Georgia Southwestern State University Lesson Plan Guidelines

Created by GSW School of Education

Name: Jimmy Moore

Lesson Date: 1/18/17

Lesson Start Time: 8:00 am Lesson End Time: 9:30

Classroom/Lesson Context

__x_ Whole Group _____ Small Group _____ One-on-One

_____ Students with IEPs/504s _____ ELL Students

____ Other (Please specify:

___________________________________________________)

Please specify the number of students:

__13_ Girls _10 Boys

Learning Central Focus

Lesson Plan Title:

The Bill of Rights______________________________________

Grade Level: ___10___

Central Focus:

The Central focus of this segment is the Bill of Rights. I want to introduce the basic

concepts of the Bill of Rights, giving a brief overview on all of them, but focusing on

the 1st, 5th, and 6th.

Content Standard:
To be able to explain the fundamental principles of the United States Constitution,

including limited government, the rule of law, federalism, separation of powers,

checks and balances, and popular sovereignty (SSCG3-c). The Bill of Rights is one

of the fundamental parts of the Constitution.

Student Learning Goal(s)/ Objective(s):

I want every student to leave with a vague idea of what right each amendment
protects. I just want the beginning of understanding.

Launch: ___15_____ Minutes

How will you gain attention? I will start with a group discussion.

How will you start the lesson to engage and motivate students in learning? I will
ask what do the students think is a right. What right should everyone have?

What are your rules for the lesson? I do not want answers to be shouted. I want
school appropriate suggestions. I do not want others to ridicule a students
suggestion. I want hands raised and recognized before speaking.

Instruction: ____45_____ Minutes

First, I will show a short 1 minute clip with some jazzy music showing the

abbreviated version of the Bill of Rights. Then, I will go over a powerpoint about

the ten rights posted in the Bill of Rights. Then, I want to start going over the 1st

amendment in more detail. There will be a video. Then, I will discuss the 5th and

6th amendment together. I want to discuss the importance of trial by jury of your

peers. I will contrast that with the Kangaroo Courts in Paris during the Reign of

Terror.

Closure: ____30____ Minutes

At the end, the students will work quietly on a worksheet asking them to describe in
their own words what they think each of the ten amendments protects. They will
also have to draw a little picture to go along with each. This worksheet will also
serve as a part of a study guide for the end of section test.

Assessments

Describe the tools/procedures that will be used in this lesson to monitor students
learning of the lesson objective(s). Attach a copy of the assessment and the
evaluation criteria/rubric in the resources section at the end of the lesson plan.

Type of Description of Modifications Evaluation Criteria

assessment assessment to the
What evidence of student learning
assessment so (related to the learning objectives
(Informal or that all and central focus) does the
Formal) students could assessment provide?

demonstrate
their learning.

Informal Short It is an inclusive What I want to see is the

discussion activity to show students start to have ideas of
about rights what a right. I a right is. I hope that this can
and what will write translate into understanding
should be suggestions on the Ten Amendments as basic
considered a the whiteboard. rights. I also want to see how
right creative they can get with it.

Informal Worksheet I will be walking Language written in the late

where the around the room 18th Century be confusing.
students put giving help. I Even more so if that
the Ten will put the document is legal in nature.
Amendments in powerpoint What I want to see is them
their own words presentation on try to find common language
a loop running phrases for the Ten
through the Bill Amendments. If they can use
of Rights. their own words, it should be
easier to remember.

Rubric for Assessment

Task Excellent Good Poor

Ability to identify Accurately Vaguely describes Does not describe

the amendment, and describes the the amendment the amendment
reasonably describe amendment using using common (0 points)
the rights it common vernacular vernacular
protects. (5 points) (3 points)
Draw a picture that A picture that can A picture that Does not draw a
appropriately be clearly linked or stretches the picture
symbolizes the defined for the boundaries of (0 points)
corresponding amendment it association with the
amendment describes amendment
(5 points) (3 points)