Teacher(s): Monet and Sarah Beginning Date__9/18/16__

Subject: Theater and Social Studies Grade Level(s) 5th grade

Lesson/Unit Plan Title or Theme: ________Bill of Rights Charades___________

Essential Question: The key idea, the bigger conceptual picture

What is in the bill of rights and how does it affect us today?

Objective(s): What students will actually be able to do and have completed (write an
original opera using a story from Reading Street using the following skills from the music
and language arts core)

Students will be able to list the first ten amendments to the constitution, the bill of rights,
and explain one in depth.

Academic Core Subjects/Standards:

Fine Arts Core:
Standard 2: Acting A student will cooperate, imagine and assume roles, explore
personal preferences and meanings, and interact in classroom dramatizations.
Objective 3: Develop emotional recall to strengthen mood in a scene.

a. Use emotional recall to express a character's feelings in a given situation.

b. Strategy Example:
c. Have students draw two cards, one from an action pile; e.g., actions like
read a letter, clean the house or yard, enter an empty cabin at night,
prepare to bungee jump. Then choose one from an emotion pile; e.g.,
sadness, happiness, fear, anger. Discuss the thoughts and emotional
memories students chose to use in connecting the emotion to the action.

Academic Core:
Standard 3: Students will understand the rights and responsibilities guaranteed in
the United States Constitution and Bill of Rights.

Vocabulary that is explicit in both areas of instruction (clear connections)

Fine Arts Vocabulary:
Mime: acting without words.

Academic Core Vocabulary:

Bill of Rights: the first ten amendments to the US Constitution, ratified in 1791 and
guaranteeing such rights as the freedoms of speech, assembly, and worship. (
Amendment: an article added to the US Constitution
Constitution: a body of fundamental principles or established precedents according to
which a state or other organization is acknowledged to be governed.

Art Core Integration/Connections:

Students will gain a deeper understanding of all ten amendments and be able to
express themselves and their favorite amendment in groups through drama.

Background Knowledge:
Students will already have a knowledge of the Bill of Rights (the 10 amendments).

Procedures: Describe what students will do individually or in groups; what are the steps
involved?

Introduction:
Post Essential question
The class will start with a review of the bill of rights. We will review by modeling
the bill of rights hand game
Hand motions: https://www.youtube.com/watch?v=XgD1E3gBTWU

Lesson:
Break students up into pairs. Each pair will receive one of the 10 amendments.
Students will then think of one way of how they are going to mime out a drama of
their specific amendment. Students will also need to emphasize 2-3 emotions in
their little production(about 10-15 minutes to collaborate and practice).
Next each group will get up and perform their dramas. The whole class will guess
what amendment the group has, after the group has completed their performance.

Closing:
Do mingle mingle: Students will high five each other while walking around to a
song. When the music stops students must get together with the last person they
high-fived. The lost and found is the teacher, that is where students go if they do
not have a partner. The teacher will then put them with others.
Mingle, Mingle to bill of rights song:
https://www.youtube.com/watch?v=tlt6R1KD4E0
 During mingle mingle ask these questions:
1. How does the bill of rights affect you in your daily life?
2. What parts of the bill of rights are still relevant today? What parts are no
longer relevant?
3. How would life be different if we did not have a bill of rights?
4. How do you think life would be different if instead of a federal bill of
rights each state created their own bill of rights?

Medium/Resources/Materials/Technology/Prep:
Hand motions: https://www.youtube.com/watch?v=XgD1E3gBTWU
Mingle, Mingle to bill of rights song:
https://www.youtube.com/watch?v=tlt6R1KD4E0

Closure/ Assessment/Reflection/ Critique:

Whole group discussion
I wonder
I found interesting that
I want to learn more about....

Special Considerations/Differentiation/Extension: include how this lesson could be

adapted, improved, extended, layered, include student assessment of learning,
engagement, retention of concepts and skills in both academic areas of instruction etc.

SPED: Pair students up with other students who they feel comfortable with and are
patient.
TESL: Have pictures of all of the Bill of Rights to help them have a solid visual to
connect with.
Gifted: Give them a more difficult part of the 10 amendments.