Daily Lesson Plan Template

Spring Hill High School Chris Allen

School Your Name:
September 9, 2016 United States History and the Constitution CP
Date: Course:
1 hour 27 minutes 11th grade
LengthofClass: GradeLevel(s):
Number of 13 # of Adults in 2
Students: Classroom:

Unit Topic/Title: Chapter 1 Colonial America and the New Nation

Rationale/Pur Students must learn the importance of limited government and how and why the
pose for Constitution separates the power between the three branches of government.
Lesson: Furthermore students need to understand how the Bill of Rights protects individual
rights within the United States.
Learning Students will explain compare/contrast, evaluate, and discuss limited government, the
Outcomes: Constitution, Bill of Rights, democracy, and republicanism effect and are affected by the
separation of powers and checks and balances.
Content Standards USHC 1.5: Explain how the fundamental principle of limited government is protected by
Addressed the Constitution and the Bill of Rights, including democracy, republicanism, federalism,
the separation of powers, the system of checks and balances, and individual rights.
NCSS Themes: 2. Culture, 6. Power, Authority, and Governance, and 10. Civic Ideals and
Practices

Common Core C.C.S.S. ELA-Literacy.RH.11-12.2: Determine the central ideas or information of a primary
Standard Addressed or secondary source; provide an accurate summary that makes clear the relationships among
the key details and ideas.
Items to Display as Agenda: (Activities)
Quiz on 1.3/1.4, Notes, Checks and Balances Chart, Review Charts, Note cards
Materials Teacher needs: Projector, computer, PowerPoint
Required: Students need: notebook, pen or pencil, note cards, i-Pad or cell phone for fact checking
Desks are arranged in two semicircles in order to face the board and projector. For
Classroom
Geography: group work students group up in groups between 2 to 4 based on who sits next, or near,
to them.

Approximatelywhatpercentageofthetimearestudentsdoeachofthefollowing?(Should=100%)
0% 0%
Independent reading Partner work 10% Review and take 1.2, 1.3,
and 1.4A Quiz

0% 33%
Independent writing Groupwork % {Add your own}
13% DirectInstructionbytea 33%
cher Vocabulary % {Add your own}
6% Engaging in whole
group discussion 5% Richeynet video % {Add your own}

LessonSequence

Cook August 2016

 Estimated Detailed Description of Teaching and Learning
Time Needed (Should=90
minutes)

10 seconds Attendance: Learn names and where students typically sit.

5 minutes Review for quiz that was pushed back due to early dismissal previous
10 minutes Friday.
Take 1.2, 1.3, and 1.4A quiz.
25 minutes Independent/group work on note cards (45-53)
3 minutes Recap previous lesson and activate prior knowledge.
17 minutes Engage/Direct instruction the days content
6.5 minutes Tom Richey video on the Constitution
25 minutes Apply/Investigate days content with checks and balances worksheet (group
5 minutes work)
Review groups findings and have each group present to the rest of the class
2 minutes Closure and go over what will be homework for the night.

Cook August 2016

 HomeworkforTomorrow
Finish vocabulary note cards if not completed in class.

Assessments
Summative: Quiz on 1.2, 1.3, and 1.4A content.
Formative: Students work on and fill out a chart on the checks and balances chart that are defined by
the Constitution for the three branches of government. When the time is up the class will fill out a
chart together to see if all groups had the same information and if they understand the reasoning.
Students will work on vocabulary note cards. range of diverse Students are responsible for giving a
hashtag (making it easier to remember), a definition, and why it is important to the class content.

Adaptations/Extensions
Must have electronic and printed copies for one student. Two students need extra time for quizzes and
tests and may go down to a resource councilor who is geared to help them take their quiz. One student
will need to be checked in on during tests to make sure that they are on track. Another student is very
slow at writing and has a prior arrangement with the coaching teacher to make their cards electronically
at home and submit them for review to him online. Several students need to be checked in on from time
to time throughout classroom activities.

If needed I could translate my electronic copies and give decent instructions in Spanish in written form for
any native Spanish speakers who speak or read little to no English.
Notes/Reflections
What worked? What didnt work? How will or did you follow-up? What did you learn about your
teaching from this lesson? What did you learn about your students that will inform your teaching in
subsequent lessons? What changes will you make to the lesson when you teach it again?

What Comments Did Others in the Room Make?(Optional)

(If your coaching teacher mentor, teaching partner, or university supervisor observed this lesson, what
comments did these adults make about the lesson and your instruction that you want to consider?)

Cook August 2016