Académique Documents
Professionnel Documents
Culture Documents
Instructional Planning Template for the Document-Based Lesson Sequence Revised 4.5.13
Your names:
Grade level and school:
Title of lessons:
Teaching date(s) and time(s):
Estimated time for lessons: Over how
many days will you teach this lesson? How
much time each day?
Overview of lessons: Provide a short
description of the lesson (3-4 sentences).
Include the central question you are
addressing in the lesson.
Central question:
Specific learning goals: 3 goals
which relate to the content, reading
practices, and writing practices in the
lesson.
1. Students will be able to
participate in a discussion about
why the Bill of Rights was needed
and how it affects our daily lives.
LEARNING GOALS
Should students have the right to free speech in school?
Connection to state social studies
standards & the Common Core
*Note: These learning goals align well
with CCSS requirements for reading and
writing. These are also included below.
5 U3.3.7 Describe the concern that
some people had about individual rights
and why the inclusion of a Bill of Rights
was needed for ratification. (C)
Type of assessment
ASSESSMENTS
Connection to learning goals: 2-3 sentences explaining how this assessment addresses the
learning goal(s) you identify above. Be sure to have an assessment for each learning goal (it is
possible to address multiple learning goals with one assessment).
During Part II of this lesson, students will be assessed on their ability to interpret an
excerpt from the majority and dissenting opinion statements from the Tinker v. Des
Moines court case. I will circulate the room and ask questions to each pair of students as
they read and analyze these documents using the contextualizing strategy. My students
answers to these questions will help me to evaluate the progress being made towards the
learning goals 2&3 (listed above). Additionally, students will be asked to fill out an exit
slip at the end of the Reading and Inquiry portion of this lesson. This exit slip will ask
students to respond to the following three questions:
1) By reading these two documents about the Tinker v. Des Moines court case, what
have you learned about what was happening in the late 60s?
2) The Tinker v. Des Moines case was taken all the way to the Supreme Court. Why
do you think this happened? In other words, why was this case not debated only
in a local or state court?
3) Which argument do you think is better: the Majority Opinion Statement or the
Dissenting Opinion Statement? Why do you think so?
At the end of this lesson, students will be asked to respond to the central question in a
written opinion statement. They will be required to use evidence from the sources
analyzed in class as well as from their prior knowledge about the Constitution and the Bill
of Rights. This summative assessment will address the learning goals 2&4, listed above.
Goal #4 will be addressed more specifically because students will be asked to describe in
their opinion statements why the first amendment can be interpreted differently by two
parties that debate a common issue and will be required to describe why their side of this
debate has stronger evidence supporting it.
This classroom has two ESL students in it who may struggle with the
complexity of the political language being used in the primary documents in
this lesson. These students may also not have as much background
knowledge concerning the American political system, and should therefore
be encouraged to ask questions during the Introduction and Background
Knowledge portion of this lesson.
To ensure that all students have equal access to knowledge during this
lesson, the discussion portion and document analyses should be treated as
an explorative exercise. In other words, the instructor should avoid going
into too much detail about right and wrong answers involving the first
amendment. Likewise, students should be free to respond in their own
personal way during the writing portion of this lesson. To do this, students
should be instructed to include an example of how the first amendment
affects their daily lives.
INSTRUCTIONAL SEQUENCE
Primary Documents (Attached Below Lesson Plan)
Overhead:
First Amendment to the Constitution of the United States (Ratified
December 15, 1791)
www.archives.gov
Paper Copies, one for each student pair:
(Excerpt from) Majority Opinion Statement of Tinker v. Des Moines Court
Case. Presented by Mr. Justice Fortas February 24, 1969
law.umkc.edu
(Excerpt from) Dissenting Opinion Statement of Tinker v. Des Moines Court
Case. Presented by Mr. Justice Harlan February 24, 1969
law.umkc.edu
Other Materials
Overhead Projector
Overhead Markers
Exit Slips (one for each student)
Constitution and Bill of Rights T-charts (one for each student-used in
Part 1 of this lesson for students to take notes)
Constitution Bill of Rights Overhead
Laptops (for students to write their final drafts of opinion statements)
List any materials needed for students with special needs here:
________________________________________________________
Time frame:
For each step,
indicate how
many minutes
you think it will
take and which
day the step will
take place on, if
the lesson is
spread over
Day 1
10 min
In the rows below, write how you will teach the background knowledge,
what you will do, what students will do, etc. Indicate how much time each
step will take.
Greet students & Elicit Student Background Knowledge about
the Constitution and the Bill of Rights.
Good morning ladies and gentlemen. I have just given you all two
sheets of paper. These are for you to use to take notes on the
discussion we are about to have about the Constitution and the Bill
of Rights. We will practice using these T-charts together.
Raise your hand if you have learned about the Constitution and
the Bill of Rights before. Now, keep your hand up if you think you
have a good understanding of what those two documents say.
Cold call on students with raised hands and ask them to share what
they know. Start with the Constitution, and then move on to the
Bill of Rights. After each student gives a response, ask the class to
describe if that persons point belongs in the left or right-hand
column of the T-chart handout.
Take a look at the (Constitution/Bill of Rights) T-chart. The left
column is for facts about what this document says or does. The
right column is for thoughts about how this document affects our
daily lives. Do you think the point _______just made should go on
the left or on the right?
Record student responses on T-Chart overhead
Questions to ask to improve the quality of this background
knowledge discussion:
1.
2.
3.
4.
5.
Day 1
10 min
1-2 min
In the rows below, write how you will model the reading practice that is related to your learning goal. What will you do and say?
Provide a script below for the modeling, or, indicate on the adapted text what you will say. Then describe how you will coach students
as they work on this reading practice with the second document. Indicate how much time each step will take.
Day 1
10- min
3.
4.
What things were different back then? What things were the
same?
What would it look like to see this event through the eyes of
someone who lived back then?
1 Min
15 Min
Describe the
informal
assessment of
reading you will
ask students to
do.
Now that you have had a chance to analyze and interpret these
two documents, I have an exit slip here for each of you. Please
respond to these questions as best you can and in cursive. Each
answer should be at least two complete sentences.
Distribute Exit Slips
Day 2
5 min
Day 2
10-15 Min
15-20 Min
for Drafting
Now its your turn. Do you think students should have the right
to free speech in school? Keep an open mind when thinking about
which side of the argument to take. What if a person abuses
his/her freedom of speech and hurts other people with his/her
words?
Today I want you to outline your arguments. Then we will write
the first draft of our opinion statements.
Describe the
summative
writing
assessment &
how you will
introduce it, how
The summative assessment for this lesson is the final draft of the
opinion statement. This process may take 20+ minutes.
I have seen some fantastic outlines today. In fact, I have seen that
a few of you have started drafting your opinion statements. It is
time to put our efforts to fruition. You may quietly get up to get a
Describe your
final wrap-up for
this sequence of
lessons.
REFLECTION ON PLANNING
I would like to learn more about how to modify primary historical
documents. If I were being observed during this lesson, I would want the
observer to pay special attention to how I treat student questions and ideas.
So far my teaching persona has been largely based on exploring ideas and
subjects with my students. I think that this kind of inquiry will make this
lesson even more effective. In other words, some of the best teaching
moments in this lesson might not be those written in this lesson plan
instead, they might develop in the moment.
I practiced the modeling portion of this lesson with a group of my peers. I
practiced using the overhead to demonstrate how I would read the primary
documents and explained to them how I planned on administrating the
writing portion of this lesson. They helped me to see the strengths and
weaknesses of my modeling and of my plan for the writing part of this
lesson. As a result of their advice, I shortened one of my primary sources.
(Excerpt from Majority opinion from Tinker v. Des Moines)
** Attach the primary sources (adapted and original) and any handouts/worksheets you plan to use with the students.
Constitution T-Chart
What does this document say?