ECE Lesson Planning Template

Name: Sarah-Ann Hopper

Grade Level: 4 Number of Students: 24
Instructional Location: Classroom Date: 2.6.17

Lesson Goals
Central Focus of Lesson:
What will children achieve as a result of this lesson?
Students will review the Bill of Rights, and be able to identify each one as well as well as what scena
belongs with each amendment.

Standard(s) Addressed:
What Georgia Learning Standards will be addressed during the lesson? (List number and text)
SS4H5 The student will analyze the challenges faced by the new nation.
b. Identify the major leaders of the Constitutional Convention (James Madison and Benjamin Franklin) a
describe the major issues they debated, including the rights of states, the Great Compromise, and slave

*If using this template for an edTPA lesson include the Language Function
Language Function (see 4a on Task 1 for more information):

Lesson Objectives and Demands

Essential Literacy Strategy (if using this template for an edTPA lesson):

Learning Objectives:
What will the students know and be able to do by the end of the lesson? (use observable language with mea
verbs)
Students will be able to give an overview understanding of each of the Bill of Rights; students will also be ab
correctly match a scenario with the Amendment it corresponds with.

What language will students be expected to utilize when illustrating their understanding?
Students will be expected to use the language of the Bill of Rights such as This scenario belongs with ___
Amendment, and here is why I think that . . . or of similar language where students will be able to state whic
Amendment each scenario belongs with and give a defense of why that amendment belongs with that scena

Key Vocabulary in Lesson:

Bill of Rights, Amendment, Petition, infringed, warrant. Teacher can add key vocabulary as the lesso
progresses.

Lesson Considerations
Materials:
Georgia Social Studies Textbook
Bill of Rights worksheet:
https://docs.google.com/document/d/1kA1CGl3eJaS17ZorKAe8cS5Sxr8JJf7sCPJdAvN1mAc/edit (I w
make a copy of the worksheet and place it in the binder)

Prior Academic Learning and Prerequisite Skills:

List the prior knowledge that students will need to use and build upon to be successful in this lesson
The definition of the Bill of Rights, how many rights are in the Bill of Rights, the importance of the Bi
Rights, over view knowledge of each right, why the Bill of Rights is so important?

Misconceptions: Identify common misconceptions regarding the concepts addressed in this lesson
Bill of Rights is not an amendment (students can be confused when referring to the First Amendmen
Bill of Rights interchangeably)

Lesson Plan Details: Write a detailed outline of your class session including
instructional strategies, learning tasks, key questions, key transitions, student
supports, assessment strategies, and conclusion. Your outline should be detailed
enough that another teacher could understand them well enough to use them. Include
what you will do as a teacher and what your students will be doing during each lesson
phase. Include a few key time guidelines. Note: The italicized statements and
scaffolding questions are meant to guide your thinking and planning. You do not need
to answer them explicitly or address each one in your plan. Delete them before typing
your lesson outline.
*Include what you and the students will be doing
Lesson Introduction - Before: Setting the stage, activate and build background
knowledge, introduce and explain
Tell students Today we are going to do an in depth study of the Bill of Rights, does
any one remember what the Bill of Rights are? (Students will give various answers that
can be The first 10 Amendments; they protect us as citizens etc.) If students do not
answer, scaffold their thinking by referring back to the constitutional convention,
Revolutionary War, why the Articles of Confederation did not work etc. to lead up to the
constitution being created. If that still does not work, guide students to turn to their
book to page 334-335 to gather information on their own.
How will you set a purpose and help students learn why todays lesson is important to
them as readers/writers/learners?
Teacher will ask students: What would happen if you as a citizen of the United
States did not have your rights protected? (Students will provide various
answers) Then tell students that the Bill of Rights was made by the people (aka
founding fathers) for every one of us! Elaborate that each right (10 total) was
created to protect you as a citizen, so you would not be treated unfair.

How will you activate and build on prior knowledge and experiences related to the
topic?
Teacher will ask students What rights do you recall the Bill of Rights giving
American citizens? Students will give various answers such as Freedom of
Speech, Religion, etc. Teacher will then scaffold student thinking about rights
not mentioned such as can the police enter a house without a warrant?, Can
 we be forced to house soldiers in war and peace time? Etc. Students will give
their responses such as oh no, that is illegal etc. and then teacher will
elaborate on each amendment and why that is so.

Learning Activities - During: Active engagement in meaning making, explicit

instruction, and practice (you should be checking for understanding throughout the
lesson, your formative assessment(s))

How will you engage students in active meaning making of key concepts and ideas?
Teacher and students will turn to page 334-335, and teacher and students will do
a shared reading of the first 10 Amendments. Teacher will again reinforce the
amendments and their importance to American citizens.

How will you model this strategy/skill for your students (exemplars and/or
demonstrations)?
Students already understand how to complete a shared reading, but teacher can
remind students that they are not to read above the teachers tone of voice nor
read faster than the teacher is reading.

How will you provide opportunities for guided practice?

Teacher and students will complete the first scenario together, with teacher
helping to direct students to finding the answer. Students can also direct teacher
as to which Amendment the scenario is referring to and defend their cases.

How will students independently practice using the strategy and the skill it targets?
Students will work in pairs over the Bill of Rights scenarios to determine which
Amendment belongs with each scenario.

What planned supports will you use for the whole class, individuals, and/or students
with specific learning needs?
Students will be partnered together to complete the worksheet, one-on-one assistance
will be given to students who need it as teacher walks around during the work session,
teacher can also repeat instructions to students may not understand the task, teacher
can also administer a guided group with struggling students to further help them with the
task.

Closure - After: Restate teaching point, clarify key points, extend ideas, check for
understanding

How will students share or show what they have learned in this lesson?
*this may have occurred during the lesson
Teacher will bring students back to whole group and review the Bill of Rights task
sheet. This will allow students to show what they have learned from the
worksheet and researching each Bill of Right.

How will you restate the teaching point and clarify key concepts?

Teacher will say: The Bill of Rights was established to protect American Citizens
rights, each amendment protects every one of you such as the freedom to
choose any religion you want, the ability to speak freely etc. It is very important
for you to know and understand the Bill of Rights because one day you may
need them to protect you.

How will you engage students in reflection on how the strategies/skills learned today
can be used as readers/writers/learners?
We will then transition to the closing question, which will be: What rights are included in
the Bill of Rights? Students can further elaborate what they have learned.

How will you provide opportunities to extend ideas and check for understanding?
Teacher will ask students Which amendment do you think is most important, and why?
This will give students a chance to state their case about why they think an amendment
is important, students are also able to give facts to support their reasoning which will
further check for understanding and even extend the idea of the particular amendment.