Teacher Candidate: Brian Kelly Lesson Plan Template

Date: 10/19/11

Unit Title: Beginning of US Government Subject: Social Studies Grade Level: 7th/8th Essential Question(s): What rights do you enjoy for living in America? (*****You may not use every box everyday during field experience.) Lesson Title/Number State Standards and Performance Indicators The Bill of Rights Standard 1.1: The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions. Performance Indicator: Interpret the ideas, values, and beliefs contained in the Declaration of Independence and the New York State Constitution and United States Constitution, Bill of Rights, and other important historical documents. Standard 5.2: The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, selfdiscipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government. Performance Indicator: Explain how the Constitutions of New York State and the United States and the Bill of Rights are the basis for democratic values in the United States.

Lesson Objectives
(Blooms Taxonomy)

1. Students will be able to recall the first 10 amendments of the Constitution.

---------------------Acceptable Evidence
*Could be collected for accountability/auditing purposes.

---------------------------------------------------------------------------------1. Word/picture association activity. 2. Next day will have a quiz mini-quiz.

Bell Ringer and Prior Knowledge Tap

This can be together or separate. Also may be called: set induction, anticipatory set, introduction/review

Do Now: List down at least 5 rights that you are happy that you have. The students will then with a partner compare answers and then share with the class what they came up with. Bill of Rights rap video from You Tube.

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Procedure
Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

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*Accommodations for learning modalities are required. Labelvisual, auditory, and kinesthetic

*The teacher will show the students a PowerPoint that gives some background information about the Bill of Rights. The teacher will provide a handout where the students will write down what the first 10 amendments are based on the word/picture association activity. The teacher will check for understanding for closure by asking students questions such as: Why was the Bill of Rights added? What is amendment #.....? The students will talk with a partner about what rights they are happy to have. The students will take notes on the background information presented about the Bill of Rights. The students will fill in a worksheet of the Bill of Rights based on the word/picture association activity on PowerPoint. The students will answer questions listed above for closure of the lesson. Visual: The Bill of Rights rap video, PowerPoint, and word/picture association activity. Auditory: The Bill of Rights rap video Kinesthetic: The word/picture association activity.

Directions: Ask a student in the class to repeat to the class what they are suppose to do for the word/picture association activity. Checks for Understanding Label: directions, procedures, routines, and/or content (formative) Content: The word/picture association activity when completed could be used, as a study guide for another checking for understanding, which is will be a mini quiz given the next day. Question and period for closure based on the lesson such as, why was the Bill of rights added and what is amendment #...?

Assessment Type and purpose

(sometimes called evaluation)

Word/picture association activity (formative)- this will show that the students were able to figure out what each amendment of the Bill of Rights is. Question and answer period (formative)- The teacher will ask the students why the Bill of Rights was added and name what various amendments are. Mini Matching Quiz (formative)- This matching quiz will show if the students remembered the previous days lesson.

Closure

Question and answer period based on the lessons such as: Why was the Bill of Rights added to the Constitution? What is amendment #...?

Accommodations and/or Interactions with Support Staff

Resources/Material PowerPoint, You Tube, Word/picture association activity handout s 1 day Time Required