Wayne State University College of Education

Lesson Planning Framework for Effective Instructional Design

Candidate’s Name: Lindsay Scott

Projected Grade Level for which this lesson was developed: 10th,11th and 12th grade
Subject/Content Area(s) for the lesson: Civics
Title of the Lesson: The Second Amendment
Time Needed for the Lesson: 45 minutes
Notes that need to be mentioned
1. LEARNERS & LEARNING ENVIRONMENT

• Engaging and Supporting Diverse Learners: Applying Principles of Universal Design for Learning.
• The students tend to be talkative and restless so in this lesson they will involve them
moving around and being able to talk to their classmates.
• This lesson also includes critical thinking so my more advanced and engaged students are
challenged.

• Materials & Digital Tools Needed

• Large post it paper
• Markers
• PowerPoint
• Video
• Projector/ computer

OUTCOMES & ASSESSMENT

State Standards and Student Outcomes – Learning Goals

CCSS (Standards): CE 2.2.5 Use examples to investigate why people may agree on
constitutional principles and fundamental values in the abstract, yet disagree over their
meaning when they applied to a specific situation.

Assessment and Evaluation –

• Objective/ Learning Target: I can use the interpretation of the second amendment to take a side on gun
control in America.
• Assessment- Once the students are split into Pro’s and Con’s groups they will have to write their groups
arguments on the large post it papers and I will use their conversation to assess what they are learning;
this way I can guide the conversation if needed.

• Evaluation- I will use their finished post it papers to evaluate what they actually learned and to see
if I need to reteach/spend more time tomorrow on the task.
2. INSTRUCTIONAL PRACTICE

Introduction –
• Begin with - Review our lesson on First Amendment by reminding students that last week you
learned about the Bill of Rights, more specifically the First Amendment.
• Call on students to explain the First Amendment. (Expected responses- Freedoms
like speech, assembly, petition, religion)
• Then I will put the Do Now on the board and I will give the students about 6 mins to
write a response to the question- Should American citizens have the right to own
guns? (5-7 complete sentences)
§ I will ask two students with different views on the matter to share one
point and I will use this as a Segway into the lesson.

Instructional Procedure: Engaging Students in Actively Constructing Deep Understanding

• This lesson is important because it is about an ongoing debate and controversy our
country continues to debate – Gun control.
o Gun control has become a primary political issue in the United States, largely
as a result of growing violence in the nation. While new laws exist to control
the purchase of illegal firearms, there remains an ongoing debate regarding
the extent and constitutionality of these laws. This debate has become more
heated in the aftermath of mass shootings at schools and entertainment
locations.
• Video- Interpretation of the second amendment
https://www.youtube.com/watch?v=RwCgEJHmPqw
• Next- see Power Point on the Second Amendment- Teacher Read or call on student
to read each slide
• Post on one wall “Pro-Gun Control”/ Another Wall- Against Gun-Control/At the
back of the room post Neutral
• Have student stand and take a side by going to the post It they support
• Ask a student in each group to take the lead and one to take notes- Leader of the
group should ask each member why they share the position
• Group Read out!

• Closure – Students Summarizing and Synthesizing Their Learning

At the End of the lesson- Exit Ticket: Recap the lesson and ask the students to give me
three new things they learned about gun control and the second amendment.
3. PROFESSIONAL RESPONSIBILITY: Teacher Reflection
Overall, the lesson went well we did run into an attendance problem because there was a field trip that day.

Some things specifically that went well was the discussion that took place, the students seemed very engaged

and interested in the topic, it was also nice to hear their personal views and how the interpretation of the second

amendment impacts their lives. Something that did not go well was that we did not have the learning target on

the board so that the students could see specifically what was expected of them. We also had a bit of confusion

during my hour of teaching when I did not write the specific groups at the top of each paper so they were

confused at the beginning of which side to go to. When planning the lesson, I was expecting to run into a time

issue due to allowing all the students to voice their opinion, but with the field trip there was not a lot of people in

the class which limited the amount of discussion time needed. Next time to support each student’s learning I

would probably do groups based on ability then give each group something that fits their needs, then we could

talk about the general understanding or how they interpreted the second amendment. I do think the outcome

was met, I used the discussion and the large white sheet of paper to evaluate if the outcomes were met. I did not

do a good job collecting individual data from the students to see if each student understood the lesson, next time

I will use a rubric to better evaluate each student individually so I can know what I may need to touch on again

or re-teach.