Teacher Candidate: Nick Sprague Date: 12/1/11 Lesson Plan: Bill of Rights in Contemporary Society Unit Title: The

New Nation Subject: US History Grade Level: 11 Essential Question(s): Why is the Bill of Rights still important in America today? Lesson Title/Number Content Area (NYS Common Core) & Technology Standards The Bill of Rights in Contemporary Society Reading (College and Career Readiness)
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Writing (College and Career Readiness)

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

ISTE Technology Standards for Teachers (www.iste.org)

1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. b. promote, support, and model creative and innovative thinking and inventiveness. engage students in exploring real-world issues and solving authentic problems using digital tool and resources.

2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETSS. Teachers: a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

4. Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers: b. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.

Lesson Objectives

---------------------Acceptable Evidence
*Could be collected for accountability/auditing purposes.

1. Students will be able to detail and understand the Bill of Rights after a brief review of material taught in previous classes 2. Students will use online resources (http://www.billofrightsinstitute.org/) to identify and evaluate recent news articles from around the country dealing with the Bill of Rights 3. Students will analyze the articles and answer questions about them based on a handout given to each group of 3 or 4 4. Students will present, express their opinion, and argue the importance of their article in relation to the Bill of Rights 5. Students will analyze each groups argument and express their own opinions in a class discussion

----------------------------------------------------------------------------------1) Students will be tested on the Bill of Rights following this lesson. Questions will be based on former Regents questions 2-4) Students will fill in the necessary information on their handout and present the information and their arguments and opinions to the class

Introduction of Learning Activity

This can be together or separate. Also may be called: set induction, anticipatory set, introduction/review

Students will use the computer lab for this class

How does the Bill of Rights affect your life today? Teacher will conduct 5 min review of Bill of Rights with the whole class (Prezi presentation) -Students have studied this in detailed in previous classes

_______________ Provisions for Information, Practice, and Knowledge of Results (KofR)

Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

________________________________________________________ 1) Information: Teacher will conduct a 5 min review of Bill of Rights with the 2)
whole class using a Prezi presentation (auditory, visual) Information: Teacher will ask students to download handout (The Bill of Rights Today) and briefly explain each question and give examples of acceptable answers. Teacher will check for understanding by asking students specifically about the tasks needed to be completed (auditory, visual) Information: Before breaking into groups of 3 or 4, teacher will introduce website (www.billofrightsinstitute.org), direct students to specific section of the website, and model desired activity. Teacher again checks for understanding by asking students specifically about where to find the articles concerning contemporary issues with the Bill of Rights (auditory, visual) Practice: Once they demonstrate sufficient understanding, students break into groups using a fun grouping activity, and tackle the assignment using the website and their handout (auditory, visual) Practice: While students are working in groups, teacher continues to make inquires and checks for understanding amongst each group (auditory) KofR: With 15 minutes left in class, students wrap up their research and discuss how they will represent their research to the class (auditory) KofR: Students present their research, arguments, and opinions to the class and a brief discussion about each topic ensues (auditory, visual) KofR: After each student presentation, teacher checks for understanding by

3)

4) 5) 6)

*Accommodations for learning

7) 8)

modalities are required. Labelvisual, auditory, and kinesthetic

asking students specific questions and about their opinions (auditory)

9) KofR: Teacher asks students to email completed handout to teacher (auditory)

10) Wrap-up and closure (auditory)

Checks for Understanding Label: directions, procedures, routines, and/or content (formative)

Teacher will have students download handout and briefly explain each question and give examples of acceptable answers. Teacher will check for understanding by asking students specifically about the tasks needed to be completed (directions) Before breaking into groups of 3 or 4, teacher will introduce website, direct students to specific section of the website, and model desired activity. Teacher again checks for understanding by asking students specifically about where to find the articles concerning contemporary issues with the Bill of Rights (directions) While students are working in groups, teacher continues to make inquires and checks for understanding amongst each group (procedures) After each student presentation, teacher checks for understanding by asking students specific questions and about their opinions (content)

Method of Assessment Type and purpose

(sometimes called evaluation)

Students will email completed handout (The Bill of Rights Today -downloaded from website) to teacher to be graded out of 100 for each student in group.

Brief review of the Bill of Rights and how each groups article relates to a certain amendment

Closure &

Review of Activity

Aides and support staff will assist teacher in checking for understanding during group research activity.

Accommodations and/or Interactions with Support Staff

If some students need filled in handouts during group activity, a copy of their partners will be provided to them after class

Handouts, SMARTboard, Prezi, www.billofrightsinstitute.org, pens/pencils, podium

Resources/Materials
Time Required

1, 20 minute class (and possibly more if not all groups get to present)