Name: Date: Subject Area & Grade:

Haley Marek 3/19/2021 Social Studies, 5th

Effective Instructional Design - Standards-Based Lesson Plan

Standard: (MDE, grade level, or CCSS)

Standard(s):
● On-going: 5 – U3.3.8: Describe the rights found in the First, Second, Third, and Fourth Amendments to the
United States Constitution.
● CCSS.ELA-LITERACY.RI.5.4: Determine the meaning of general academic and domain-specific words and phrases
in a text relevant to a grade 5 topic or subject area.

Learning Objective/Target and “I can” statement(s):

What am I going to teach?
What will students be able to do at the end of the lesson?
What formative assessments were used to inform instruction? (Why this now?)

What I will Teach: This lesson will be the first lesson for my instructional plan and will introduce
the students to the Bill of Rights. This lesson will give students an overview of the first 10
amendments, and why we needed the Bill of Rights to amend our constitution.

Goal for Students: My goal for students is that by the end of the lesson they will be able to explain
why the Bill of Rights was needed and name a few of the amendments.

Formative Assessment Used Ahead of Instruction: I will be using my pretest data to determine
what amendments to expand on within this unit. For the first lesson, this data will give me an
understanding of what the students already know about the bill of rights and our constitution.

Learning Intention: Historians determine the importance of The Bill of Rights and
its effect on our Constitution

Lesson Management: Focus and Organization

What positive strategies, techniques and tools will you use?
How will you encourage on task, active and focused student behavior?

Positive Behavior Strategies: In our classroom, we do not have positive behavior reinforcement
(rewards systems). We encourage students to be great leaders in our classroom and model for
their classmates. Only those who are doing exactly what they should get to be leaders because
they have demonstrated we can trust them with the responsibility. To encourage them I will point
out students who are being great examples by using phrases such as, “Thank you to Elizabeth for
having her writing notebook on her desk”, “Thank you Nick for showing me a thumbs up, that tells
me he is ready for the next step.” A phrase we typically use a lot is “the quickest way to figure out
what to do is to glance at your classmates.”

Other Classroom Management:

- Use capturing kids' hearts questions: “what are you doing?” and “what are you supposed to
be doing?”
- I will use nonverbal signals to children (shake of head, thumbs up, thumbs down)
- I will give the students time signals.
- I will give the directions clearly and have a student restate them for the class
- I will use a graphic organizer for students to organize their thoughts.
- I will use the Elmo to display directions and learning intentions.
- I will praise those on task.
- I will use attention getters (counting down, or Bum bum babum bum)

Example: I noticed that Elizabeth had everything on her desk and is waiting for my next direction. If
you are wondering what to do you should glance at her.
Example: Thanks for writing this down. Thanks for staying with me.
Example: Now, we are moving into independent work time. This means it looks, feels, and sounds
a certain way.

Materials Needed for Lesson:

- Bill of Right organizer (Flap Worksheet)
- Notebook/Notes Packet
- Pencil
- Fill in worksheet
- Powerpoint

Introduction: Creating Excitement and Focus for the Lesson Target

What will you do to generate interest?
How will you access prior knowledge?
What will you practice or review to begin?

Generate Interest/Hook the Learners: As a class, I will show them a shield and ask them, “How
is a shield and The Bill of Rights similar?”

Access Prior Knowledge in Learners: I will access the prior knowledge with my hook, giving
students a visual for the bill of rights. I will also have the pretests as a tool to determine what
amendments students already are aware of. I will use this data to activate their prior knowledge in
the lesson.

Sentence and/or symbol to organize lesson for students: A Shield.

 Introduction (cont.): Creating Excitement and Focus for the Lesson Target
Task Analysis: Accommodations and Differentiation:
● What information do the learners need? ● Remediation/intervention
● How is the lesson scaffolded? ● Extension/enrichment
Thinking Levels (questions to engage thinking): ● Learning styles
● Remembering Methods, Materials and Technology:
● Understanding ● Remediation/Intervention
● Applying ● Extension/Enrichment
● Analyzing ● Learning Styles
● Evaluation
● Creating

Task Analysis:

TTW presents Powerpoint starting with the Hook

TTW define content-specific language including the Bill Of Rights
TSW record the learning intention/definitions
TTW lead students in a fill it in activity for the Bill of Rights
TSW determine as a class the best fit, or the best guess given the visual
TCW wrap up the fill it in activity
TTW check for understanding
TTW give directions for the hands-on activity, matching the Bill of Rights with its various pictures.
TCW work independently, completing the activity by gluing the appropriate visual with the
Amendment.
TTW revisit the definitions, collects student work, and ask the question: What would happen if we
did not have the Bill of Rights?

Questions:
Remembering: What is the Bill of Rights?
Understanding: How was the Bill of Rights created?
Applying: Why are the first four Amendments Important?
Analyzing: What would happen if we did not have the first 10 Amendments?
Evaluation: What Amendment is the most important in your life? Why?

Accommodations: To accommodate and meet the needs of all learners in this lesson, I will be
using various teaching forms. For defining content-specific vocabulary specifically I will be using
students’ friendly definition and a mix of writing, speaking, and listening. This will involve the
students to write the definition, speak the definition, and see it on the screen. This is specifically
targeted to help students who struggle with reading as well as my ELL students. In addition to
differing my instruction, the last part of this lesson is hands-on activity that will help clear up
misconceptions and give students a chance to see a visual representation of all 10 amendments as
well.

Challenge: To meet the needs of my high flyers in the room, I will provide them with a prompt that
expands on our lesson as a whole. After they have completed the required material they will use
those tools to answer the Prompt: What Amendment has had the most impact on your life? Why?
Which one has had the least impact? Why? They will be required to write this prompt on google
docs or a lined piece of paper and turn it into me.
Technology:
- Powerpoint
- Document Camera

Modeling (“I Do”)

How will you give visual and verbal input?
How can you make the content clear and the task steps explicit?

I Do: Using Powerpoint as a tool, I will display the learning Intention and Content-specific
definitions of Ratify, Amendment, and Bill of Rights. Students will be recording in their social
studies packet they will receive prior to the lesson.

Check for Understanding:

How will you question and redirect? (Samples of questions)
What formative assessment strategies will you use?

Check for Understanding: Can a fifth-grader name one of the amendments in the Bill of Rights?
Why do you suppose freedom of speech, religion, press, and assembly are included in one
amendment?

Guided Practice (“We do”)

What will the teacher and the student do together?
What will gradual release look like?

WE DO: As a class, we will work through and fill in a worksheet outlining the Amendments
including in the Bill of Rights. We will outline by filling in the appropriate blanks by using the visual
given to represent that amendment. I will be modeling and facilitating this activity, anticipating that
many students do not have prior knowledge of the first 10 amendments.

*worksheets adapted from “The Wise Nest”*

Independent Practice (“You do”)

What skills will the student demonstrate or model?
Will this be fully independent or collaborative? (“You do with my support”)

You Do: Using their outline worksheet as a guide student will next create a hands-on worksheet
that requires them to cut out the visual representations and match them with the written
Amendment freedom. The final product will have a flap that students can flip to see the definition
that resides under the matching visual.
* This will be their exit ticket that they will return to me upon completion*
 Closure
How will the learning target(s) and “I can” statements be reviewed/revisited?
How will students be involved in the closure?
What connections to future learning will occur?

Review of Learning Target: I will share up to 2 great examples of the completed Flap worksheet,
highlighting the first 4 amendments.

Connections to Future Learning: This lesson will set students up with the background knowledge
needed to complete the Escape room the following day. They will use their completed worksheets
as tools/clues to solve the riddles/questions.

Biggest Take-Away for Learners Today: Students will have an understanding of what the Bill of
Rights is and how it protects us.

Big Red Bow: To wrap up this lesson, I will ask students what would happen if we didn’t have the
Bill of Rights to define us? What if we didn’t have our shield?

Assessment
What evidence supports that the objective(s) were met?
What do my students know, understand or are able to do after this lesson?
What formative assessments will be used to inform future instruction?

Evidence of Learning: I will know students were successful if they are able to match the
appropriate visuals to amendments, using our notes from the lesson as a whole.

Formative Assessment to Inform Future Instruction: Throughout both worksheet activities, I will
be formatively assessing where each student is at and where misconceptions may lie.

Notes to Self for Lesson:

- Remember your goals
- Engaging my students in various different ways
- Let go of control over the lesson, learn organically with them

Reflection
What evidence do you have that the objective(s) or learning target(s) were met?
Using your assessment data how will you change the lesson or instruction for the next time?
How well did the students perform/respond?
Were all my students engaged?
How was my timing?
How many students struggled? What can you do to help those students?
For how many students was the content too easy? How can you extend the learning for them?
What did everyone know? What did no one know? Were there any surprises?

Reflection after lesson, coaching conference, and GoReact review:

I think this lesson went very well! I think its structure allowed students to get an overview of
the Bill of Rights without expecting them to memorize it! I liked using the organizers to fill in
the answers, I think that the structure of that allows students to ask questions about each
amendment and gave time for me not only to clarify by to give them a student-friendly
definition. Students were engaged within the lesson and even expanded their thinking past
what I had planned. For many students this information was new and they need more
lessons to fully understand the content. I was surprised at Wayden bringing up people not
using guns responsibly with the Second Amendment but I thought he made a very good
point. Also, his thinking allowed other students to question to process within the
amendments. This showed me how critically they were thinking about all 10 amendments.
We ran out of time during the end of the lesson to finish the tab activity because we had to
go to specials but I could see what students have the information and who needed support.
They were successful in knowing why the Bill of Rights was important and how it is a shield
which was the main teaching point for this lesson. Students also were going beyond
definitions and asking me critical questions or adding in their own connections to the
amendments. I thought my classroom management was good, It seemed like way more in
the thick of the lesson but watching it back, I am able to pick out the patterns and strategies
that I have adapted in my teaching.

Small Goal:
- Engaging my students in various different ways
- Let go of control over the lesson, learn organically with them
- active listening