Jenna Brooks

March 18, 2015

Content Area Oral Lesson Plan
Social Studies
8th Grade
Learning Targets:
I can collaborate with my group to determine the implications of the Bill of
Rights and share these with other groups.

I can apply each amendment in the Bill of Rights to real world scenarios in
order to assess how my rights are protected.

State Standards:
CCSS.ELA-Literacy.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building
on others' ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.8.1.a
Come to discussions prepared, having read or researched material under study;
explicitly draw on that preparation by referring to evidence on the topic, text, or
issue to probe and reflect on ideas under discussion.
Vocabulary: Quartered, Trial, Jury, Bail, Infringed, Indictment, Enumerations,
Abridging, Compulsory, Disparage
Steps to reach the
Learning Target

How I will teach that

step

Anticipatory set/Before Speaking

Vocabulary Review
As a class I will say each
word out loud and have
students say the words
with me.

Group up

Students will be
grouped into five groups
and assigned 2
amendments per group.
In these groups I will
explain directions to the
students and model the
first amendment and
have each student write
the first amendment

What students will do to

reach the learning
target
Students will speak the
specialized vocabulary
words out loud and use
each of the must know
and nice to know words
in a sentence. Students
can write three bonus
sentences using the
challenge words to get
full credit.
Students must create a
symbol, scenario and
explanation of rights for
their two amendments.
They must collaborate
with their group and
decide what will go in
each category. Students
may refer back to the
vocabulary review to

During Speaking
Jigsaw

During Listening
Note taking

scenario, symbol and

explanation of rights on
their chart.

better understand their

amendments.

Students will be
rearranged so that one
person from each group
is in the new group. I
will explain what each
student must do for
speaking and listening
and write directions on
the board. For speaking,
students must teach
their amendments to
their new groups.
Before students begin I
will do a fist to five
check for understanding
and then circulate and
check in with each table
as the activity
commences.

In these groups students

will share their symbol,
scenario, and
explanation of rights for
their respective
amendments to the rest
of their group. They will
assist, and make sure
that each of their group
members has the
information that they
provided written down.

For listening, students

must listen to their
group members and fill
out each column on
their activity guide.
Students must have
each column filled out
in order to receive full
credit.
After Speaking and Listening
Review
After students have
finished their jigsaw, I
will have them return to
their original groups and
have them go over their
findings. During this
time students will have
an opportunity to
improve or finish their
charts if they havent
already. I will pause
during this time to ask
each group what
questions or comments
they have.

Students will listen to

the presenter and fill in
their activity guides to
completion.

Students will review

their activity guide and
improve it or complete it
within their original
groups. Finally students
will be able to
brainstorm questions
and bring them before
the class.

Discussion

Cold Call

Closure
Exit Ticket

After that, I will write

the following questions
on the board and give
students some time to
discuss: What
amendments in the Bill
of Rights might be
unnecessary or
irrelevant during this
era? Which
amendments are the
most important and
why? What rights are
not protected under the
Bill of Rights and what
does this say about the
time period in which the
Bill of Rights was
written?

Students discuss the

questions written on the
board.

I will call on students

randomly to see what
their thoughts were
concerning each
question.

Students may be called

upon to share some
thoughts brought up in
their group discussion.

Students will pick one of

the questions discussed
and expand on it.
Students must write 3-5
sentences to receive full
credit.

Students will write down

their thoughts
concerning one of the
questions on the board.

Explicit Instruction: explain what to do

Modelling: Demonstrates what to do
When students DO something: at least three places
Vocabulary teach/Review
Struggling student differentiation
Advanced student differentiation

Works Cited
Strong, Richard W. "Strategies for Connecting With New Vocabulary: Auditory
Exercise
Reading for Academic Success: Powerful Strategies for Struggling, Average,
and Advanced
Readers, Grades 7-12. Thousand Oaks, CA: Corwin, 2002. 66. Print.

"US Constitution--Bill of Rights--The First Ten Amendments." US Constitution--Bill of

Rights--The First Ten Amendments. JFK American University, n.d. Web. 16 Mar.
2015. http://www.ratical.org/co-globalize/BillOfRights.html
Expeditionary Learning Adapted from Harvey Daniels and Steven Zemelmans
Subject Matter. 2011. Web. 29 Mar. 2015. Page 13.