Teacher Candidate: Nick Sprague Date: 11/10/11 Lesson Plan: Bill of Rights in Contemporary Society Unit Title: The

New Nation Subject: US History Grade Level: 11 Essential Question(s): Why is the Bill of Rights still important in America today? Lesson Title/Number The Bill of Rights in Contemporary Society

Reading (College and Career Readiness) State Standards and 1. Read closely to determine what the text says explicitly and to make logical Performance inferences from it; cite specific textual evidence when writing or speaking to Indicators
support conclusions drawn from the text. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Writing (College and Career Readiness)

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Lesson Objectives
(Blooms Taxonomy)

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

1. Students will be able to detail and understand the Bill of Rights after a brief review of material taught in previous classes 2. Students will use online resources (http://www.billofrightsinstitute.org/) to identify and evaluate recent news articles from around the country dealing with the Bill of Rights 3. Students will analyze the articles and answer questions about them based on a handout given to each group of 3 or 4 4. Students will present, express their opinion, and argue the importance of their article in relation to the Bill of Rights 5. Students will analyze each groups argument and express their own opinions in a class discussion

----------------------------------------------------------------------------------1) Students will be tested on the Bill of Rights following this lesson. Questions will be based on former Regents questions 2-4) Students will fill in the necessary information on their handout and present the information and their arguments and opinions to the class

Bell Ringer and Prior Knowledge Tap

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

Students will use the computer lab for this class

How does the Bill of Rights affect your life today? 5 min review of Bill of Rights with the whole class -Students have studied this in detailed in previous classes

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

________________________________________________________
1) Teacher will conduct a 5 min review of Bill of Rights with the whole class using a Prezi presentation (auditory, visual) 2) Teacher will give students handout and briefly explain each question and give examples of acceptable answers. Teacher will check for understanding by asking students specifically about the tasks needed to be completed (auditory, visual) 3) Before breaking into groups of 3 or 4, teacher will introduce website, direct students to specific section of the website, and model desired activity. Teacher again checks for understanding by asking students specifically about where to find the articles concerning contemporary issues with the Bill of Rights (auditory, visual) 4) Once they demonstrate sufficient understanding, students break into groups using a fun grouping activity, and tackle the assignment using the website and their handout (auditory, visual) 5) While students are working in groups, teacher continues to make inquires and checks for understanding amongst each group (auditory) 6) With 15 minutes left in class, students wrap up their research and discuss how they will represent their research to the class (auditory) 7) Students present their research, arguments, and opinions to the class and a brief discussion about each topic ensues (auditory, visual) 8) After each student presentation, teacher checks for understanding by asking students specific questions and about their opinions (auditory) 9) Wrap-up and closure (auditory)

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

Checks for Understanding Label: directions, procedures, routines, and/or content (formative)

Teacher will give students handout and briefly explain each question and give examples of acceptable answers. Teacher will check for understanding by asking students specifically about the tasks needed to be completed (directions) Before breaking into groups of 3 or 4, teacher will introduce website, direct students to specific section of the website, and model desired activity. Teacher again checks for understanding by asking students specifically about where to find the articles concerning contemporary issues with the Bill of Rights (directions) While students are working in groups, teacher continues to make inquires and checks for understanding amongst each group (procedures) After each student presentation, teacher checks for understanding by asking students specific questions and about their opinions (content)

Students will apply the knowledge learned during this analytical and evaluative activity to help them with Regents questions on a test the next day

Assessment Type and purpose

(sometimes called evaluation)

Brief review of the Bill of Rights and how each groups article relates to a certain amendment

Closure

Aides and support staff will assist teacher in checking for understanding during group research activity.

Accommodations and/or Interactions with Support Staff

If some students need filled in handouts during group activity, a copy of their partners will be provided to them after class

Handouts, SMARTboard, Prezi, www.billofrightsinstitute.org, pens/pencils, podium

Resources/Materials

Time Required

1, 40 minute class (and possibly more if not all groups get to present)

Teacher Candidate: Nick Sprague

Unit Topic: The New Nation

Essential Question(s): Why is the Bill of Rights still important in America today? Lesson Number: Bill of Rights in Contemporary Society State Standards
(performance indicators, key ideas, strands, etc.)

Approximate Time: 1 class (40 minutes) Acceptable Evidence and Type of Assessment
1) Handout completed during group work (formative)

Objectives
(Label Blooms)

Social Studies CCR Reading 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.
1) Students will analyze and evaluate a news article dealing with contemporary issues in relation to the Bill of Rights

(comprehension, analysis)

Social Studies CCR Reading 8

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
1) Students will analyze different perspectives within the news article and evaluate their relationship to the Bill of Rights

1) Handout and group work

(formative)

2) Presentation (formative)

(application, evaluation)

Reading standards for Social Studies 6-12 along with Speaking and Listening standards
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

1.

Students will outline and analyze how ideas from the article related to the Bill of Rights and express their opinions about the article in class

1. Present topic and facilitate a brief

discussion (Formative)

(application, analysis)

Social Studies CCR Writing 7

Conduct short as well as more sustained research

1. Students conduct a short

research project in class analyzing how a contemporary news issue relates to the Bill of

1.

Completed student handout

projects based on focused questions, demonstrating understanding of the subject under investigation.

Rights

(analysis)