Digital Unit Plan

Unit Title: Bill of Rights: Limits on Government Name: Ryan Valle

Content Area: America Government Grade Level: 12th
CA Content Standard(s)/Common Core Standard(s):
Principles of American Democracy
12.1- Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and
other essential documents of American democracy.
6.Understand that the Bill of Rights limits the powers of the federal government and state governments.
CCSS.ELA-Literacy.SL.12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-Literacy.SL. 12.6
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

Big Ideas/Unit Goals:

Big Ideas
The Bill of Rights: Limits on Government unit plan is critical approach for the development of students. Students will gain a greater
knowledge of civic literacy for their future in academics, public, and private life. Furthermore, the Bill of Rights is a foundational aspect
of citizens’ responsibility and protections, therefore, as a future educator, it is my duty to inform my students of their rights embed in the
Bill of Rights.
The US has grown in technology rich for most civic services; therefore, I chose this content standard to be enhance by digital media.
Students using multiple digital texts and digital medias will reflect the digital demand of civic engagement.
Finally, the aim is to have students be civic literate and prepare for civic engagement.
Unit Goals
 Students will engage in civic literary, Bill of Rights vernacular, through multiple digital texts such as the icivics’ game Do I Have
Rights?, digital media of flocabulary, and explore the rich info on LII law database.
 Students will be introduce into the vocabulary and applications of the Bill of Rights through the use of a Frayer model graphic
organizer to create a learning environment that utilizes visual, communication and writing skills.
 Student will explain the practical use of the Bill of Rights by its limitation, protection, historical value, and real life applications.

Unit Summary:
“We have to do the Bill of Right again?” By now, the average student has study the Bill of Rights in their 8th and 11th grade social
science classes, so what make Mr. Valle’s Bill of Right, BOR lesson any different? Well, Mr. Valle’s BOR: limits on Government lesson
is application study that will provide students will the civic knowledge to understand of the single amendment found in the Bill of Rights
create limitation on Federal and State Government. Looking at P21’s 21st century skills, one goal is to have student’s outcomes to have
gain increase of literacy, therefore within this lesson, students will engage in Civic Literacy. Hence, students will understand the
relationship of the Bill of Rights has with the government and its citizens. Additional, student will participate in digital media project that
will foster 21st century skills of Thinking Creatively both individually and collectively. Students need to know the limits of the Bill of
Rights; yet students need to know how to these rights can be excise beyond theoretical discussion. Following the 21st century skills of
Create Media Product, students will create digital media presentation that will be accessible in and out outside the classroom. Finally,
students need to think of the Bill of Rights in greater context of American narrative: How does this Bill of Rights inform the rest of the
US amendments? What political cultures and movements are engaged in Bill of Rights powers and protections?

Assessment Plan:
Entry-Level:
0. Bill of Rights Kahoot Quiz: (Entry
Level Assessment)
a. In class, Students will log in
Mr. Valle's Kahoot Bill of
Rights refresh quiz. This
Kahoot quiz DOES NOT
count towards students
course quiz scores, however
it DOSE count toward your
class participation. This Quiz
provides a quick time results
on prior knowledge; this data
will inform the students on
the areas amendments they
need to refresh on, as well
provide Mr. Valle insight on
how to serve the learning
outcome of his students.
Formative:
1. KWL Chart: (Formative
Assessment)
a. Before entering their first
lecture on the Bill of Rights,
students will create a digital
KWL chart using Creatly.
The KWL chart will allow
students to bring to mind
their prior knowledge on the
Bill of Rights and ponder on
the question: What
limitations does the Bill of
Rights have on government?
After students have submit
their KWLs, Mr. Valle will
be able to assess student
prior knowledge and how
much of the new material
from lecture did the student
Summative:
5. Screencast PLCR Assignment:
(Summative Assessment)
a. As part of an oral
presentation requirement of
their totally unit grade, the
Screencast PLCR assignment
will allow students to
discusses what they have
learned in a 3 to 5minutes
screencast presentation.
Using https://screencast-o-
matic.com/home , students
will be able to create a digital
short lesson on an
amendment base on their
work on their PLCR. This
assignment provides a
summative assessment on
what students have learned
 retain.
2. History Change Frame: (Formative
Assessment)
a. As a part of Mr. Valle online
lecture, the History Change
Frame will provide the
structure support to retain
new material, such as the Bill
of Rights limitations on
government. After
completing their history
change frame, Mr. Valle will
be able to assess students’
critical thinking skills and
literacy development.
3. PLCR: (Formative Assessment)
a. After finish the lesson on the
Bill of Rights, students will
create a digital Graphic
Organizer, GO, called a
PLCR. The Bill of Rights has
many layers of values; these
rights have an unique
function in the great content
of the American political
system. Therefore, students
will ponder the values of
these amendments have on
American society and the
limitations it has on it federal
and state government. For
this assignment, student will
create a Frayer style GO for
throughout the majority of
this unit; also it provide Mr.
Valle if there are still
concepts that need to be
address in last lecture of the
unit, Bills We Miss!
6. Podcasting Assignment:
(Summative Assessment)
a. Finally, the podcasting
assignment will be a
collective student project
where students will create a
5 to 7 minutes podcast on
how current events are
influence by the Bill of
Rights power to limit the
federal and state government.
This assignment provides a
summative assessment on
what students have learned
about the limitations on
government; also it provide
Mr. Valle if there are still
concepts that need to be
address in last lecture of the
unit, Bills We Miss!
 a single amendment that will
be assigned during class.
After completing their
PLCR, Mr. Valle will be able
to assess students’ critical
thinking skills about the legal
powers of the Bill of Rights.
4. Quick Write: (Formative
Assessment)
a. After students have finished
the PLCR, end this activity
with Exit Slip. According to
Doug Buehl, Exit Slip allows
students the ability to
synthesizing the ideas they
were exposed during a
lesson; while Exit Slip will
enable teachers to assess
their student's knowledge of
current lesson (2014).
Therefore, teachers do have
the freedom to create their
prompt that would best
address the ideas your
students’ discovery during
the Amendment Gallery
Walk.

Lesson 1 (Teacher Lecture)

Student Learning Acceptable Evidence Lesson Activities:
Objective: (Assessments): History Change Frame:
Looking at P21’s 21st Students will use their This online lecture will require students to take detail notes on the amendments of the
century skills, one goal Guide Notes to be able Bill of Rights. The following graphic organizer, the History Change Frame, will be
is to have student’s to determine the use during the video portion of the lecture, make sure to include each amendment and
outcomes to have gain limitations each questions. As a part of Mr. Valle online Lecture, the History Change Frame will
increase of literacy, amendment places on provide the structure support to retain new material, such as the Bill of Rights
therefore within the this the state and federal limitations on government. After completing their History Change Frame, Mr. Valle
online lesson, students government. While the will be able to assess students’ critical thinking skills and literacy development. This
will engage in Civic History Change Frame online lecture will require students to take detail notes on the amendments of the Bill
Literacy by using a activity during the of Rights. The following graphic organizer, the History Change Frame, will be use
graphic organizer, lecture will provide during the video portion of the lecture, make sure to include each amendment and
History Change Frame. student with civic questions.
Students will discover literacy skills for future
the limits of the Bill of use in this unit
Rights; yet students
need to know how to
these rights can be
excise beyond
theoretical discussion.

Lesson 2 (Webercise/ iPad Lesson)

Student Learning Acceptable Evidence: Lesson Activities:
Objective: Students will be able to Students will need to first watch the Flocabulary Bill of Rights with the transcribe
Students will participate access multiple digital lyrics. After finish the introductive video, students need to answer the following
in digital media project and social texts for this questions about the Flocabulary word choice and its relationship to the content of the
that will foster 21st lesson; this expose to Bill of Rights. The Cornell Law School has catalog the Bill of Right relationship to
century skills of Thinking social science texts and the legal use and legal histories. Therefore, the following questions will help students
Creatively both the Webercise will for
understand how these amendments limit the powers of the federal and state
individually and provide students with
collectively. Students will literacy strategies to think government. Do I have Rights? is an interactive Bill of Rights game. Students will
engage in civic literary, about the role the Bill of select an avatar and play at least 10-15 minutes. The gameplay will test students
Bill of Rights vernacular, Right has on legal system. knowledge of how each amendment could be use in the court of law, while provide
through multiple digital insight on the practical application of the Bill of Rights limitation on the federal and
texts such as the icivics’ state government.
game Do I Have Rights?,
digital media of
flocabulary, and explore
the in-depth info on LII
law database.

Lesson 3 (Graphic Organizer)

Student Learning Acceptable Evidence: Lesson Activities:
Objective: Students will create a The Bill of Rights has many layers of values; these rights have an unique function in the
Following the 21st Frayer style graphic great content of the American political system. Therefore, students will ponder the values of
century skills of Create organizer for a single these amendments have on American society and the limitations it has on it federal and state
Media Product, students amendment, this literacy government. For this assignment, student will create a Frayer style graphic organizer, GO,
will create digital media tool with allow students for a single amendment that will be assigned during class. Then, Students will present their
presentation that will be to explain the practical digital GO in class within a Gallery walk.
accessible in and out use of the Bill of Rights
outside the classroom. limitation on government.
Students will explain the
practical use of the Bill of
Rights by its limitation,
protection, historical
value, and real life
applications.

Unit Resources:
http://mrvallesbor.weebly.com/ - Teacher website with all the lessons and links for this unit.
http://www.gordonschool.org/Customized/uploads/arempis/BILL%20OF%20RIGHTS%20RAPb.pdf - (Here is the link for the
transcribe lyrics of the Flocabulary video on the Bill of Rights)
https://www.flocabulary.com/unit/bill-of-rights/ -(This is the video you will need to watch)
https://www.law.cornell.edu/constitution/billofrights - On this website, the Cornell Law School has catalog the Bill of Right
relationship to the legal use and legal histories.
https://www.icivics.org/games/do-i-have-right - icivics’ game Do I Have Rights? is educational scenario game utilizes content
vocabulary.
https://creately.com/ - Creately focused is online application for collaboratively on all things visual.
https://screencast-o-matic.com/home - online sofware that allows user to record on-screen activity for short tutorials, visual
presentations, and communicate
Useful Websites:
https://photos.state.gov/libraries/adana/30145/publications-other-lang/SPANISH.pdf - If ESL students are having difficult with reading the Bill
of Right. Mr. Valle has provide a PDA Spanish version, Si algun estudiante esta teniendo difcultad leyendo el Bill of Rights. El Senor Valle ha
estipulado una version en espanol.
http://www.elcivics.com/bill-of-rights-esl.html - Learning in your second language can be difficult. Well, Mr. Valle recommends to use the elcivics
website to assist your learning. Elcivics is a website especially design for ESL students.
Aprendiendo en tu segundo leguage puede ser dificle. Pues, El Senor Valle recommienda usar elcivics sitio web para assistir en su aprendiemiento.
Elcivics es el sitio web especial desigeno para el estudiante ESL.
https://quizlet.com/114525900/bill-of-rights-espanol-flash-cards/ - Mr. Valle has provide a Bill of Rights Quizlet that is in Spanish for ELS's
student to study the first ten amendments. El Senor Valle ha estipulado el Bill of Rights quizlet que es en espanol para el estudiante ESL que estudie
los primeros diez amendments.
https://www.billofrightsinstitute.org/engage/ - The Bill of Rights Institutes provide various ways students can get involved in their civic
responsibility.
https://quizlet.com/114522041/bill-of-rights-flash-cards/ - Review is an essential process of truly understanding the intimate knowledge of the Bill
of Rights. Mr. Valle has provided a Quizlet for students to sharp their minds.
Revisar es un esencial processo del conicimiento verdadero del Bill of Rights. El Senor Valle ha estipulado el Quizlet para que los estudiantes puedan
afilar sus mente