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Teacher Candidate: Lauren Gullotti Date: 05-06-18

MS 2016-2017 edTPA and CAT UCI LESSON PLANNER

Part 1: Classroom Information

Grade: 5th GATE Content Area: History Social Studies


School: Lincoln Elementary School Mentor Teacher: Claire Winder
Group Size: 29 Lesson Length: 83 minutes

Part 1: Planning for the Lesson

A: Standards

i. Key Content Standard:

- HSS.5.7.2.Students describe the people and events associated with the development of
the U.S. Constitution and analyze the Constitution’s significance as the foundation of the
American republic.
2. Explain the significance of the new Constitution of 1787, including the
struggles over its ratification and the reasons for the addition of the Bill of Rights.

RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.

ii. Related ELD Standard (must be included when using an ELA Standard):
PI.5.1. Exchanging information/ideas Contribute to class, group, and partner discussions,
including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming
others, adding relevant information, building on responses, and providing useful feedback.

B. Objectives

i. Learning Objective/Goal: The students will (DO __) to (LEARN ___).


The students will create posters of the amendments from the Bill of Rights to learn the
progression towards ratification, meaning and implications of each amendment.

ii. Language Objective (transfer this from "Incorporating Academic Language"):


Students will explain why the Bill of Rights was added to the Constitution and its significance
using textual examples (amendments) to support the explanation.

C. Assessments:
i. Informal assessment strategies you will use during class (What informal assessment
strategies will you use, what specific evidence will you see and/or hear and how will
you note it?)
Assessment Strategy Evidence of Student Learning
Throughout student discussions and
group work, teacher will take anecdotal
Anecdotal notes
notes of what students are saying and
including in their posters
Students will work individually to
Bill of Rights graphic organizer complete a graphic organizer of all
amendments in the Bill of Rights
Students will respond to the prompt,
“Why was the Bill of Rights added to the
Exit Slip
Constitution, and what is its
importance?”

ii. Written assessment you will use to determine, for each individual student, to what
extent they have met your learning objectives. (What evidence will you collect?)
Exit Slip-
Prompt: “Why was the Bill of Rights added to the Constitution, and what is its importance?”
Make sure to ACE it!
- Answer the question, cite evidence, expand your answer

D. Lesson Resources/Materials (e.g., student handouts, manipulatives, PPTs, text pages,


special supplies) Attach copies of any student handouts or worksheets:
- Chromebooks (https://www.youtube.com/watch?v=yYEfLm5dLMQ and
www.canva.com)
- Bill of Rights (printed from Bill of Rights Institute,
http://www.billofrightsinstitute.org/founding-documents/bill-of-rights/)
- KWL Chart
- Bill of Rights graphic organizer

Part 2: Instructional Sequence - Engaging Students in the Learning Process

Introduction (8 min.): Describe how you will 1) make connections to prior knowledge, tap into
their experiences and interests or use a “hook”, AND 2) let students know what the objective of
the lesson is.
● Ask students, “If you were to demand rights in school that could not be taken away,
what would those rights be?” Call on student volunteers to share their rights (examples:
the right to eat in class, the right to not do homework, the right to take a nap when
needed, the right to chew gum, the right to not wear uniforms, etc.).
- Explain that not all rights will be approved, such as the right to not wear uniforms, but
there are other rights that are approved, such as the right to a free education.
● Explain to students that in the context of the school, they can be seen as anti-
federalists, who are demanding that their individual rights were protected.
● Review the Constitutional Convention, and the states who had/had not ratified the
Constitution.
● Discuss why a Bill of Rights was necessary for all states to ratify the Constitution.
● Tell students that we will be reading and analyzing the Bill of Rights, which was agreed-
upon by both federalists and anti-federalists.
● State the learning objective; “The students will create posters of the amendments from
the Bill of Rights to learn the progression towards ratification, meaning and implications
of each amendment.”
- Have students echo repeat the learning objective.

Body of the Lesson (60 minutes): Describe step-by-step what the teacher and the students will
be doing during the lesson.
● Review federalists and anti-federalists, and as a class fill in the “know” of the KWL chart
of what the federalists and anti-federalists wanted.
● Ask students what questions they have about the Bill of Rights; fill in the “wonder” of
the KWL chart
● Pass out Bill of Rights handout. Choral read with students the 10 amendments in the Bill
of Rights.
● Model for students how to identify key parts of the text (amendment) such as highlight
known words and posing questions.
● Have students Think-Pair-Share what they think each amendment means
● Show students the kid-friendly version video of the Bill of Rights
- https://www.youtube.com/watch?v=yYEfLm5dLMQ
● Lead a class discussion on students initial understanding of each amendment compared
to after the video; have students contribute to fill in the “learned” portion of the KWL
chart
● Separate students into groups of 3. Assign each group 1 amendment to research using
Chromebooks. Explain to students that they are going to be designing a poster on Canva
(www.canva.com) of their assigned amendment, and must include:
- amendment number
- Slogan/catchphrase for amendment
- meaning of amendment in your own words
- photo/s representing the amendment
- an explanation of how the amendment was shaped by the struggles faced by colonists
- Note: provide ELL student with a chart of domain specific words and the definitions.
● After the allotted time, have groups share their posters with the class
- While groups are sharing, have students work individually to complete the Bill of Rights
graphic organizer
Closure (15 minutes): Describe how you will prompt the students to summarize the lesson and
restate the learning objective.
● Lead a discussion on what students learned about the Bill of Rights; add contributions to
the KWL chart
- Have students choral read the learning objective
● Ask students to discuss in their small groups what rights they would want to put into the
Constitution, as a 21st century US citizen. Highlight the importance of choosing rights
that connects to their own experiences and what they value.
● Pass out half-sheet pieces of paper for Exit Slips; read aloud and display the prompt
“Why was the Bill of Rights added to the Constitution and what is its importance? Make
sure to ACE it!”
- Discuss the prompt with ELL student to ensure she understands the prompt
- Provide students with the sentence frames “The Bill of Rights was added because…”
“The Bill of Rights is significant because…” “An example of this is seen in amendment…”

Part 3: Incorporating Academic Language


1. Describe the rich learning task(s) related to the content learning objective.
● Students will work in a small group to conduct research and create a poster of their
assigned amendment. Posters should include:
- amendment number
- slogan/catchphrase for amendment
- meaning of amendment in your own words
- photo/s representing the amendment
- an explanation of how the amendment was shaped by the struggles faced by colonists

2. Language Function: How will students be communicating in relation to the content in the
learning task(s)? Identify the specific function (purpose or genre) you want to
systematically address in your lesson plan that will scaffold students to stronger disciplinary
discourse. The language function will always be a verb. Some examples are: describe,
identify, explain, justify, analyze, construct, compare, or argue.

Explain

3. Language Demands: Looking at the specific function (purpose or genre) your students will
be using, what are the language demands that you will systematically address in this lesson?
Vocabulary: federalists, anti-federalists, Bill of Rights, framers, US Constitution,
Constitutional Convention
Key to this lesson: abridging, redress, grievances, militia, arms, infringed, quartered,
warrant, capital, presentment, indictment, due process of law, compensation,
prosecutions, impartial, ascertained, compulsory, bail, enumeration, disparage,
retained, delegated
Syntax1: “The Bill of Rights was added because…” “The Bill of Rights is significant
because…” “An example of this is seen in amendment…”

Discourse2: N/A

4. Language Objective: What is/are the language objective(s) for your lesson? (The students
will (FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using transition
words such as similarly, different from or by contrast. Note: be sure to copy and paste this
into the top of the lesson planner.

Students will explain why the Bill of Rights was added to the Constitution and its significance
using textual examples (amendments) to support the explanation.

5. Language Support: What instructional strategies will you use during your lesson to teach
the specific language skill and provide support and opportunities for guided and
independent practice?
Instruction Guided Practice Independent Practice
Teacher models how to Choral read aloud of the Bill Students complete a graphic
analyze an amendment. of Rights. organizer of the
Echo repeat of the learning Progressive completion of amendments.
objective. KWL chart. Groups share poster of
Video shown to students on Sentence frames for Exit Slip assigned amendment (see
Bill of Rights. prompt (assessment). above for details). add turn
and talk or think pair share

1
Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.
2
Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write,
and participate in knowledge construction.

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