledge within the
lesson? Did students have the
opportunity to experience cognitive
dissonance by going through these
steps?
Body: Within the steps of the lesson,
were the students guided by
prewritten prompts/questions that
helped scaffold students towards
more critical thinking in their
knowledge construction (Bloom or
Banks)?
Body: Did the lesson provide
modeling in whole class before small
group or individual work (the
accordion effect)?
Body: Were the students able to apply
knowledge during the lesson? Were
they provided with feedback and
support during this process?
Conclusion: Did the lesson provide
opportunities for students to reflect
on the learning that took place?
Did the lesson provide a variety of
assessment approaches included?

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