Lesson Plan Template rev 1/22/18

Date: 2/24/2019 Teacher’s Name: Mr. Scolpini

Subject: Participation in Government and Civics Grade level: 12
Unit: Federalism Length of lesson: 50 Minuets

Central Focus:
This learning segment will focus on Federalism. The students will be recapping their knowledge
of the three branches of government, Executive, Legislative and Judicial to apply it while
reading the United States Constitution, New York State Constitution and Bill of Rights, farther in
the unit. This lesson will focus mainly on the language they will encounter over this unit. Much
of the language is hard to understand and read. The students will be focusing on building their
reading comprehension of these documents and the vocabulary found in them.
Lesson Title:
For unit, _1_ out of _5_:

Essential Question(s): How do I figure out the words I am reading without looking up the
definitions? How do I use context clues to help me figure out what I am reading?

Learning Standards:

State Content Standards:

12.G1 FOUNDATIONS of AMERICAN DEMOCRACY: The principles of American democracy are
reflected in the Constitution and the Bill of Rights and in the organization and actions of federal,
state, and local government entities. The interpretation and application of American
democratic principles continue to evolve and be debated.
Literacy Standards:
Key Ideas and Details RH.11-12.1. Cite specific textual evidence to support analysis of primary
and secondary sources, connecting insights gained from specific details to an understanding of
the text as a whole. h3. Corresponding College and Career Readiness (CCR) Anchor Standard 1.
Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the
text.
Research to Build and Present Knowledge WHST.11-12.8. Gather relevant information from
multiple authoritative print and digital sources, using advanced searches effectively; assess the
strengths and limitations of each source in terms of the specific task, purpose, and audience;
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism
and overreliance on any one source and following a standard format for citation.

Pre-Assessment: Do Now. (See Anticipatory Set)

Learning Objectives: Students Will: Assessments: Students will do this by:

- Analyze primary and secondary - Annotate primary and secondary
sources and decode vocabulary they sources
do not understand
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- Use context clues to create a - Vocabulary Vault in their notebooks

Vocabulary Vault (Word Wall) to use and on the class website.
over the length of the unit.

Differentiation: The Bill of Rights packet will be handed out to every student, so they have the
opportunity to work with every part of the text. The Preamble will be modeled for them during
the Direct Instruction because it has a Lexile level of 1500L-1600L, and the students need to
know what they are looking for. The other Amendments will be assigned by Lexile level,
according to the teacher determining of the learning levels for the students. The lower Lexile
levels will be assigned for the lower level readers and will progress with the reading abilities of
each group. Amendment 1- 1000L-1100L. Amendment 2- 1300L-1400L. Amendment 3- 1400L-
1500L. Amendment 4- 1800L-1900L. Amendment 5- 1400L-1500L. Amendment 6- 1300L-1400L.
Amendment 7- 1700L-1800L. Amendment 8- 1400L-1500L. Amendment 9- 1200L-1300L.
amendment 10- 1200L-1300L.

Academic Language: The language needed for this learning segment includes Tier 3 words that
are associated with the content are of Social Studies. The objective of this lesson is to learn the
academic language involved in this unit. The Bill of Rights contains many Tier 3 words. Other
language includes analyze, annotate and compare.

Procedure:

Anticipatory Set- 15 minutes

a. Do Now- The teacher will have the Do Now on the smartboard when the
students arrive to class.
b. Do Now- “Take 5 minutes and write down 5 things you remember from 11th
grade U.S. History, in regard to the 3 branches of the U.S. Government. 5
minutes.
c. Turn to your partner and compare what you have written down.
d. The teacher will then bring the class back together and as a class discuss what
everyone wrote down.
e. The teacher will do a recap of the responsibilities of the 3 branches of
government and focus on the Legislative branch, in regard to creating laws. 10
Minutes.

Initial Phase- 15 minutes

a. The teacher will hand out a packet containing the Bill of Rights to the students.
b. The teacher will explain to the students the difficult language that will be in the
Bill of Rights and that today’s lesson will focus on annotating and decoding the
vocabulary in the Bill of Rights, using context clues and adding those words to
the students Vocabulary Vault.
c. The teacher will model the technique for the students using the Preamble of the
Bill of Rights, because the preamble has a Lexile level of 1500L-1600L.
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d. The teacher will direct the students to underline and annotate any words they
do not understand from the Preamble.
e. The teacher will ask for volunteers to read the Preamble.
f. The teacher will stop the first volunteer after they read the title and write the
word “Preamble” on the board and direct the students to write it in their notes
as well.
g. The teacher will ask the students to decode the word by looking at the other
words in the title. The Word Preamble is 2 syllables and the prefix to it is “pre”
which means before. This is something that comes before the Bill or Rights.
h. The teacher will then continue with the volunteers for the rest of the preamble.
i. The following words will be highlighted by the teacher for context clue decoding:
i. Concurring
ii. Articles
iii. Clauses
j. Students will add these words to their Vocabulary Vaults (the set of words that
they can reference in their notebooks that will be relevant for the rest of the
unit).

Middle Phase- 15 minutes

a. The teacher will have the students break into groups of 2-3 and assign each group
one of the amendments from the Bill of Rights. The amendments will be assigned
by Lexile level to accommodate any differentiation needs.
b. The teacher will walk the room, assisting students when they need help.
c. If the teacher notices the students struggling at any point, the class will stop and
the teacher will bring them back together and they will go over the practice again,
together. 5 minutes
d. the teacher will bring the class back together and each group, starting from
Amendment 1 will read and announce the words they annotated and the
definition of what they think the word is and teach those words to the class. 10
minutes

Concluding Phase- 5 minutes

a. The last 5 minutes of class will be used to recap the lesson and assign homework.

Follow up: Homework: read anything the student wants. It can be an article, 1 page from a
book they are reading and annotate and use context clues to figure out what the difficult
vocabulary is. The students will bring in the reading or take a picture of it on their phones and
write a 2-paragraph response to the assignment. They will write what the difficult words were,
how they decoded them and what words in the sentences helped them to figure out the word.
This will be graded on a complete or incomplete basis.

Materials: Smartboard, Bill or Rights handout, computer, dry erase board, dry erase markers
 Lesson Plan Template rev 1/22/18

References and Resources:

Bill of Rights Institute- https://billofrightsinstitute.org/wp-content/uploads/2018/12/Bill-of-

Rights-for-Website.pdf