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Neuro Nine Lesson Plan Template Fillable-1-2
Neuro Nine Lesson Plan Template Fillable-1-2
Assessing/Rehearsing Group collaboration on the Formative Assessment Create a foldable Create a foldable In groups of 4, create
(Planned project or assignment. Declaration of Independence.
- Describe three an outline detailing the
Must be aligned to objective). Four groups, each take part timetable outline timetable outline
of the objective and share Articles of the with date of event, with date of event, causes that led to the
with the class in presentation Constitution and creation of the three
format. Helps other students figure involved and figure involved and
explain the meaning of documents and
prepare notes for unit test.
each Article in essay. contribution. contribution. founders associated.
Copies of the U.S. Constitution, one
Paper copies of the per student Construction paper Construction paper Markers
Material Planning Declaration of Document projector for Constitution
Scissors Scissors
Internet access for audio sound
Independence. bites
Copies of Justified List for each
Glue Glue
Index Cards student Markers/pens Markers/pens
Pens/Pencils
Index Cards
Retrieval/ Can you remember Please select a branch Do you know any Name one person that Can you recall what
Introduction when the Declaration of government and historical persons that made a contribution to historical event(s)
• prior
(Activate Q knowledge) were involved with
of Independence was state what you know the founding of the spurred the creation of
written? Why it was about it in 120 forming the government United States' the U.S. Constitution?
written? seconds. of the U.S? government.
Relevance-Hook What would your reaction be The U.S. Government should have Scenario: You find out that the In some states, the people Place yourself in a city that
complete control over all actions government is changing the
(Capture their attention ) if the U.S. Government told
and dealings within the states.
believe that they have a right is in chaos, anarchy rules.
Metaphors you that you could only buy nation's laws in secret. What to separate from the Union The U.S. government
States should have no authority.
goods from U.S. factories, would your reaction be? and govern themselves.
Analogies intervenes by sending in
and they can charge you Students will have to choose sides Others believe that to do this
and debate states rights or central Students will put themselves the Army to bring peace.
any price they wanted? brands them as traitors to the
government. Leads into the in the "shoes" of early U.S. What are you thoughts? Do you believe the U.S.
Discuss with you partner. purpose of the Constitution. American citizens. acted appropriately?
Essential Vocabulary self-evident Legislative
(List words and mastery activities)
none planned none planned none
Independence Judicial
grievance Executive
Any fancy words
that show up in text.
Introduce the Ask the students how many Describe the Recalling the reasons
Routing-Direct Declaration of branches of the U.S. Describe the that the Declaration
Government are there? If events leading up events leading up
Instruction/Guided Practice Independence by of Independence was
showing a picture of the
answered correctly have
to the creation of to the creation of written, why the
with resources students name the
each document.
(What are you going to DO and USE to original document from branches, if not name them. each document. Articles of
teach your students? the National Archives. Tell the class that we are This will be a This will be a Confederation and
Describe the reasons going to delve into the power-point later the Constitution.
Refer to Bloom’s Taxonomy to ensure document that tells these power-point
for the Declaration and presentation that The students will be
rigor. Modeling is essential: “I do, we
who it was intended for,
three branches of presentation that led through the
do”) Work Stations, Cooperative government what they can
the students will be the students will be
Learning Groups
not the American and cannot do. We will read progression of events
people. Hand out each article and explain taking notes. taking notes. Once that eventually led to
printed versions of the what they mean. Show the Once we get to the we get to the the governmental
transcribed Declaration students through the reading creation of the
off of a presentation that creation of the structure they see
of Independence to the Articles of today. The emphasis
students and break
each branch of government Articles of
has a specific job and is in Confederation we will be on the
them up into three no way supposed to interfere Confederation we
switch to the founders had no clue
groups to analyze the with the other two besides to switch to the what was going to
first three paragraphs. be a check and balance.
activity of creating activity of creating
Briefly mention articles four happen. Through
After five minutes, each through seven. Ask a time line a time line foldable. rebellions,
group will share what students why just seven foldable. Students Students will use international treaties
they were able to articles for a Constitution? their notes to and a nation
comprehend. The This is a new country, the will use their notes
founders had no clue what to create the time create the time line struggling to survive
teacher will walk around
the country was going to and associate with the United States of
the room to keep
need, this is just the
line and associate America was created.
groups on task and add foundation. with historical historical figures.
to each groups findings figures.
after they share.
Retaining-Independent Student Students will Students will form
Practice with Resources questioning, As homework take Students will
small groups and
(“You Do” Students demonstrate their asking a series a ten question quiz verbally use their verbally use their
discuss the events
understanding) of questions to Online via Quizlet time line to time line to leading up to assigned
Questioning the students to
to show basic describe a cause describe a cause documents. They will
Cause and Effect describe what is
understanding of that effected the that effected the use examples by
the intent of the
Table Walks document and the Articles of the creation of each creation of each naming events that
Work Stations, Differentiated Small contributed to their
meaning of Constitution. document. document. creation.
Group Instruction at Teacher Table, certain sections.
Technology Differentiated Lessons
Describe the nature Pose the question: Identify an event Identify an event In your own
Re-Exposing-Check for and reasoning Predict what the with an historical with an historical words, analyze
Understanding behind creating the U.S. Government figure that was figure that was the response of
(Helps you determine if your Declaration of would resemble involved in the involved in the the U.S.
students are getting it. Use Independence and without one or event. event. Governmental
Blooms Taxonomy Question Stems why Thomas body to an
more Articles of the event of your
to explore higher order thinking).
Jefferson used that U.S. Constitution. It will be a It will be a Jeopardy
choosing.
particular wording. Jeopardy type type game on the Share your
game on the computer projector response with
computer projector if available or white your neighbor.
if available or white board. Combination
board. of both days of
instruction.
Who was the Choose one Article of Pick one document discussed
Rehearsal-Homework Declaration of Describe a principle Parents report on the this week. Write in a
(Extended learning and practice. Must the Constitution that 1-2 min commercial
Independence written to of the founders that paragraph, what you think the
be objective relevant while you found most you created for them. most important event that led
and who was declaring affect your life today to the document being written
demonstrative).
this independence? interesting, describe Turn in next day.
in four sentences. was and why.
why.
Rigor-Instructional Declaration of The Constitution in Federalist Papers Federalist Papers Letters from the
Resources Independence it's entirety. Founding Fathers'
Document
collection in National
Archives describing
events covered.
Notes:
Bloom’s Taxonomy
Increase the rigor of your lesson by using ACTION WORDS in your objectives to ensure you are teaching at the HIGHEST LEVELS