amy moeller fall 2007 time allotted: 45 min lesson
TRANSCRIPT
Amy Moeller
Fall 2007
Fifth Grade
Title: The Bill of Rights
Time allotted: 45 min
Lesson Overview:
This lesson aims to teach the students about the first five amendments in the Bill of Rights
of the Constitution of the United States of America. The concept of the Bill of Right and
the first five amendments will be taught for the first time, that’s why the Behavioral Model
and the Direct Instruction Strategy will be used for this lesson.
Goal:
Students will learn the basic characteristics of the first five amendments in the Bill of
Rights of the United States Constitution.
Standards:
National Standards Grades 5-8
National Standard NSS-C.5-8.2 Foundations of the Political System
What are the Foundations of the American Political System?
• What is the American idea of constitutional government?
• What are the distinctive characteristics of American society?
• What is American political culture?
• What values and principles are basic to American constitutional democracy?
National Standard NSS-C.5-8.4 Principles of a Democracy
How Does the Government Established by the Constitution Embody the Purposes, Values,
and Principles of American Democracy?
• How are power and responsibility distributed, shared, and limited in the
government established by the United States Constitution?
• What does the national government do?
• How are state and local governments organized and what do they do?
• Who represents you in local, state, and national governments?
• What is the place of law in the American constitutional system?
• How does the American political system provide for choice and opportunities for
participation?
New York State Standards
Standard SS1: History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of
major ideas, eras, themes, developments, and turning points in the history of the United
States and New York.
Key Idea SS1.1: 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
SS1.I.1B: Students 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of Rights, and other important historical documents.
Objective
Given a blank graphic organizer titled “The First Five Amendments of the Bill of
Rights” the student will identify by inserting in the graph at least two characteristics of
the first five amendments of the Bill of Rights.
Materials
Graphic organizer titled “The First Five Amendments of the Bill of Rights
Pieces of oak tag that have true and false statements on them
Technology
Smartboard and markers that accompany the board
Smartboard Presentation, “The First Five Amendments of the Bill of Rights.”
Anticipatory Set (5 minutes)
Once the class is settled in their seats I will clap twice and wait for there claps in return.
Once I have students’ attention, I will ask them to take out a blank sheet of paper. I
will ask the students to write on the sheet of paper any freedoms or rights they have and
which of those rights they like having the most. I will allow two minutes for the
students to write their ideas down. To re-focus their attention on me, I will turn the
lights off and then back on. I will ask the students to share their ideas and let them
know that there is no wrong or right answer. As the students share their ideas I will
write them on the first slide of the Smart Board presentation (see below). While the
students share their ideas, I will encourage all responses. I will then let the students
know what and why they are learning. I will tell them they are learning about the first
five amendment of the Bill of Rights in the United States Constitution. I will do this by
saying, “The United States of America is a wonderful place to live. It would not be so
nice if there were no rights and freedoms for the citizens. The Bill of Rights in the
Constitution allows us to live in a nation that gives us specific rights. This is why I will
be teaching you about the first five amendments of the Bill of Rights.
Anticipatory set slide one
Development
The instructional model used for this lesson will be the Behavioral model and the
strategy will be Direct Instruction. I will apply the presentation method for the
instruction by using a Smart Board presentation combined with a lecture.
I Do It
Slide Two Slide Three
Slide Four Slide Five
Slide Six Slide Seven
Slide Eight Slide Nine
Slide Ten
Checking for Understanding
Throughout the “I Do It” section of development I will check for Understanding by
repeating key information from the slides making my tone of voice more excitable when
I read these key points. The presentation “chunks” information and after each “chunk”
is presented I will ask questions to ensure that the students are able to comprehend the
information. I will check for understating by asking questions throughout lecture.
Guided Practice “We Do It.”
Activities One, Two, and Three: Slides eleven, twelve and thirteen of the Smartboard
presentation (see below) will be used for these three activities. The slides allow the
students to answer questions about the first five amendments. These questions are to be
answered as a class. I will ask the students to help me answer the questions and allow
them to interact with the Smartboard. We will do all three activity slides twice.
Slide Eleven Slide Twelve
Slide Thirteen
Activity Five: “Thumbs up Thumbs Down” will be the fourth activity. I will show the
students the oak tag sheets. These sheets will have both true and false statements about
the material presented in the “I do it” section. The oak tag sheets will be presented in
random order. I will ask the students to give me thumbs up if they think the statement
is true and thumbs down when they think it is false.
Activity Six: First, I will place the definitions of the first five amendments on a blank
slide of the Smartboard, draw a line down the middle and label the column with the
definitions, “definitions” and the other column amendments. The students will be asked
to fold a piece of paper in half and draw a line down the middle, on the crease of the
paper. I will ask the students to label one column amendments and the other
definitions. Next, they will be asked to copy the definitions on the board in the definition
column. I will then define the amendments with the class. I will say all the correct
answers and then ask someone to repeat each correct answer. I will then ask them to
write down their understanding of the amendments. The students will be given five
minutes to write down their understanding of the amendments. After they are done
they I will ask them to share their ideas with the class. As the students are working on
defining the amendments, I will walk around helping students to complete the activity
correctly. I will encourage the correct answers and ideas. All students will be
encouraged to contribute something to the discussion.
Accommodations:
Any students that have speaking problems, I will ensure an aide or speech specialist is
present and assistive technology that is needed will be provided. For any students are
visual impaired, I will create the Smartboard presentation in a larger font and will use
preferential seating. If I have a hearing impaired student, I will speak louder, clearer and
make it possible to read my lips, if necessary. Assistive technology will also be provided.
For those students who are learning at a higher level, I will provide them with a copy of the
Bill of Right, ask them to highlight all the parts that we discussed in the lesson, and ask
them to formulate three questions about this document. If I have identified lower level
learners or any students who do not respond well in the checking for understanding, I will
provide them with a copy of the Smartboard presentation to assist them in the guided and
independent practice portions of the lesson. I will also give as much attention and
reinforcement to these students throughout the lesson as soon as they are identified.
Closure
To close the lesson I will go around the room and ask each student to say one thing that
they have learned in the lesson. If someone is hesitant or apprehensive about answering I
will give them a clue. I will then write all their ideas on the board. Once everyone has
contributed, I will ask a volunteer to read over all the ideas on the board. I will ask more
didactic questions. If I feel there is any misunderstanding in any areas I will review those
area by bring up that particular slide in the Smartboard presentation and go over it.
Independent practice
The students will be provided with a blank graphic organizer (see attached) titled “The
first five amendments of the Bill of Rights.” I will tell the students they need to
independently fill in the graphic organizer by identifying the characteristics and concepts
that were presented in the lecture.
Evaluations
Diagnostic – The student prior knowledge of the first five amendments will be assessed
during the Anticipatory Set through brainstorming ideas that they write on their sheets
about the rights and freedoms they have as citizens.
Formative - Didactic questioning will be used in the Anticipatory set and Development
stage of the lesson plan. I will also use a check lists through out the lesson plan to evaluate
the strengths and weakness of the students.
Summative – The student’s graphic organizers that will be completed in independent
practice will be used to assess the student’s knowledge and determine whether or not they
have met the lesson’s objective.
Reflection
1. Did the lesson overview contain the What, How and Why of the topic?
2. Is my Objective measurable?
3. Are my Goals & Objectives aligned with the Behavioral Model and the Direct
Instruction Strategy?
4. Did the Anticipatory set intrigue my students and grasp their attention so that they
could recall prior knowledge?
5. Was my introduction appealing and encouraging?
6. Was my development inclusive and engaging?
7. Was my development aligned with my objective?
8. Did the lecture and demonstration help students in acknowledging and
comprehending the concepts?
9. Did the activities match the Goals, Objectives and Standards?
10. Are the activities appropriately designed for Direct Instruction?
11. Did I create enough practice and Guided Practice in the lesson and did it help
students understand the concepts?
12. Did I create appropriate accommodations and differentiate the Instruction
accordingly to students needs?
13. Was the closure to brief?
14. Did the independent practice allow students to achieve the objective?
15. Did I have assessment examples that covered Formative, Diagnostic and
Summative evaluations?
16. Can a substitute teacher perform this lesson plan clearly the same way I intend it to
be taught?
Independent Practice Graphic organizer
Name: ________________________________ Date: __________________
The First Five Amendments of the Bill of Rights
5
4 3
2
1
The First
Five
Amendments
of the Bill of
Rights