Big Idea:
Challenges Faced by the New Nation’
A Note from the Reviewer: The point of this critique is to provide guidance to critiquers…those who themselves
are working on how you tell what’s good or bad about a lesson so as to be in a better position to support teachers
who are trying to create meaningful, well-designed comprehension-based lessons across content areas. If read
as a critique of the teacher, it will miss the point. Teachers are doing exactly what we’ve asked them to do, and
exactly what they think they’re supposed to be doing. Highlighting these problem areas in the lesson is a way for
us to zero in on where that thinking has gone awry or where it needs refinement or revision.
5th grade: US History I
Objective:
1.
Identify [EXPLAIN? DESCRIBE? WHAT DOES “IDENTIFY” HERE ACTUALLY MEAN?] the Preamble to the
Constitution
2.
Use critical thinking skills to understand the meaning of Preamble [ACTIVITY, OR OUTCOME?
SOUNDS LIKE SOMETHING STUDENTS WILL DO DURING/AS PART OF THE LESSON, RATHER THAN SOMETHING
THAT THEY WILL BE TAUGHT HOW TO DO (I.E., AN OUTCOME)]
3.
Analyze [ACTIVITY, OR OUTCOME? LESSON SHOWS THAT STUDENTS ARE SIMPLY ASKED TO DO THIS,
RATHER THAN BEING TAUGHT ‘HOW TO’ DO THIS. THAT MEANS IT IS NOT A LEARNING OBJECTIVE FOR THE
LESSON (I.E., SOMETHING THAT WILL BE DIFFERENT ABOUT STUDENTS) BUT INSTEAD IS A DESCRIPTION OF
WHAT STUDENTS WILL DO AS PART OF THE LESSON] primary
documents to understand [‘UNDERSTAND’
meaning of
IS NOT OBSERVABLE OR MEASURABLE; WONDER WHAT THE TEACHER IS REALLY AFTER?] the
each of the sentences of the Preamble [IS THIS ABOUT THE SIX GOALS, OR THE SENTENCE ITSELF? (THE
PREAMBLE IS JUST A SINGLE SENTENCE, REALLY)]
THOUGHTS ON THE OBJECTIVE(S):
1) I’M NOT SURE THAT THESE OBJECTIVES WERE WRITTEN BEFORE THE LESSON WAS DEVELOPED. IT HAS THE FEEL
OF OBJECTIVES THAT WERE WRITTEN TO FIT A LESSON, INSTEAD OF A LESSON BEING WRITTEN TO FIT AN
OBJECTIVE.
2) THERE ARE THREE OBJECTIVES. SO WE NEED THREE DIFFERENT BEFORE-DURING-AFTER SEQUENCES. EACH
OBJECTIVE IS A STATEMENT OF A LEARNING OUTCOME, AND IT TAKES A B-D-A TO MEET A LEARNING OUTCOME.
Before:
Activate Prior Knowledge
 Read [READING IS A “DURING” ACTIVITY] and Discuss [WHO WILL DISCUSS? HOW WILL THEY DISCUSS? WHAT
STRATEGY WILL BE USED, OR WILL THIS BE THE TEACHER AND A FEW STUDENTS? WILL IT BE DISCUSSION OR
INTERROGATION? WILL THE TEACHER BE REVEALING OR GIVING INFORMATION TO WHICH STUDENTS SHOULD
ATTEND? IF SO, WHAT STRATEGY WILL HELP STUDENTS ACTIVELY ATTEND TO THOSE KEY IDEAS? PLEASE NOTE:
THAT WOULD MEAN THE “DISCUSSION” IS ALSO A DURING, IF THERE ARE IDEAS THAT STUDENTS ARE SUPPOSED
TO HEAR, CATCH, NOTE, OR OTHERWISE ATTEND TO] “Where is Everybody” and page 336-last sentence
 What examples of weaknesses that we discussed do these show you?
1.
Weak central government
2.
Congress had no power to tax
What did they decide to do? [YEP…SURE SOUNDS LIKE A “DURING” BECAUSE THESE ARE KEY IDEAS THAT
STUDENTS ARE EXPECTED TO GAIN, CATCH, AND RETAIN.]
IS THERE SOMETHING FROM YESTERDAY’S LESSON, OR A RELATED ANALOGOUS NOTION THAT GETS TO THE CORE IDEAS,
THAT COULD BE ACTIVATED FOR PRIOR KNOWLEDGE? THIS “BEFORE” SHOWS A TEACHER TRYING TO INSERT THE PRIOR
KNOWLEDGE THAT SHE WISHES STUDENTS HAD (VIA READING AND DISCUSSION). AND WHAT SHE PULLS OUT (REGARDING
THE WEAKNESSES OF THE ARTICLES OF CONFEDERATION) IS THE REASON THAT A DIFFERENT CONSTITUTION GOT
WRITTEN, BUT IT ISN’T THE SAME THING AS UNDERSTANDING WHY THOSE SIX GOALS ENDED UP BEING AT THE CORE OF
THE PREAMBLE WHERE THE GOALS OF SAID NEW CONSTITUTION WERE LAID OUT.
During:
1.
2.
3.
View image [WHY? WHAT DOES THIS DO, IN RELATION TO THE OBJECTIVES OF THE LESSON?] of the
United States Constitutions (students won’t be able to see the fine print)
Discuss [WHO? HOW? WHAT STRATEGY WILL CAUSE STUDENTS TO ALL ENGAGE IN AN EXCHANGE OF
IDEAS? OR DOES THIS REALLY MEAN “THE TEACHER WILL EXPLAIN…”] why it starts “We the
People….” [WHAT WILL MOST STUDENTS BE DOING? WHAT WILL MOST STUDENTS BE THINKING?]
Show students the short intro prior to Article I- the Preamble (a short intro to a formal
document to explain it’s [SIC] purpose) [PASSIVE FOR STUDENTS (NO STRATEGY IS USED); NO
PURPOSE WAS SET]
4.
Hand out copies of the Preamble and read together [READ ALOUD? WHY? WHAT PURPOSE WAS SET
PRIOR TO READING THE PREAMBLE? WHAT ARE STUDENTS TO LISTEN/READ FOR? HOW ARE THEY TO DO SO
(STRATEGY)?]
5.
Tell students that by the end of the lesson they will understand what the Preamble means
6.
[THAT’S PURPOSE-SETTING AND BELONGS IN THE “BEFORE,” BUT IT CAN BE SAID TO BE PROBLEMATIC FOR
ITS VAGUENESS. WHAT DOES “UNDERSTAND WHAT IT MEANS” REALLY MEAN?]
Play “Schoolhouse Rock” for the students [PASSIVE AND WITH NO PURPOSE] , discuss [WHO? HOW?]
what they think it means [WHAT IS THE POINT OR PURPOSE OF THIS? THIS SEEMS RATHER LIKE A
GIMMICK]
7.
Each group will be assigned a phrase from the preamble
a. Establish Justice
b. Ensure domestic tranquility
c. Provide for common defense
d. Promote the general welfare
e. Secure blessings of liberty
f. To ourselves and our posterity
YOU CAN’T DO DIVISION OF LABOR ON CONTENT LIKE THIS. WILL ALL STUDENTS BE RESPONSIBLE FOR ALL SIX GOALS?
ACCORDING TO THE OBJECTIVE(S), THEY WILL BE. SO WHY DO THEY NOT ALL/EACH STUDY ALL/EACH GOAL? BY THE
WAY, THE AUTHOR OF THIS LESSON HAS MISSED THE FIRST GOAL OF THE PREAMBLE (TO FORM A MORE PERFECT UNION)
AND INCLUDED A GENERAL CLOSER (TO OURSELVES AND OUR POSTERITY) IN PLACE OF IT. “F” (ON LIST ABOVE) IS NOT
ONE OF THE RECOGNIZED SIX GOALS OF THE PREAMBLE.
And a primary source document or photo [WHY? HOW DOES THIS FIT WITH THE LEARNING OUTCOME? FEELS LIKE A
GIMMICK AGAIN] . StudentS analyze [IN THIS SENSE, IT SEEMS VERY MUCH TO ME TO BE AN “AFTER” ACTIVITY,
RELATED TO APPLYING THEIR UNDERSTANDING OF THE MEANING OF THE SIX GOALS FOR THE CONSTITUTION AS STATED IN
the photos and documents to determine the meaning of their part [OBJECTIVES SUGGEST
of the preamble. Students will
have question sheets to help them come to understanding [WHAT?? YOU MEAN A TEACHER-MADE QUESTION
THE PREAMBLE]
THEY MUST KNOW ALL SIX PARTS, SO THEY NEED TO BE STUDYING ALL SIX PARTS]
SHEET IS ALL WE NEEDED IN ORDER FOR STUDENTS TO “COME TO AN UNDERSTANDING” OF SOMETHING IMPORTANT? I
THOUGHT IT TOOK A WELL-DESIGNED BEFORE-DURING-AFTER SEQUENCE] of
the photo or document. [WHILE THIS IS
A VIEWING ACTIVITY, I’M NOT CONVINCED THAT IT ISN’T INTENDED TO BE AN “AFTER” WHEREBY STUDENTS ATTEMPT TO
APPLY THEIR UNDERSTANDINGS OF THE PREAMBLE GOALS TO SITUATIONS WHERE THOSE GOALS MIGHT PERTAIN OR
RELATE.]
8.
Students share what they have discussed in their groups [THIS WILL BE AN “AFTER” FOR THE
GROUP TALKING ABOUT ITS ASSIGNED GOAL, BUT A “DURING” FOR THE REST OF THE CLASS AS IT LISTENS
(PASSIVELY) TO THE ‘EXPERTS’ REPORTING OUT] using
the jigsaw method [WHY HAS JIGSAW BEEN
CHOSEN AS THE BEST STRATEGY TO HELP STUDENTS REACH THE GOALS OF THIS LESSON? WHAT MAKES IT
THE BEST STRATEGY? IT SEEMS FRAUGHT WITH PERIL, ESPECIALLY BECAUSE IT MAKES STUDENTS DEPEND
ON FELLOW STUDENTS WHO ARE UNTRAINED AT TEACHING, AND WHO’VE ONLY JUST BARELY LEARNED A
SMALL PART OF AN IMPORTANT CONCEPT, FOR 5/6 OF THE CONTENT THEY’LL ULTIMATELY BE RESPONSIBLE
FOR.]
9.
Students will match the phrase they have to the phrase written in simpler terms and place on
the board in the correct order [THIS IS ALSO AN “AFTER” BUT IT DOESN’T SEEM LIKE A PARTICULARLY
MEANINGFUL ACTIVITY. WHAT WILL MOST STUDENTS BE DOING MOST OF THE TIME? WHY IS IT MATCHING
INSTEAD OF STUDENTS WRITING THEIR OWN GRASP OR SIMPLE SENTENCE? WHY IS IT LIMITED TO A FEW
STUDENTS (OR ONE AT THE TIME AT THE BOARD) INSTEAD OF A STRATEGY THAT WOULD INVOLVE ALL
STUDENTS IN MEANINGFUL METACOGNITION ABOUT THE SIX GOALS STATED IN THE PREAMBLE?]
After:
Students will complete a 3-2-1 and share [WHY? WHAT IS THE POINT OF THAT SHARING?] with the class
3-Questions you asked yourself as you tried to determine the meaning of your phrase
2- Things you noticed about your primary source
1-question you may still have
[GIVEN TODAY’S OBJECTIVE, WHAT MAKES A 3-2-1 THE BEST STRATEGY? WHY ARE THOSE THE PROMPTS IN THIS 3-2-1?
WHAT IS IT ABOUT TODAY’S OBJECTIVE THAT RELATES TO WHAT STUDENTS MAY NOTICE ABOUT A PRIMARY SOURCE?]
Assessment: Evidence of Learning
1.
2.
3.
4.
Teacher Observation
2. Class participation in discussion
3-2-1
Completion of primary source document worksheet (at least 85% accuracy)
THIS LESSON IS A WONDERFUL EXAMPLE OF OUR GETTING EXACTLY WHAT WE’VE ASKED FOR…OR BEING CAREFUL ABOUT
WHAT YOU WISH FOR. THERE ARE STRATEGIES, PRIMARY SOURCE DOCUMENTS, TECHNOLOGY, STAGES THAT FEEL LIKE A
BEFORE-DURING-AFTER… AND IT’S NOT A PARTICULARLY GOOD LESSON. THE GENESIS OF THE PROBLEM GOES BACK
TO THE OBJECTIVE: BECAUSE IT IS NOT VERY CLEAR OR WELL-THOUGHT-OUT, IT PROVIDES INSUFFICIENT GUIDANCE FOR
HOW THE REST OF THE LESSON SHOULD BE DEVELOPED. FURTHER, THE OBJECTIVES WERE NOT THE STARTING POINT: THE
ACTIVITIES OF THE LESSON PROBABLY WERE, AND THE OBJECTIVE FEELS LIKE IT’S BEEN WRITTEN TO MATCH THEM.
ND
RD
THAT’S WHY WE GET THE 2 AND 3 OBJECTIVES, WHICH ARE NOT LEARNING OUTCOMES (I.E., THE SKILLS BEING
TAUGHT), BUT INSTEAD THEY ARE ACTIVITIES THAT STUDENTS ARE ABLE TO ENGAGE IN WITHOUT BEING TAUGHT HOW TO
DO THEM. THE BEFORE IS REALLY MORE OF A DURING; THE DURING CAN’T DECIDE WHEN IT’S A DURING AND WHEN
IT’S AN AFTER, AND THE AFTER TURNS OUT TO BE THE ASSESSMENT. IT IS WORTH NOTING THAT THE ASSESSMENT,
IN THE PLAN, IS LISTED AT THE END, WHICH MEANS IT WAS PROBABLY NOT THOUGHT OF AND DETERMINED BEFORE THE
ACTIVITIES OF THE LESSON WERE WRITTEN. THAT’S WHY IT HAS MULTIPLE PROBLEMS: “TEACHER OBSERVATION” IS A
MEANINGLESS WAY TO COLLECT EVIDENCE OF STUDENTS’ ATTAINMENT OF THE STATED OBJECTIVES; “CLASS
PARTICIPATION” IS A MEANINGLESS WAY TO COLLECT EVIDENCE OF STUDENTS’ ATTAINMENT OF THE STATED OBJECTIVES;
THE 3-2-1 DOES NOT MATCH THE STATED OBJECTIVES; THE PRIMARY SOURCE DOCUMENT WORKSHEET IS A “DURING”
AND CANNOT, THEREFORE, BE THE ASSESSMENT. IT ALSO DOES NOT MATCH THE OBJECTIVES.