Taylor Keteltas Dr.

Giouroukakis
EDU 329 04 April 18, 2017
Grade 3: Bill of Rights Social Studies

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

AfterprovidinganintroductionofTheBillofRights,studentswilldemonstratetheirprevious
knowledgeonthetopicusingaKWL(know,wanttoknow,learned)chartandsharewiththe
classwhattheyknow,andwhattheywanttoknowabouttheBillofRights,andfollowingthe
lessonwillaccuratelylist5outofthe10amendmentsinthe"learned"sectionofthechart.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

SocialStudiesStandardand/orKeyIdea/Concepts
3.8Theconceptofuniversalhumanrightssuggestthatallpeopleshouldbetreatedfairlyand
shouldhavetheopportunitytomeettheirbasicneeds.
Indicator:
Thiswillevidentwhenstudentsstudytheextenttowhichgovernmentsandcitizenshave
protectedhumanrightsandtreatedothersfairlyforeachworldcommunity.
ELA&LiteracyStandard(NYSCCLS):
R.I.3.4Determinethemeaningsofgeneralacademicanddomainspecificwordsandphrasesin
atextrelevanttoagrade3topicorsubjectare.
Indicator:
ThiswillbeevidentwhenstudentscompleteaKWLchart,wheretheymustbeableto
distinguishthemeaningofrightsandidentifytheamendmentsinTheBillofRights.

INSTRUCTIONAL RESOURCES

Materials will include:

Pencil
Notebook
Whiteboard
Markers
KWL worksheet https://www.teacherspayteachers.com/Product/KWL-Chart-595724
List of Bill of Rights worksheet https://govbooktalk.gpo.gov/2013/12/13/quiz-and-
history-for-bill-of-rights-day-december-15/ (worksheet posted on the middle of the
website)
Bill of Rights Vocabulary/Key Terms Worksheet (see attached below references)
Bill of Rights worksheet for gifted students
https://www.themailbox.com/magazines/constitution-day-worksheet-bill-of-
rights/rightly-speaking
 Bill of Rights worksheet for academic intervention students
https://www.education.com/worksheet/article/ten-amendments-for-kids/
Bill of Rights homework worksheets https://constitutioncenter.org/learn/educational-
resources/lesson-plans/we-the-civics-kids-lesson-3-the-bill-of-rights (The Bill of Rights
Cards Page 1 and 2)

MOTIVATION (Engaging the learner(s)*)

To begin the lesson, the teacher will write we the students have the right to... on the whiteboard
to spark the students interest and will return to it after an introduction on the lesson.
DEVELOPMENTAL PROCEDURES
(including Key Questions)

1. After the motivation, teacher will hand out a KWL (know, want to know/wonder, learned)
chart and will ask students to write down any prior knowledge that they have on the Bill
of Rights in the know section and students will share what they already know. (What
do you know about the Bill of Rights? What do you know about the amendments?) (5
minutes)
2. Students will work with a partner and list at least two items in the want to know section
of the KWL chart and students will share what they want to know or wonder about the
Bill of Rights. (What do you want to learn about The Bill of Rights? What do you wonder
about the ten amendments?) (5 minutes)
3. Teacher will ask students to work in small groups to brainstorm ideas and then the whole
class will contribute to create a class constructed Bill of Rights, including rights and
rules in the classroom. (What are the rules in the classroom? What are your rights as
students?) (5 minutes)
4. After the class Bill of Rights is constructed, students will be asked to come up to the
whiteboard and sign their names at the bottom, as if they contributed to their own
Classroom Constitution. (What does signing your name on a document do? Why is it
important to know your rights?) (15 minutes)
5. Teacher will distribute the Bill of Rights handout and will ask for volunteers to read each
amendment and discuss with a partner why they are important. As the students discuss
each amendment, they will be taking notes below each picture on the worksheet. (What
are the first ten amendments? What does each picture on the worksheet represent?) (15
minutes)
6. After reviewing each amendment, students will be asked to go back to the KWL chart
and list at least 5 of the 10 amendments in the learned section. (What did you learn
about the Bill of Rights? Why is the Bill of Rights important?) (5 minutes)

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Group Discussion
Indicator: This will be evident when students are asked to collaboratively create a Classroom
Constitution, which will include rules and rights in the classroom.

Independent Practice:
Indicator: This will be evident when students work independently and write down any prior
knowledge that they might have on the Bill of Rights in the know section of the KWL chart.

Read Aloud:
Indicator: This will be evident when students are reading and learning from the Bill of Rights
handout.

Hands-on learning:
Indicator: This will be evident when students are asked to each contribute ideas and individually
sign the Classroom Constitution.

ADAPTATIONS (Exceptionality*)

English language learners will be given the same worksheet list of the Bill of Rights as the whole
class because it has picture examples for each of the amendments. A vocabulary/key terms
worksheet will also be distributed to English language learners to help with the unfamiliar
vocabulary on the Bill of Rights worksheet.

Gifted students will be assigned a worksheet during class if they finish the first assignment ahead
of time. For the assignment, students will be given a Bill of Rights handout in which they will
read the summary of each amendment and mark the correct number next to a situation.

Students with dyslexia will be given step-by-step instruction (written and oral) and given an
additional five minutes to write each part of their KWL chart. Students with dyslexia or other
learning disabilities will have an aid working with them individually throughout the lesson.

DIFFERENTIATION OF INSTRUCTION

Lower Level Students: Students will be asked to list 3 of the 10 amendments in the learned
section of the KWL chart.

Average Students: Students will be asked to list 5 of the 10 amendments in the learned section
of the KWL chart.

Higher Level Students: Students will be asked to list 8 of the 10 amendments in the learned
section of the KWL chart.

Visual Learners: Students who learn best visually will benefit from the Bill of Rights worksheet
that displays individual pictures for each amendment.

Kinesthetic Learners: Students who learn best kinesthetically will benefit from the independent
practice that requires each student to cut and glue the number amendment that belongs with the
situational sentence.

Auditory Learners: Students who learn best through auditory will benefit from the group reading
and class discussion of each amendment in the Bill of Rights.
 ASSESSMENT (artifacts* and assessment [formal & informal]*)

Following the lesson, students will fill in the learned section of the KWL chart and list 5 of the
10 amendments. Teacher will grade the worksheets and determine if the objective has been
achieved or if more review on the Bill of Rights is necessary.

INDEPENDENT PRACTICE

Following the lesson on the Bill of Rights in class, students will be given 2 worksheets for
independent practice. One worksheet lists situational sentences and the second worksheet is a
number list of the ten amendments. Using the handout from class that lists the first ten
amendments, students will cut and glue the number amendment that belongs with the situational
sentence.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT

Direct Teacher Intervention: Following the lesson, students who need academic intervention will
be given a matching worksheet to review the Bill of Rights. Students will be asked to draw lines
to identify and match the amendment with its correct number.

Academic Enrichment: If work is completed early, students who need academic enrichment will
be given a Bill of Rights handout in which they will read the summary of each amendment and
mark the number next to a situation. Students will then mark a check if a right is being exercised
or an X if a right is being taken away. This handout will also prepare students for the independent
practice assignment.
 TEACHER REFERENCES

Gardner, B. (2013, March 04). KWL Chart. Retrieved April 04, 2017, from

https://www.teacherspayteachers.com/Product/KWL-Chart-595724

National Constitution Center, The Bill of Rights Cards. (n.d.). Retrieved April 04, 2017, from

https://constitutioncenter.org/learn/educational-resources/lesson-plans/we-the-civics-kids-

lesson-3-the-bill-of-rights

Ten Amendments for Kids Worksheet. (2011, July 12). Retrieved April 04, 2017, from

https://www.education.com/worksheet/article/ten-amendments-for-kids/

The Mailbox. (n.d.). Retrieved April 04, 2017, from

https://www.themailbox.com/magazines/constitution-day-worksheet-bill-of-

rights/rightly-speaking

Quiz and History for Bill of Rights Day December 15. (2013, December 13). Retrieved April 04,

2017, from https://govbooktalk.gpo.gov/2013/12/13/quiz-and-history-for-bill-of-rights-

day-december-15/
Freedom: right or privilege

Right: free from error

Speech: to express opinions or beliefs

Religion: to believe in a god or group of gods

Assembly: come together in a group

Petition: ask or make a request

Bear arms: to own weapons such as guns

Quartering: to be housed in a specified place

Soldiers: a person who serves in an army

Seize: to take hold of suddenly

Authority: to power or right to give orders

Arrest: to seize someone by legal authority

Crime: illegal activities

Accused: a person or group of people who are charged with or on trial for a crime

Trial: a formal meeting in court that occurs if a person is accused of a crime

Jury: group of people who decide guilt or innocence of a person accused of a crime

Civil case: issue dealing with money or property

Limitation: a restriction

Bail: money paid to secure release from jail until a trail begins

Punishment: a penalty for doing something wrong

Power: the ability to do something