Name: Date: Subject Area & Grade:

Haley Marek 3/25/2021 Social Studies, 5th

Effective Instructional Design - Standards-Based Lesson Plan

Standard: (MDE, grade level, or CCSS)

Standard(s):
5 – U3.3.8: Describe the rights found in the First, Second, Third, and Fourth Amendments to the United
States Constitution.
5 – P4.2.1: Develop and implement an action plan and know how, when, and where to address or inform
others about a public issue.
CCSS.ELA-LITERACY.SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and
expressing their own clearly.

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 final lesson that builds on the second and first lessons in
this min-unit. This lesson will focus on expanding on the first four amendments and creating our
own Bill of Rights.

Goal for Students: My goal for students is to be able to have a greater understanding of the first
four amendments. I hope they will be able to successfully name or explain all four amendments by
the end of the lesson.

Formative Assessment Used Ahead of Instruction: Data from Exit Ticket from Lesson 2.
(Might not be available.)

I can . . . Historians develop their own Bill of Rights based on previous

learning

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:

- Packet from lesson 1
- Pencil
- Easel Board
- Markers
- Chromebooks
- 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:

https://play.kahoot.it/v2/?quizId=b1b29899-37d9-430c-9ea0-463be31f187e

Access Prior Knowledge in Learners: I will be reviewing and accessing prior knowledge through
the Kahoot at the beginning of my lesson. This will be a great formative assessment for me to see
where they are at and if I need to expand explaining the first four amendments before jumping into
making our own Bill of Rights.

Sentence and/or symbol to organize lesson for students: Sheild

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 introduce the hook and run the Kahoot, assessing students as they answer
TSW participate in the Kahoot
TTW introduce learning intention and do a small review
TCW repeat the terms out loud
TTW set up the easel and write “Our Bill of Rights”
TSW work as a class to develop our amendments
TCW determine what of the four amendments will be included
TCW sign the Bill of Rights on the bottom
TTW wrap up by having a call and response: reading our amendments.

Questions:
Remembering: How is the Bill of Rights like a shield?
Understanding: What makes up the Bill of Rights?
Applying: Why are the first four amendments important?
Analyzing: What Amendments would not be helpful in our Classroom Bill of Rights?
Evaluation: How is our contract similar or different to the first four amendments?
Synthesizing/Creating: What else should we add to our Bill of Rights and why?

Accommodations: To accommodate all learners, I will be using a variety of visuals. I will have all
students have an image that reflects the Bill of Rights but also times collaborating with partners as
well as whole group instruction. I will also be using call and response for definitions and review of
important words. They can also provide their thinking verbally or written when the class is
discussing our Bill of Rights.

Differentiation
Content: The content will be presented through visuals, words, speaking, and listening.
Process: I have differentiated through the discussion making our Bill of Rights, Students are able
to share by giving me the paper or saying it out loud.
Product: Students will be able to hand in the exit ticket verbally or written for credit of their thinking
and to help me gauge where they are at before the Post-test!
Environment: Students have a variety of places of different seating and learning spaces around
the classroom.

Challenge: For students who need a challenge, they will be given extra leadership activities while
the group discussed Our Bill of Rights. I also have an extension activity where they can ack out or
find pictures that represent our first four amendments while after completing the exit ticket.

Technology:
- Kahoot
 - Powepoint

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: The class walks through a Kahoot as the teacher instructs on the content. This will also be a
formative assessment that I will use along with the exit ticket to gauge student understanding.

I will then lead the students in a call and response review of the first four amendments.

Check for Understanding:

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

Questions to Check for Understanding: I will be checking for understanding with the Kahoot at
the beginning of instruction. I also will be asking students questions like, “Do all of the amendments
apply to our classroom? Which amendment is the most important for school?

I will also be doing a Fist to Five at the end of this lesson to gauge where students’ understandings
are at.

Guided Practice (“We do”)

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

We Do: Turn and Talk/ Learning Group work

Turn and talk to your neighbor: “Think of the first four amendments, what are they again?”
*students answer* Thank you, Do all of these amendments apply to our classroom or our school?

“Which amendment is the most important for school?”

Together as a class, we make the Bill of Rights.

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: Exit ticket: Students complete the exit ticket independently “What amendment of the first 4
is the most important and why? They must give this to me completely before moving on to the next
activity.

https://docs.google.com/document/d/1eLOsVR4vOYRQzgtp81kNuzYcPtidAfIDcCBKfdYcLhQ/edit
 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?

Connections to Future Learning: We will build on this learning with our talk of current
events and lessons about the government. This will also be life skills of knowing your rights
and citizenship in America.

Biggest Take-Away for Learners Today: They have a better understanding of the first four
amendments.

How will you know they know it? I will be analyzing the data in the Kahoot and the exit ticket
to see where students’ understanding is and where any misconceptions lie.

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: If students are successful on the Kahoot and completing our Bill of Rights
as a class, I will know that they have an understanding of the Bill of Rights.

Formative Assessment to Inform Future Instruction: Students will be completing an Exit Ticket
at the end of the lesson to provide data to inform me of where they are.

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: From the Kahoot and the
exit ticket I am able to see the growth in students’ understanding. We were able to
successfully make a Bill of Rights as a class which also showed me that student’s
understood what type of things should and should not go on our document. I would change
my instruction by being more intentional in lesson 1. I focused on the four amendments in
lessons 2 and 3, but I think after this whole experience, it might have been better to narrow
my focus from the very beginning. Students responded very well and the majority were
engaged throughout the entire lesson. They loved the Kahoot and they participated in
turning and talking with friends near them which tends to be a hit or miss in our classroom. I
thought my timing was great. My wait time was good and helped me with management and
keeping them accountable. There were a few students with misconceptions after lesson 3
was done. In order to help those students, I plan on adding more content about the Bill of
Rights in their academic choice (workshop) time as well as continuing the discussion and
learning on this subject. My mindset is that the learning does not stop just because the
Instructional plan is done. This lesson was exactly where the majority of the class was in
their understanding, the students that were high achievers supported the students who had
misconceptions and also help guide and share their thinking when developing our Bill of
Rights. I was surprised at their thinking about making our Bill of Rights. In fact, I was
overjoyed because it showed me that they understand the importance of the Bill of Rights
and the freedoms on it. This unit’s main point and the main target was that students have a
better understanding of the freedoms and the protection that the Bill of Rights offers us as
United States Citizens and I know from this lesson that this target has been successfully
reached by the majority of my class.

Small Goal: