Teacher: Daniel Francis Date: 10/09/2023

School: Thompson Valley Grade Level: 9th Content Area: Civics

Title: The Bill of Rights Lesson #:_1_ of _1_

Lesson Idea/Topic and Students will be introduced to the Bill of Rights. Students will have been
Rationale/Relevance: introduced to the Constitution and will understand the process by which it
What are you going to was completed. They will then be presented with the first 10 Amendments
teach and why is this that we now know as the Bill of RIghts. It is essential for young individuals to
lesson of importance to understand and know their rights as American citizens.
your students? How is it
relevant to students of
this age and background?

Student Profile: Write a A good group of Freshmen, sprinkle in a Sophomore or two but an overall
narrative about your energetic class that can and will participate!
learners. What are their
special needs?
Exceptionalities?
Giftedness? Alternative
ways of learning?
Maturity? Engagement?
Motivation?

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the
global society.

Understandings: (Big Ideas)

Evaluate the purposes, roles, and limitations of the structures and functions of government.
I understand the essential amendments and have the ability to show them in application.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)
How does the establishment of the Constitution and the first 10 Amendments (the Bill of Rights)
influence my ability to function as a citizen within the United States of America

Evidence Outcomes: (Learning Targets) AND (Success Criteria)

I can: articulate how the Bill of Rights and the amendments with them influence my life as a U.S. Citizen.

This means: I can identify the basics of the Bill of Rights and how they apply to me (the student).

List of Assessments: (Note whether the assessment is formative or summative)

Formative = Scenarios: What Amendment to the Constitution is this dealing with?
 Planned Lesson Activities
Name and Purpose of Lesson The Bill of Rights
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.
Approx. Time and Materials 90 Minutes
How long do you expect the activity to last Powerpoint Lecture -> Connected to Notes WKST they will use to
and what materials will you need? complete: Scenarios: What Amendment to the Constitution is this
dealing with?

Anticipatory Set Hook: “The Bill of Rights wasn’t enacted to give us any rights. It was
The “hook” to grab students’ attention. enacted so the Government could not take away from us any rights that
These are actions and statements by the we already had.” - Kenneth G. Eade
teacher to relate the experiences of the
students to the objectives of the lesson, To With elbow partners reflect on this quote listed above. 1-2 minutes.
put students into a receptive frame of mind. Want students to begin to identify the value of the Bill of Rights and how
● To focus student attention on the it protects them as U.S. Citizens.
lesson.
● To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
How do you intend to engage your
students in thinking during the The strategy I intend to use: Quote reflection by elbow partners.
Anticipatory Set?
I am using this strategy here because: I want students to hone in on what
Why are you using it at this point in your the Bill of Rights could be. The understanding is that students are
lesson? unaware of what it is, so we are starting slow and simple.
 Teacher Actions Student Actions
Procedures ● Introduced to quote: Have ● Students will engage with
(Include a play-by-play account of what students discuss w/ elbow the Quote listed on the
students and teachers will do from the partners what the quote board.
minute they arrive to the minute they leave means? How does it impact ● Students will engage with
your classroom. Indicate the length of each them? the notes WKST, following
segment of the lesson. List actual minutes.) ● Enter lecture and pass out along and engaging in
Indicate whether each is: Amendments Notes WKST, lecture slides and videos.
-teacher input/actions, student actions these notes will aid them in ● Students will complete
-modeling the Scenarios Formative Scenarios WKST that will be
-questioning strategies Assessment to complete in completed with assistance
-guided/unguided: class. from notes WKST.
-whole-class practice ○ Goal: to present
-group practice the amendments in
-individual practice simple fashion that
-check for understanding kids can then apply
-other in a formative
assessment format.
● Continue throughout the
rest of class reinforcing
basics of the Bill of Rights
and aid students in the
completion of the
Scenarios WKST.
How do you intend to engage your
students in thinking during the The strategy I intend to use is: Lecture and Discussion with the intention
PROCEDURE? of completing a formative assessment.

Why are you using it at this point in your I am using this strategy here because: I want to guide student learning
lesson? and keep the Bill of Rights language simple and easy to understand.
 Closure The hope is that students will be able to complete the Scenarios WKST. To
Those actions or statements by a teacher wrap up students' learning and thought a quick Exit Ticket will be to ask
that are designed to bring a lesson students what their favorite amendment is and why? The ability to
presentation to an appropriate conclusion. identify an amendment they find value in and then having the ability to
Used to help students bring things together defend that stance. *Time permitting
in their own minds, to make sense out of
what has just been taught. “Any Questions?
No. OK, let’s move on” is not closure.
Closure is used:
● To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
● To help organize student learning
To help form a coherent picture and to
consolidate.
How do you intend to engage your
students in thinking during CLOSURE? The strategy I intend to use is: Exit Ticket: identify your favorite/ you see
the most importance in “amendment” and provide some justification for
Why are you using it at this point in your that statement. *Time permitting
lesson?
I am using this strategy here because: Students should be able to identify
elements of an amendment and cite the importance/value for it.

● If it is too advanced for students, more video resources and time

will be given to evaluate each amendment at a slower rate.
Differentiation: Students will also be allotted more time to complete assignments
Differentiation should be embedded and if I was their actual teacher I would make all resources
throughout your whole lesson!! available to them on Google classroom so that they could use the
This is to make sure you have met the powerpoint to fill out guided notes at their own pace.
needs of your students on IEPS or 504. ● If it is too easy for students, I will have TEDTalk links available to
Consider your student profile narrative them that they can dive into and listen too. They can then write a
at the beginning. What do your reflection piece and it can be added to their overall grade over
the course of the semester.
students need to be engaged and
successful?
To modify: If the activity is too advanced for
a child, how will you modify it so that they
can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop their
emerging skills?
Assessment Reflection: (data
analysis)
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.