Val Keenan

March 9, 2021

CCSS (or NGSS or C3 Framework if sci or ss):

C2.0.1 Explain how the principles of popular sovereignty, , rule of law, checks and balances,
separation of powers, and individual rights serve to limit the power of the federal
government as reflected in the Constitution and Bill of Rights. Examples may include but are
not limited to: individual rights (e.g. freedom of religion, freedom of expression, and freedom
of press).

C2.0.2 Describe how rights guaranteed by the constitution, including the Bill of Rights, and
democratic Values are involved in everyday situations. Examples of rights may include, but
are not limited to: voting, freedom of religion, freedom of expression, and freedom of press.
Examples of values may include but are not limited to: common good, equality, individual
rights, justice (fairness), right to alter laws.

I can statement or other way of communicating to students the goal of the lesson:
 I can explain the principles of popular sovereignty, rule of law, checks and balances,
separation of powers, and individual rights
 I can explain how the principles in the Constitution and Bill of Rights serve to limit the
power of the federal government

What you want your MT to be doing during the lesson:

 During the lesson, Catherine will be observing. She may be working on parent-teacher
conferences during this time. I do not have a specific job for her to do during the lesson

How this lesson relates to previous lessons and/or DATA (why are you teaching this?):
 This lesson builds on our government unit in social studies. We have been talking
about the three branches of government, the Founding Fathers, and important
documents. Last week, we looked at multiple important documents, including a treaty,
charter, Mayflower Compact, Declaration of Independence, U.S. Constitution,
Amendments, and State Constitution. This lesson takes a look at the Bill of Rights,
which are the first 10 Amendments stated in the Constitution. This lesson looks closely
at the first six amendments and the rights students have because of the Bill of Rights.
 To relate to students’ lives outside of the classroom, we will talk about the importance
of knowing the Bill of Rights and what they say. The Bill of Rights protect all people.
We will talk about how understanding the Bill of Rights is important because as
people, you should know what rights are protected in the Constitution. This way you
know what you can and can’t do.

Steps/Procedure: (Second Semester: Please make it evident where you are (1)building
prerequisite skills, (2)supporting steady progress, and/or (3)extending learning)
Time (in Steps:
Minutes):

 Students will be arriving back to the classroom from afternoon

recess. When I pick them up from recess, I will tell the class to
spread out using their owl wings and have a volume 0 in the
hallway. I will tell them to quickly take off their gear and go sit
in their seats.
 Once the class is sitting at their seats quietly and showing me
2 minutes they are ready, I will tell the class that we are continuing our
government unit in social studies.
 I will ask the class what they remember learning about on
Wednesday during their asynchronously social studies
assignments.
Possible answers
o important documents
o the Constitution
o Amendments
2 minutes
 After reviewing what the students remember from the previous
lesson, I will tell the class that we are going to continue talking
about important documents. I will tell them that today we are
going to take a closer look at important documents. Today we
will be taking a closer look at the Constitution and Bill of
Rights and the rights outlined in them.
 After I introduce the lesson, I will ask for a volunteer to read
out ‘I can’ statements.
2 minutes
 After reading the ‘I can’ statements, I will put on the board 3
vocabulary terms that were discussed on Wednesday’s
asynchronous. The 3 vocabulary words are popular
sovereignty, checks and balances, and individual rights. I will
have each person turn to a partner (I will tell students who their
partner is). I will give them 2 minutes to discuss these terms
and what they remember about them. During this time, I will be
circulating and listening to students’ discussions.
 After students share their ideas with a partner, I will have
volunteers share out what they talked about. If they do not
remember these words, I will go over their definitions with
them.
2 minutes  Next I will transition into talking about the Constitution and
Bill of Rights. I will remind the class that the Bill of Rights are
in the Constitution. Since information was presented about the
Constitution during their last lesson, I will ask the class what
the purpose of this document is. As a class we will discuss what
students remember.
  As a class we will talk about how the Founding Father’s
revised the constitution, which was the Article of
Confederation. The U.S. Constitution that we have today is the
blueprint of our government and lists out the rules and rights
each of us have. We will talk about how the purpose of the
Constitution is to describe the duties of the government and the
rights of the people.
 I will tell the class that the rights in the Constitution are the Bill
of Rights. Knowing the Bill of Rights is important because we
as people should know what rights we have as citizens. It helps
us know how to act in certain situations and what duties the
government should be holding. It helps keep everyone
accountable for their jobs and rights as citizens of the U.S.
2 minutes  Next I will play a short video outlining the Bill of Rights. I will
tell the class to pay attention and be ready to share 1 thing that
stood out to them.
 After the video, I will ask for 2-3 volunteers to share what they
learned, found interesting, or are still curious about from the
video.
2 minutes  After we watch the video, I will use the lottery to have students
read the vocabulary definitions that I display on the board.
There are 6 vocabulary words, so I will call on 6 different
20 minutes students.
 Next I will hand out the social studies weekly. I will use the
lottery to have students read aloud. We will be going through
the First, Second, Fourth, Fifth, and Sixth Amendments. I will
ask questions and share ideas throughout the lesson
o Page 1- Remind students that understanding the Bill of
Rights is important because it helps us understand the
freedom and rights we have as citizens
o Page 2- We have the freedom to worship whoever and
however we choose. As citizens it is also out duty to
respect those who have different beliefs than us so that
we can give them their rights as well
o Page 2- The freedom of speech allows you to say what
you want, but it also gives you the responsibility to say
the truth and be kind when speaking
o Page 2- how you do you see these 3 parts of the First
Amendment similarly or working together?
o Page 3- Even though we have the Second Amendment,
you have to get a license to be armed and get a
background check. In some cases you could be denied
of becoming armed
o Page 4- What is probable cause? If you have enough
 evidence to believe someone is guilty, you must get a
search warrant
o Page 5- You have the right to have a witness. For
example, if you are being tried as guilty, you can have a
witness who is on your side and trying to prove you
innocent
o Page 5- A jury is a group of people that analyze your
10 minutes story and the court case to help decide if a person is
guilty or innocent
 After we read the social studies weekly, I will introduce our
activity. I will put the class into partners. With their partner,
students will summarize the First, Second, and Fourth
Amendment. Then they will come up with an example or
situation where their rights in those Amendments are protected.
While groups are working, I will be circulating the classroom.
Depending on how much time I have left, I will give groups
5 minutes about 10-15 minutes to complete the activity.
 After students complete the activity, I will ask for volunteers to
share the ideas they thought of with their partners. I will collect
the worksheet after our discussion
 I will tell students “When I say go, get out your
10 minutes Chromebooks.”… “Go”
 Once students have their Chromebooks I will tell them to go to
Kahoot.it. Once the password shows up on the screen, log into
our game and use your name to sign in. I will ask students to
give me a thumbs up once they are signed into the game.
 Once students are signed into the game, I will start the Kahoot
game, which is an assessment from the lesson. I will also be
using the worksheet from the activity to assess student learning.
 After we finish the Kahoot game, I will ask students to share
what they learned in today’s lesson.
 After our discussion of what student’s learned, I will tell them
to get their materials out on their desks to get ready to go home.
Materials include Chromebooks, chargers, yellow take home
folders.

Academic/Social/Linguistic Supports for individual students. Part of this MUST include your
plan for SPECIFIC STUDENTS (you can name them here or put an initial):

Academic Support:
Whole Class- As academic support, we will review the assignment students completed
asynchronously on Wednesday. This will help as a review and prep to continue learning about
government and important documents. We will also briefly discuss the article after each
section to make sure students are comprehending the reading.

Social Support:
Whole Class- Throughout the lesson, I will give students 2 opportunities to work with partners.
Students will be working with partners when recalling popular sovereignty, checks and
balances, and individual rights. This will help all students collaborate ideas and organize their
thinking with a partner before sharing aloud. During the activity, students will be working in
partners. They will be able to collaborate ideas and brainstorm together what they remember
from the article. They will also be able to brainstorm ideas of when the Amendments are used
in their daily lives.

Linguistic Support:
C.S.- Though this helps all students, the visual for the vocabulary help this student. The
pictures help the student visualize the vocabulary word and pick out certain words or phrases
to help them understand the vocabulary word and where they may see or use it.

Special Ed/504 Accommodations:

C.S.- I will be using visuals to go with the vocabulary words so he can make connections and
better understand the vocabulary terms that will be read throughout the article.

B.S.- I will be using visuals to go with the vocabulary words so he can make connections and
better understand the vocabulary terms that will be read throughout the article.

C.H.- I will be using visuals to go with the vocabulary words so she can make connections and
better understand the vocabulary terms that will be read throughout the article. I will also do
echo reading with her. I will read a sentence and then she will repeat it. This way she is getting
the reading practice with support.

D.M.- I will do echo reading with him. I will read a sentence and then he will repeat it.

ELLs: The visuals on the board that go with each vocabulary word help the student better
understand and see what the word means.

Emergent Bilinguals: The visuals on the board that go with each vocabulary word help the
student better understand and see what the word means.

Tier 2 Interventions: As a tier 2 intervention, I could work with a small group of students.
We could review the vocabulary from the government unit thus far. I could read a statement or
scenario and then the students have to say which Amendment the scenario refers to. For
example, I could read a scenario about how two people celebrate two different holiday’s, but
still get along. The students would say this refers to the First Amendment, specifically freedom
of religion.

Tier 3 Interventions: As a tier 1 intervention, I could work with a student one on one and
review the vocabulary from the government unit thus far. We could do an activity where they
match the Amendment with what it says. This will help them make a connection between each
Amendment and what it says. There could be a set of cards with the Amendment, another set
of cards with what the Amendment says, and then a picture to go with the Amendment. The
student could match the Amendment to what it says and to the picture.

Assessment (How you know they understood your goal, include DATA):
I know students understood the lesson through the Kahoot assessment. Based on students’
scores, I will be able to tell what they understood. After each question, Kahoot tells me how
many students got the answer correct and incorrect. This will help me see what specifically the
class understood versus did not understand.

Another assessment is the worksheet from the activity. I will be collecting it at the end of the
lesson. I will review each students’ answers so that I can tell what parts of the Bill of Rights
students comprehended well versus need more practice with.