PRESENTATION
LESSON PLANS TEMPLATES
CONTENT TO BE TAUGHT: Bill of Rights
GLE'S/PERORMANCE EXPECTATIONS:
5th grade
Civics 1.1.1 Understands the key ideals of liberty and patriotism as outlined in the Declaration of Independence, U.S.
Constitution,and other fundamental documents.
Social Studies 5.1.1 Understands the purpose of documents and the concepts used in them.
OBJECTIVE(S): Given the lesson on the Bill of Rights, the student will be able to
(Situation)
explain how one of the first ten amendments promotes/protects individual freedom with 80% accuracy with example.
(Target Behavior)
(Level of Performance)
MATERIALS NEEDED: Handout listing Bill of Rights. Handout on homework questions.
ACADEMIC ENGLISH:
ACCOMMODATIONS:
PROCEDURES:
Phase 1: Explain Goals and Establish SetTo understand what the Bill of Rights is.
To understand what document the B of R is associated with.
To understand what an amendment is.
To be able to give an example and counter example of a “personal freedom”
Phase 2: Present Advanced Organizer- The Bill of Rights is an important document connected to the Constitution that
helps define individual liberties, and the limits of government. Talk about why it was created (ie: so individual states
would ratify Constitution) and where ideas of personal freedom came from (Magna Carta, Locke, Paine.) Briefly talk
about the political “climate” of during late 1700s.
Phase 3: Present Learning Materials
* Clarity- explain Bill of Rights in simple terms w/simple examples.
* Explaining links and examples- compare to class understanding of student rules and rights.
* Enthusiasm- talk about why the Bill of Rights REALLY mattered! And why it still matters today.
Phase 4: Extending and Strengthening Thinking
* Questioning- Students ask questions, teacher poses question: “Do you all amendments are equally important? Do
they all matter today?
* Constructing Discussions- Discuss above question.
POST INSTRUCTIONAL TASKS
• POST-ASSESSMENT
• Homework assignment- (testing basic acquisition of concepts and: “Find a current event related to Bill of
Rights”)
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POSITIVE IMPACT ON STUDENT LEARNING EVIDENCE
Completed homework, relevant examples
Expand the chart as necessary to make room for complete listing of information in each section.
CONCEPT ATTAINMENT
CONTENT TO BE TAUGHT: Bill of Rights
GLE'S/PERORMANCE EXPECTATIONS:
5th grade
Civics 1.1.1 Understands the key ideals of liberty and patriotism as outlined in the Declaration of Independence, U.S.
Constitution,and other fundamental documents.
Social Studies 5.1.1 Understands the purpose of documents and the concepts used in them.
OBJECTIVE(S): Given the lesson on the Bill of Rights, the student will be able to
(Situation)
explain how one of the first ten amendments promotes/protects individual freedom with 80% accuracy with example.
(Target Behavior)
(Level of Performance)
MATERIALS NEEDED: Worksheets and handout of Bill of Rights
ACADEMIC ENGLISH:
ACCOMMODATIONS:
PROCEDURES:
Phase 1: Explain Goal and Establish Set
To understand what the Bill of Rights is. Define.
To understand what document the B of R is associated with.
To understand what an amendment is.
To be able to give an example and counter example of a “personal freedom”
Phase 2: Input of examples and non examples
Have students generate ideas about what is a right and what is not. Give example of yelling “fire” in a theater.
Phase 3: Testing for Attainment
Worksheet where students match an amendment with a real life example. Use correct and incorrect examples.
Phase 4: Analysis of thinking and integration of learning
Write about why you think colonists might have wanted a Bill of Rights, Write about why or why not the Bill of Rights still
matters.
!
POST INSTRUCTIONAL TASKS
• POST-ASSESSMENT
Homework on concept attainment: find a current event that relates to an amendment.
• POSITIVE IMPACT ON STUDENT LEARNING EVIDENCE
Satisfactory completion of homework
!
•
Expand the chart as necessary to make room for complete listing of information in each section.
DIRECT INSTRUCTION
CONTENT TO BE TAUGHT: Bill of Rights
GLE'S/PERORMANCE EXPECTATIONS:
5th grade
Civics 1.1.1 Understands the key ideals of liberty and patriotism as outlined in the Declaration of Independence, U.S.
Constitution,and other fundamental documents.
Social Studies 5.1.1 Understands the purpose of documents and the concepts used in them.
OBJECTIVE(S): Given the lesson on the Bill of Rights, the student will be able to
(Situation)
explain how one of the first ten amendments promotes/protects individual freedom with 80% accuracy and examples.
(Target Behavior)
(Level of Performance)
MATERIALS NEEDED:
ACADEMIC ENGLISH:
ACCOMMODATIONS:
PROCEDURES:
Phase 1: Provide Objectives and Establish Set
To understand what the Bill of Rights is. Define.
To understand what document the B of R is associated with.
To understand what an amendment is.
To be able to give an example and counter example of a “personal freedom”
Phase 2: Demonstrate knowledge or skill
Teacher discusses examples of each amendment. Multiple examples, varying in complexity, clearly stated. Historical
and current examples.
Phase 3: Provide Guided Practice
Students watch video on “what our world would look like w/out the Bill of rights and together answer questions.
Phase 4: Check for Understanding and Provide Feedback
Teacher presents small test on concept attainment, but answers are used to promote questions, clarification.
Phase 5: Provide Extended Practice and Transfer
Homework involving Bill of Rights and a current event.
POST INSTRUCTIONAL TASKS
• POST-ASSESSMENT
Satisfactory completion of homework.
• POSITIVE IMPACT ON STUDENT LEARNING EVIDENCE
Students are able to refer to Bill of Rights in Civics discussions.
!
•
Expand the chart as necessary to make room for complete listing of information in each section.
COOPERATIVE LEARNING
CONTENT TO BE TAUGHT: Bill of Rights
GLE'S/PERORMANCE EXPECTATIONS:
5th grade
Civics 1.1.1 Understands the key ideals of liberty and patriotism as outlined in the Declaration of Independence, U.S.
Constitution,and other fundamental documents.
Social Studies 5.1.1 Understands the purpose of documents and the concepts used in them.
OBJECTIVE(S): Given the lesson on the Bill of Rights, the student will be able to
(Situation)
explain how one of the first ten amendments promotes/protects individual freedom with 80% accuracy and examples.
(Target Behavior)
(Level of Performance)
MATERIALS NEEDED: Handouts, worksheets
ACADEMIC ENGLISH:
ACCOMMODATIONS:
PROCEDURES:
Phase 1: Explain Objectives and Establish Set
To understand what the Bill of Rights is. Define.
To understand what document the B of R is associated with.
To understand what an amendment is.
To be able to give an example and counter example of a “personal freedom”
Phase 2: Present Information (lecture and/or text)
Example: The Bill of Rights
is the term used to describe the first ten amendments to the U.S. Constitution.
These amendments were introduced in 1789, it guarantees individual freedom and defines the limits of our
government's power and it addresses freedoms not specifically talked about in the Constitution. Elaborate on
history of colonists as well as precedent of ideas (Magna Carta, Locke, Paine)
Phase 3: Making transition to learning teams
Students presented with questions for discussion.
Phase 4: Helping students during team study
Teacher checks for comprehension, answers questions.
POST INSTRUCTIONAL TASKS
• POST-ASSESSMENT
Take home test.
• POSITIVE IMPACT ON STUDENT LEARNING EVIDENCE
Students make connection to current event.
!
•
Expand the chart as necessary to make room for complete listing of information in each section.
CLASSROOM DISCUSSION
CONTENT TO BE TAUGHT: Bill of Rights
GLE'S/PERORMANCE EXPECTATIONS:
5th grade
Civics 1.1.1 Understands the key ideals of liberty and patriotism as outlined in the Declaration of Independence, U.S.
Constitution,and other fundamental documents.
Social Studies 5.1.1 Understands the purpose of documents and the concepts used in them.
OBJECTIVE(S): Given the lesson on the Bill of Rights, the student will be able to
(Situation)
explain how one of the first ten amendments promotes/protects individual freedom with 80% accuracy and examples.
(Target Behavior)
(Level of Performance)
MATERIALS NEEDED: Handouts, worksheets
ACADEMIC ENGLISH:
ACCOMMODATIONS:
PROCEDURES:
Phase 1: Provide Objectives and Set
To understand what the Bill of Rights is. Define.
To understand what document the B of R is associated with.
To understand what an amendment is.
To be able to give an example and counter example of a “personal freedom”
Phase 2: Focus the discussion
Tables each have an amendment to discuss. Each table finds a current event that might relate to Bill of Rights and
discusses.
Phase 3: Holding the Discussion
Students use Buzz Group Model.
Phase 4: Ending the Discussion
Wrap up, finalize ideas
Phase 5: Debriefing the Discussion
Present what current event your table chose and why. Talk about successes and challenges of the process.
POST INSTRUCTIONAL TASKS
• POST-ASSESSMENT
Homework on basic concept attainment-
!
• POSITIVE IMPACT ON STUDENT LEARNING EVIDENCE
Students are able to pass a quiz on Bill of Rights.
!
•
Expand the chart as necessary to make room for complete listing of information in each section.
PROBLEM-BASED INSTRUCTION (PBI)
CONTENT TO BE TAUGHT: Bill of Rights
GLE'S/PERORMANCE EXPECTATIONS:
5th grade
Civics 1.1.1 Understands the key ideals of liberty and patriotism as outlined in the Declaration of Independence, U.S.
Constitution,and other fundamental documents.
Social Studies 5.1.1 Understands the purpose of documents and the concepts used in them.
OBJECTIVE(S): Given the lesson on the Bill of Rights, the student will be able to
(Situation)
explain how one of the first ten amendments promotes/protects individual freedom with 80% accuracy and examples.
(Target Behavior)
(Level of Performance)
MATERIALS NEEDED: Handouts, computer to watch video
ACADEMIC ENGLISH:
ACCOMMODATIONS:
PROCEDURES:
Phase 1: Orient students to the problem
Talk about Bill of Rights. What? When? Why? Refresh history and context. Ask if it is Still needed? Do we still come up
against these issues in our daily lives.
Phase 2: Organize students for study
In a group, watch video about boy taking religious knife to school.
Phase 3: Assist independent group investigation
Prompt students with questions on worksheet. Discuss. Answer last questions.
Phase 4: Develop and present artifacts and exhibits
Present handouts- (graphic organizer could be made if more time)
Phase 5: Analyze and evaluate the problem-solving process
How did the process go during discussion. did you change your mind? Why? Was group discussion an effective way to
talk about individual rights? Why might that be an important civic act?
POST INSTRUCTIONAL TASKS
• POST-ASSESSMENT
Homework- basic concept attainment
!
• POSITIVE IMPACT ON STUDENT LEARNING EVIDENCE
Quiz following week
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Expand the chart as necessary to make room for complete listing of information in each section.