Teacher Education Lesson Plan Template

Teacher: Madeline Keever Date: 9/18-9/19

Title of Lesson: You’ve Got Rights! Cooperating Teacher: Stacey Luck

Core Components
Subject, Content Area, or Topic
8th Grade Civics and Economics

Student Population
1A: 23 1B: 23
5A: 26 5B: 25
Learning Objectives
8.1.4 I can describe the fundamental rights and liberties of citizens.

Virginia Essential Knowledge and Skills (SOL)

CE.3b The student will apply social science skills to understand citizenship and the rights, duties,
by describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and
the rights guaranteed by due process and equal protection of the laws;

Materials/Resources
i-Civics Lesson printouts, warm up notebooks, writing utensils
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

X Identifying Similarities & Differences 45%
X Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
X Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
X Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
X Demonstration 30%
X Audio Visual 20%
X Reading 10%
X Lecture 05%
Safety (if applicable)
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Time
Process Components
(min.)
*Anticipatory Set
Alien Invasion Activity from iCivics Lesson
TTW project the activity sheet with instructions on the promethium board for TS to look at
when they enter the room.
TSW use their warm up books to write down their answers.
Once TS have had several minutes to write their answers, TTW discuss the importance of
rights and introduce the class objective.

*State the Objectives (grade-level terms)

I can describe the fundamental rights and liberties of citizens.
*Instructional Input or Procedure
TTW play a short You-Tube video on Due Process.
Reading from iCivics Lesson “You’ve Got Rights” and Bill of Rights
- TTW pass out “You’ve Got Rights reading page.
- TTW call on volunteers to read aloud. TTW pause at certain points for
reinforcement or clarification.
- TTW ask the students to compare and contrast the positions of the Federalists and
Anti-Federalists.

Protections and Rights Activity with a partner (20 min)

- TTW pass out the “Rights” activity sheet from iCivics lesson.
- TTW instruct pre-designated ‘small group’ students to sit together at a table in the
classroom to work on this activity.
- TTW explain that they are going to read through a list of constitutional
amendments and identify the rights granted by the Bill of Rights.
- TTW instruct the students to Share out

Textbook reading and Two Column Notes

- TTW say “Please pull out your textbooks from under your desks. We are going to
read from two different passages. The first one is Ch. 6 Section 2 ‘Protections and
the Bill of Rights’.
- TTW review two column note taking. TTW say, “Write your name, date, and title
of notes at the top of your page.”
- After the students complete their notes for the first reading TTW instruct them to
open their textbooks to Pg. 189 “The Fourteenth Amendment”.
- TSW take notes on both sections.

*Modeling
TTW model the difference between the Federalists and the Anti-federalists as TS progress
through the reading.
TTW review two-column note taking before instructing the students to read from their
textbooks.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 *Check for Understanding
TTW verbally ask the students to recall the differences between the feds and anti-feds.
TTW walk around the room during independent activities and check for understanding by
visually checking student’s answers and questioning them as they go.
TTW not give TS answers but will prompt them with questions or hints if necessary.
*Guided Practice
At the beginning of the Protection and Rights activity, TT and TS will do the first couple
amendments together before TS work independently.
During each activity sheet, TT will pace the room and assist students as needed. This may
involve adding further explanations, answering questions, or modeling instruction.
*Independent Practice
TSW work independently to complete the activity sheets. *See instructional input and
procedure.
Organize the Bill of Rights Activity with a partner
- TTW pass out the organizational activity and instruct the students to categorize
rights in the Bill of Rights as individual freedoms, protection from government
power, or rights of the accused.

“You’ve Got Rights Small Group Activity

- TSW categorizing the Bill of Rights
- TSW write down their answers, explaining scenarios where certain rights are
missing.
- TSW fill out a Venn diagram comparing federalist and anti-federalist opinions.

Assessment
TTW ask the students to list as many constitutional rights as they can remember on a scrap
of paper.
TSW share what they recalled.
*Closure *See Assessment

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Prior to the start of the class TTW privately identify several students who are showing signs of
needed assistance. When TT divides the class in pairs, she will invite the group of students over to a
specific table for small group instructions.
The lesson includes visual learning through video, writing, speaking, reading, and group work.
Classroom Management Issues (optional)

Lesson Critique. To be completed following the lesson. Did your students meet the
objective(s)? What part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Date

Signature

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015