FIVE-STEP LESSON PLAN TEMPLATE
Grade Level
5
Unit
Title
American Civics
Unit
Lesson Plan
Date:
Week ___
FIVE-STEP LESSON PLAN
OBJECTIVE.
KEY POINTS.
What is your objective? 
What knowledge and essential skills are embedded in the objective? 
By the end of the lesson, SWBAT explain why the Bill of
Rights was created.
VISION-SETTING: KNOW, SO, SHOW
At the end of the lesson, SWBAT explain that the Bill of
Rights are the first 10 Amendments of the Constitution.
By the end of the lesson, SWBAT explain how the Bill of
Rights protects the rights of Americans.
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Many were scared of a powerful Federal government,
so there was a group of people who wanted to make
sure that the rights of the people were written down
and guaranteed.
The first 10 Amendments of the Constitution are The
Bill of Rights.
The Bill of Rights protects and guarantees your rights
as a citizen of the United States.
Vocabulary: Bill of Rights, Constitution, Preamble, E
Pluribus Unum, Framers, Right
Essential Question: Why is it important to have rights?
ASSESSMENT.
Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective. 
Attach your daily assessment, completed to include an exemplary student response that illustrates the expected level of rigor. 
Indicate whether you will administer the assessment as the independent practice or during the lesson closing.
During the independent practice, Ss will complete a “Pocket Bill of Rights Flip Book” The pocket Bill of Rights must contain images
that pertain to each of the 10 Amendments. In addition, a written exit ticket will be given to each student with the questions: “What are
human rights?” “Why was the Bill of Rights created?” “List two Bill of Rights in your own words.”
CONNECTION TO THE GEORGIA PERFORMANCE STANDARD
How does the objective connect to the gps? 
SS5CG1 The student will explain how a citizen’s rights are protected under the
U.S. Constitution.
a. Explain the responsibilities of a citizen.
b. Explain the freedoms granted by the Bill of Rights.
4. OPENING (5 min.) (Engage/Explore)
MATERIALS.
DETERMINING METHODS: GO
How will you communicate what is about to happen?  How will you communicate how it will happen? 
How will you communicate its importance?  How will you communicate connections to previous lessons? 
How will you engage students and capture their interest? 
Teacher:
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Teacher will put the following starter on the board: “What are some of the rights that people in China did
not have?”
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Teacher will ask the students from various groups to relay their answers to the class.
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The teacher will explain the objectives and purpose of the day’s lesson: By the end of the lesson, SWBAT
explain why the Bill of Rights was created.
•
At the end of the lesson, SWBAT to explain that the Bill of Rights are the first 10 Amendments of the
Constitution.
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By the end of the lesson, SWBAT to explain how the Bill of Rights protects the rights of Americans.
Students:
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Students will sit down at their appropriate seats
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Students will work through the starter.
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Students will share their responses with the class – if they want.
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Students will ask questions about the day’s objectives if they have any.
3. INTRODUCTION OF NEW MATERIAL (25 min.) (Explain)
How will you explain/demonstrate all knowledge/skills required of the objective, so that students begin to actively
internalize key points? 
Which potential misunderstandings do you anticipate? How will you proactively mitigate them? 
How/when will you check for understanding? How will you address misunderstandings? 
How will you clearly state and model behavioral expectations?  Why will students be engaged? 
Paper, Bill of
Rights
FIVE-STEP LESSON PLAN TEMPLATE
Teacher:
•
T will hand out a graphic organizer that has a chart for each of the 10 Bill of Rights.
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T will explain that it is the job of the student to fill out the graphic organizer while the T is presenting the
information
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T will ask the Ss if they recall our discussion on China from the previous week
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T will ask the Ss if they can remember what China did not have – T will wait for the reply – Human Rights.
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T will ask the Ss to list some of the human rights they remember – being able to say what you want,
practice whatever religion you want, vote for a person that you want.
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T will tell the Ss that when the Framers were designing the Constitution, many people were afraid that
because the government was getting bigger and stronger, that they would take away the freedom and human
rights that many people fought Great Britain to obtain.
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T will explain that because of this fear, many people wanted the rights of the people written down in the
Constitution to prevent any person or government from overstepping their bounds and taking away people’s
rights.
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Therefore, the first ten Amendments became the Bill of Rights.
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T will flip to the first slide in the PowerPoint which goes over each Bill of Rights
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T will let the students write down the definition of the Bill of Rights: “The first 10 Amendments in the
Constitution that work to protect the rights of every American citizen.”
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T will explain that the Bill of Rights is one of the most important things you will learn all year long.
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T will explain that knowing your rights as Americans will make you safer, smarter, and help you to
understand all of the things that you should be allowed to do without hassle from the government.
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T will go through each of the Amendments – stopping at each slide to give examples and allow the students
to write the information in their graphic organizer.
Students:
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Students will take notes on a graphic organizer
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Students will ask questions and answer questions when needed.
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Students will begin to think about human rights as something they possess.
LCD, Graphic
Organizer
2. GUIDED PRACTICE (15 min.) (Extend)
How will students practice all knowledge/skills required of the objective, with your support, such that they continue to
internalize the key points? 
How will you ensure that students have multiple opportunities to practice, with exercises scaffolded from easy to hard?

How/when will you monitor performance to check for understanding? How will you address misunderstandings? 
How will you clearly state and model behavioral expectations?  Why will students be engaged? 
Teacher:
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T will hand out the lyrics to the Bill of Rights rap.
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T will review the lyrics with the students.
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T will then play the Bill of Rights rap.
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T will have a discussion with the class about the images they saw and the words that were rapped.
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T will then tell the Ss that because the Bill of Rights are so important, they are going to complete their own
Pocket Bill of Rights.
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T will explain to the class that they are going to write down the Amendment, and draw a picture that
corresponds to that right.
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T will model what to do by using the First Amendment as an example: T will write down the information
from the graphic organizer and then think about what Freedom of Speech looks like – like a protestor, or
someone speaking up against government.
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T will ask the Ss if they have any questions.
Students:
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Students will pay attention to the directions of the project.
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Students will ask questions.
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Students will follow the model.
Pocket Bill of
Rights
template,
crayons or
color pencils
1. INDEPENDENT PRACTICE ( 40 min.) (Extend/Evaluate)
How will students attempt independent mastery of all knowledge and/or skills required of the objective, such that they
solidify their internalization of the key points? 
How will you provide opportunities for remediation and extension? 
How will you clearly state and model behavioral expectations?  Why will students be engaged? 
Teacher:
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T will hand out the pocket Bill of Rights template.
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T will ask the Ss if they have any final questions.
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T will monitor the Ss as they complete the project.
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T will pull aside those that showed confusion on this assignment or the previous assignment with the
Preamble and assist them on the project.
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T will have early finishers read the section in the book on the bill of rights and how it affects their lives
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T will work with the students that are not understanding the concepts by having them work in pairs and
discussing the meanings of each amendment.
Students:
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Ss will do their project respectfully, quietly, and diligently
Pocket Bill of
Rights
template,
crayons or
color pencils
FIVE-STEP LESSON PLAN TEMPLATE
5. CLOSING (5 min.)
How will students summarize and state the significance of what they learned? 
If the independent practice did not serve as an assessment, how will students attempt independent mastery of the
knowledge and/or skills introduced and practiced above? 
Why will students be engaged? 
REINFORCEMENT
Teacher:
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As a closing, T will give out a brief exit ticket with the following questions: “What are human rights?”
“Why was the Bill of Rights created?” “List two Bill of Rights in your own words.”
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T will monitor the Ss as they finish their exit tickets.
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T will close out the lesson by reviewing the objectives and leading the Ss to think about the next lesson in
which will talk about a world where human rights do not exist and are squashed.
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T will explain that the students should complete their Bill of Rights Flip Book if they have not finished.
Student:
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Students will complete the exit ticket independently.
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Students will listen to the closure and ask final questions about next lesson.
HOMEWORK (if appropriate). How will students practice what they learned? 
Finish the Bill of Rights Flip Book
N/A