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Constitution
Bill of Rights
Gabriela Garcia
Fall 2018 – EDU 512 A
Dr. Timmons
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Table of Contents
Table of Contents
What is The U.S. Constitution?...........................................................................................................................14
Gabriela Garcia................................................................................................................................................14
Lesson Plan #1...............................................................................................................................................14
California Baptist University School of Education.............................................................................................22
How Our Founding Fathers Helped You? Know Your Rights...........................................................................22
Bill of Students’ Rights: Rights vs. Responsibilities?..........................................................................................30
Step 3. Finally, ask students to develop generalizations based on the information discussed. Encourage
them to analyze the data, then use their analysis to form an educated guess or hypothesis. Model as
needed................................................................................................................................................................32
How citizens benefit from having Bill of Rights?..........................................................................................37
Utilizing Knowledge about Students to Plan and Implement Effective Instruction..........................................42
Building on Personal/Cultural/Community Assets:............................................................................................42
Given that the Bill of Rights: First Ten Amendments are crucial to all citizens, students can make
connections between learned knowledge from previous assignments when completing the KWL Chart,
including all the other assignments are linked...................................................................................................42
Students will be strategically divided into groups that are ability, interest, and socially purposeful................42
Utilizing Knowledge about Students to Plan and Implement Effective Instruction..........................................51
Building on Personal/Cultural/Community Assets:............................................................................................51
Students will students can make connections between learned knowledge from previous assignments when
completing the KWL Chart, including all the other assignments are linked.....................................................51
Students will be grouped by table, which is already designed for students to peer model.................................51
Lesson # 6..........................................................................................................................................................53
Utilizing Knowledge about Students to Plan and Implement Effective Instruction..........................................57
Building on Personal/Cultural/Community Assets:............................................................................................58
The history of the American Flag is connected to all students even if they come from different backgrounds.
Every morning students salute the flag at the beginning of school or anywhere where there’s an event........58
Utilizing Knowledge about Students to Plan and Implement Effective Instruction..........................................64
Building on Personal/Cultural/Community Assets:............................................................................................64
The history of the American Flag is connected to all students even if they come from different backgrounds.
Every morning students salute the flag at the beginning of school or anywhere where there’s an event.............64
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Objectives and Standards
Objectives
Direct Instruction Lesson
After the lesson on the facts of The Constitution students in grade 3 will list 10 facts both orally and in
writing with accuracy.
Generalization Lesson
After the lesson on using data to support generalizations, students in grade 3rd will apply this knowledge
and develop generalizations concerning the topic of Rights, Rules, and Responsibilities with accuracy.
Inquiry Lesson
Social Studies Content Learning Objective(s):
After completing the mini lesson plan on understanding, how citizens benefit from having Bill of Rights,
students in grade 3 will comprehend how having rights influence their daily lives orally and by producing a
poster that organizes their new knowledge and ideas pertaining to the topic.
Listening/Talk Lesson
ELA Language Objective:
Students will be able to demonstrate understanding of the symbolism behind the American Flag and the historic
value it holds through utilizing efferently listening skills, engaging in discussion, and producing a written piece.
Content Objective:
3
After this lesson, students in grade 3 will understand the symbolism behind the American Flag and how the
significance of the historic value it holds to the United States of America.
Writing Lesson
Content Standard
Students will apply their knowledge from previous relevant lessons and new knowledge to compose a writing
prose that reflects their thoughts on what does it mean to be a citizen that demonstrate public virtue, and how
they plan to demonstrate their citizenship, especially in the classroom.
ELD Objective:
Students will ask and answer questions to demonstrate understanding while effectively collaborating with
partners to determine the main idea of the content.
Standards
Social Studies Standard
Content Standard:
SS.3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S.
government.
3.4.1 Determine the reasons for rules, laws, and the U.S. Constitution; the role of citizenship in the promotion of
rules and laws; and the consequences for the people who violate rules and laws.
3.4.2 Discuss the importance of public virtue and the role of citizens, including how to participate in a
classroom, in the community, and in civic life.
SS.3.4.3 Know the histories of important local and national landmarks, symbols, and essential documents that
create a sense of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle,
the Statue of Liberty, the U.S. Constitution, the Declaration of Independence, the U.S. Capitol)
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboard
skills) as well as to interact and collaborate with others.
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes
on sources and sort evidence into provided categories.
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SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with
diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented, in diverse
media formats, including visually, quantitatively, and orally.
SL.3.4 Report on a topic of text, tell a story, or recount and experience with appropriate facts and relevant,
descriptive details, speaking clearly at an understandable pace.
L.3.1 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or correct spelling.
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3
reading and content, choosing flexibly from a range of strategies.
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Introduction to Unit Page
The Constitution of the United States is a part of history that is crucial to understand in
order to be active and responsible members of society. Through this unit students will
explore the symbolic document that our founding fathers fought so hard to develop. The
Constitution of the United States and Bill of Rights are what create the laws, rules, and
right we live by every day. Therefore, students must understand why there are rules,
responsibilities, and rights that we must learn, understand, and follow to be good citizens of
our country, which begins in a classroom.
Use the chart below to describe the class you are observing. Submit this chart with each Lesson Plan.
Describe the students in your observation class based on the typical class list in a school where you are
doing your fieldwork. Include public demographic and economic status information likely provided on
school web site.
Provide as much information on these three focus students and their special needs as possible without
violating issues of confidentiality.
Use descriptive writing skills and provide information from at least three different perspectives (ex.
cultural, academic levels of achievement, background knowledge, classroom observation, teacher)
This information will be used to determine how to differentiate instruction for these students throughout
your unit.
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General Student List with Three Focus Students
Gender General SES Level General Academic Ethnic Population Describe Student
Level Needs
16 Boys Ex. 4 on free lunch (info Ex. 4 high average, 2 Ex. 7 Hispanic, 3 Ex. 4 Average Students
Provide a general on www site) low average, 7 on level Caucasian…etc (No special needs)
description in the
boxes to the right.
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Vocabulary Page
Direct Instruction Lesson
appoint
treaties
amendments
constitutional
delegate
patriotic
citizens
compromise
oppose
goods
Bill of Rights
rights
responsibilities
Constitution
Generalization Lesson
Rights
Rules
Responsibilities
Law
Community
Citizen
Consequences
Inquiry Lesson
Constitution
Bill of Rights
Amendments
Guarantee
Rights
Freedom
1-10 amendments
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Vocab/Grammar/Spelling/Handwriting
Landmarks
Symbols
Documents
Memorial
Statue
Monument
Liberty
Capitol
Arch
Civil
Famous
Freedom
Honor
Listening/Speaking
Academic vocabulary/symbols:
Symbol, country, courage, good, fairness, constellation, pledge, allegiance, respect, friendship, loyalty, rules,
promise, republic, nation, indivisible, liberty, justice
Key terms and Phrases
American Flag, thirteen stars, fifty states, thirteen colonies, fifty stars, seven red stripes, six white stripes,
pledge of allegiance, One Nation under God, with liberty and justice for all, being free
Writing
Citizenship
Rules
Responsibilities
Respect
Kindness
Volunteer
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Literature Page
Direct Instruction Lesson
The Constitution: We the people
Generalization Lesson
The Bill of Rights: What’s the BIG DEAL? booklet
Inquiry Lesson
A More Perfect Union: The Story of Our Constitution by Besty Maestro and Guilio
The U.S. Constitution by Norman Pearl
Vocab/Grammar/Spelling/Handwriting
Saving the Liberty Bell by Megan McDonald
Listening/Speaking
Why Are There Stripes on the American Flag by Marth E. H. Rustad
Writing
Being a Good Citizen: A book about Citizenship by Mary Small
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Poetry Page
US CONSTITUTION
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FYI: Use this information for each lesson.
Language Functions: The content and language focus of the learning task represented by the active verbs
within the learning outcomes. Language functions are what students DO.
Language Demands: Specific ways that academic language (vocabulary, discourse, syntax) is used by
students to participate in learning task through reading, writing, listening, and/or speaking to
demonstrate their understanding.
Vocabulary: Includes words and phrases that are used within disciplines including:
1. Words and phrases with subject-specific meanings that differ from meanings used in everyday life
(e.g., table)
2. General academic vocabulary used across disciplines (e.g., compare, analyze, evaluate)
Discourse: includes the structures of written and oral language, as well as how members of the
discipline talk, write, and participate in knowledge construction.
Discipline-specific discourse has distinctive features or ways of structuring oral or written language (text
structures) that provide useful ways for the content to be communicated.
Syntax: The set of conventions for organizing symbols, words, and phrases together into structures (e.g.,
sentences, graphs, tables)
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EDU 512 DIRECT INSTRUCTION LESSON PLAN RUBRIC
Behavioral Model
1. MATERIALS/PREPLANNING (5 points)
Materials
KWL Chart
Lady Bug Projector
Social Studies Journal
The Constitution booklet
Pencils, crayons, colored pencils
Vocabulary pictures and word cards (Spanish and English)
Vocabulary chart
8 ½ by 11 ½ card paper posters of a copy of the U.S. Constitution forms
Ten 8 ½ by 11 ½ card paper poster representing the ten amendments
Chromebooks or ThinkPads
Constitution Preamble – Schoolhouse Rock YouTube video
Vocabulary
Appoint – assign to a position
treaties – agreements between countries
amendments – changes
constitutional – agreeing with, or related to, the Constitution
delegate – a person who does things for someone else
patriotic – lover of one’s country
citizens – people who lawfully live in a city, county, state, or country
compromise – an agreement where everyone meets in the middle or after everyone give something up
ratify - approve
oppose – argue of against
goods – products that are bought and sold by people
Bill of Rights – the first 10 amendments of the Constitution
rights – a moral or legal privilege to have or obtain something
responsibilities – a thing that one is required to do as part of a job, role, or legal obligation
Constitution – a body of recognized examples giving to which how a state or other organization is to be
governed
Literature
The Constitution: We the people
After the lesson on the facts of The Constitution students in grade 3 will list 10 facts both orally and in
writing with accuracy.
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The Objective should be one complete sentence with the ABCD Components.
State the objective in behavioral terms, as follows:
o A=Audience: 3rd Grade
o B=Behavior: Students will be able to list ten facts about The Constitution
o C=Conditions: Students should understand what we learned about The Constitution, what they are
used for, and why they are so important.
o D=Degree of accuracy needed to achieve the objective: Students need to be able to list ten facts
about The Constitution both orally and written with 100% accuracy.
State the cognitive taxonomy level (Bloom’s Taxonomy): Knowledge
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edTPA Central Focus: Comprehension or Composition (see Making good Choices p. 30-32 and handout
provided in class.)
Students will summarize information by listing ten facts about The Constitution.
Students will summarize information about The Constitution by listing ten facts and using the
appropriate academic vocabulary for both orally and in writing.
Language Demand: The Language Function can have language Demands in each of the 3 areas below:
Define
Debate
Summarize
Syntax:
“I believe (vocabulary word) means _______ because_____.” Or, “Using the context clues ________, I believe
the word (vocabulary word).
Discourse:
Verbal communication between partners and groups, respectfully agreeing and disagreeing with peers’ opinions
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orally and/or written.
Provide Rationale for why you selected this strategy and link to this particular group of
students.
I chose to post posters of the U.S. Constitution and pictures and symbols that display the ten
amendments, to inspire curiosity in each student. After having students make predictions of
each posters, we will have an open discussion of our thoughts on each poster. Then, students
will watch the Constitution Preamble video. These activities will lead us to completing the
KWL Chart.
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POST STANDARDS
Since Standards are already posted in the room where students can easily see them, I will use highlighting
tape to highlight standards in focus.
Draw student attention to standards poster and read the standards of focus.
Provide rationale for progress monitoring strategies you will use during each step of this activity.
Explain your strategy for calling upon students in an equitable manner.
The KWL Chart strategy will help me scaffold students learning by organizing what they already know and
what they are learning with a new topic. Using a variety of techniques to help students organize prior and new
knowledge helps them make predictions and inquiries about the information.
KWL Chart
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INPUT: Provide Comprehensible Input SDAIE-Modify use of text, use of technology
Provide a rationale for your selection of a strategy for providing comprehensible input
for this lesson for this particular group of students/class. Explain how your strategy
incorporates EL student’s background.
Using the U.S. Constitution and Amendment picture/symbol posters and the Constitution
Preamble video to activate prior knowledge and the KWL chart itself helps students organize
their ideas of what they know about the topic. Providing direct instruction and implementing
strategies to scaffold the students’ understanding by guiding students through the context will
assists students visualize the era the importance of the U.S. Constitution then and now. My
two EL students will be required to follow and utilize the syntax sentences.
Go over the vocabulary words listed in the chart given. Explain, that as they read each passage they will
pause and make notes of the page number and use context clues to define the vocabulary words by making
predictions and discussing with peers and as a whole group. They will use the syntax sentences and
discourse to communicate and share with peers and groups.
Vocabulary - appoint, treaties, amendments, constitutional, delegate, patriotic, citizens, compromise,
oppose, goods, Bill of Rights, rights, responsibilities, Constitution
Syntax: “I believe (vocabulary word) means _______ because_____.” Or, “Using the context clues
________, I believe the word (vocabulary word).
Discourse: Verbal communication between partners and groups, respectfully agreeing and disagreeing with
peers’ opinions orally and/or written.
Using The Constitution: We the people booklet and the vocabulary list as a whole group, we will read about
the U.S. Constitution and take annotated notes on vocabulary and important facts that occurred before and
after the U.S. Constitution.
Write the facts about U.S. Constitution on the board as the students say them.
Tell the student they are going to write these facts into their journals.
Review simple sentence structure using sentence stems from the questions.
An example of the how the finished product in the student journal should look will be available to the
students.
TECHNOLOGY
Rationale: What technology did you use and how will it help EL learners gain understanding of the lesson
standard?
In this lesson, all students, including the ELs will be facilitated with incorporated technology, such as
showing a YouTube video and the use of the ladybug projector to illustrate documents for this lesson.
When ready for their final copy of the summary, students will use their Chromebooks or ThinkPads to
type their final summary of the ten U.S. Constitutional facts.
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CHECKING FOR UNDERSTANDING/PROGRESS MONITORING EL/SDAIE: Questioning
Provide rationale for selecting a strategy for checking for understanding (Progress
Monitoring) and guided practice for this group of students/class.
It is crucial to continuously check for students understanding of the content and instruction given
throughout the lesson. By checking for understanding, you are able to guide them in the right
direction if there are any misconceptions. This also allows students to solve their problems by
seeking help form peers or myself.
Ask several of the students to repeat the instructions they have been given.
The students will first write a rough draft of their facts. Check on the students as they work.
Continue to check for understanding of the facts related to the U.S. Constitution through use of questioning
strategies both during and after the task is completed.
GUIDED PRACTICE STRATEGY
The teacher will check for accuracy while students are working on summarizing U.S. Constitutional facts in
their Social Studies journal and provide written and oral feedback.
Students will share their facts with their shoulder partner and edit for capitals and punctuations.
Check each student’s work, including spelling, punctuation, capitalization and sentence structure; and edit as
necessary before the students make their final copy.
Once their final edits have been made, the students will copy the final work by typing into their
Chromebooks or ThinkPads.
Ask the students if anyone has anything to add about what they have learned about the U.S. Constitution.
Remind the students about key elements of the facts they have listed and what they now have learned.
8. INDEPENDENT PRACTICE
Provide a rationale for the independent practice assignment/homework you have assigned
based on what you know about this class.
Independent practice will reinforce their new knowledge about the U.S. Constitution.
Assign the students the project writing 5 more facts for their journal. Students will also reflect whether the U.S.
Constitution is important or not by giving their opinion and supporting it by using information from the text.
Students will reflect whether the U.S. Constitution is important or not by giving their opinion and supporting it
by using information from the text.
Tell the students that the work they do at home is to be done as neatly as was done in class today. They need to
use good penmanship, correct spelling and sentences, and correct capitals and punctuation.
Structure of Knowledge
Note: Please Use the new version of cognitive taxonomy.
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Cognitive Rationale for using this Lesson Model in relationship to the cognitive level.
Level Highlight/color the cognitive levels that fit with the Lesson and provide a
rationale for your thinking.
Creating
Evaluating
Analyzing
Applying
Students are exercising their understanding by having discussions and answering
questions about the U.S. Constitution. Students will Identify ten facts about the
Understanding
constitution demonstrating their new knowledge by summarizing in their Social
Studies journal
Students will be required to remember all prior and new knowledge which will be
Remembering assessed throughout the lesson and the lessons to follow about the Bill of Rights and
Citizens Responsibilities.
1. MATERIALS/PREPLANNING (5 points)
Social Studies Journals
Bill of Rights Booklet
Ladybug Projector
Whiteboard
Expo Markers
10 Pictures that represent the Bill of Rights (Amendments 1-10)
A 3-minute guide to the Bill of Rights video by Belinda Stutzman
Vocabulary
Bill of Rights – the first 10 amendments of the Constitution
amendments – changes
Rights – a moral or legal privilege to have or obtain something
Freedom – the power of right to act, speak, or think as one wants without hindrance or restraint
Responsibilities – a thing that one is required to do as part of a job, role, or legal obligation
Freedom of speech – the right to express any opinions without censorship or restraint
due process – fair treatment through the normal judicial system, especially as a citizen’s entitlement
double jeopardy – the prosecution of a person twice for the same offensive
punishment – the infliction or imposition of a penalty as retribution for an offense
jury – a body of people sworn to give a verdict in a legal case on the basis of evidence submitted to them in
court
trial – a formal examination of evidence before a judge, and typically a jury, in order to decide guilt in a case of
criminal or civil proceedings
Constitution – a body of recognized examples giving to which how a state or other organization is to be
governed
Literature
The Bill of Rights: What’s the BIG DEAL? booklet
2. OBJECTIVE (10 points) Must contain the word concept – You should be able to know this lesson will
be on developing a concept by reading the objective.
After the lesson on the concept of U.S. Constitution students in grade 3 will be able to state both orally
and in writing the correct definition of the Bill of Rights.
ELD Standard(s)
Collaborative –
1. Exchanging information and ideas with others through oral collaborative conversations on a range of
social and academic topics.
Interpretive –
5. Listening actively to spoken English in a range of social and academic contexts.
6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is
conveyed explicitly and implicit through language
Productive –
10. Writing literary and informational texts to present, describe, and explain ideas and information, using
appropriate technology
o Emerging: Students will ask, answers and respond to yes or no, wh-, and simple open-ended questions
during pair, group, and whole group sharing. Students will demonstrate active listening by asking and
answering basic questions while engaging in read-alouds and oral presentation, with prompting and
substantial support. With substantial support, students will closely read literary and informational texts and
view multimedia to describe ideas, phenomena, and text elements. Students will collaboratively or
sometimes independently write a short literary and informational texts, paraphrase texts and recount
experiences using key words from notes or graphic organizers.
o Expanding: Students will contribute and sustain dialogue by following turn-taking rules, asking relevant
questions, affirming other, and adding relevant information during pair, group, and whole group sharing
discussions. Students will demonstrate active listening by asking and answering detailed questions while
engaging in read-alouds and oral presentation, with occasional prompting and moderate support. With
moderate support, students will closely read a variety of grade-level texts and view multimedia to describe
ideas, phenomena, and text elements. Collaboratively and with increasing independence, students will write
a short literary and informational texts, paraphrase texts and recount experiences using complete sentences
and key words from notes or graphic organizers.
o Bridging: Students will contribute and sustain dialogue by following turn-taking rules, asking relevant
questions, affirming other, and adding relevant information, building on responses, and providing useful
feedback during pair, group, and whole group sharing discussions. Students will demonstrate active
listening by asking and answering detailed questions while engaging in read-alouds and oral presentation,
with minimal prompting and light support. With light support, students will closely read a variety of grade-
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level texts and view multimedia to describe ideas, phenomena, and text elements. Collaboratively and
independently, students will write a short literary and informational texts, paraphrase texts and recount
experiences using increasingly detailed complete sentences and key words from notes or graphic organizers.
Language Function Statement: edTPA What main communication language function do students need to
use to communicate their understanding of this content?
Students will use language to both orally and in writing to correctly define the Bill of Rights.
Essential Literacy Strategy
Students will use a graphic organizer to gather and classify information for writing.
Academic vocabulary/symbols:
Students will practice language objectives using the vocabulary provided in this lesson, along with the
examples and non-examples as modeled in the lesson.
Syntax:
Students will use language to analyze the Bill of Rights using correct grammar and
Discourse Tools: (Use Graphic Organizers in Toolkit to help students learn to speak and write language
for this content)
Sentence frames and prompts will be utilized to facilitate discussion on examples and non-examples of the
bill of rights.
Students will also be assessed informally by listening to their oral definitions of the concept of the Bill of
Rights.
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Using the THINK-PAIR-SHARE with their right shoulder partner, ask them to discuss what they learned
about the U.S. Constitution yesterday.
Using popsicle equity sticks, choose a few students to share their ideas.
In group tables, have students come up with ideas on why our founding fathers decided to create the
U.S. Constitution, then share their ideas with the rest of the class
5. PURPOSE (5 points)
Boys and girls, today we will be learning about the Bill of Rights. It is important to understand the Bill of
Rights because as citizens of the United States it crucial to understand their rights.
Note: The Concept Attainment lesson has 6 steps. Follow them exactly as follows:
The teacher must introduce the concept by name and define it.
Give several key attributes of the concept that are age appropriate and scientifically correct!
According to the dictionary Bill of Rights is a formal statement of the fundamental rights of the people
of the United States, incorporated in the Constitution as Amendments 1-10, and in all state constitutions
(Dictionary.com)
Examples
This is a Bill of Rights. It is the 1st Amendment because it grants freedom of speech, freedom of press,
freedom of assembly, freedom to petition the government for a redress of grievances or the freedom to
protest, and the freedom of religion.
This is a Bill of Rights. It is the 2nd Amendment because it grants the right to form a militia and to keep
and bear arms.
This is a Bill of Rights. It is the 3rd Amendment because it states that soldiers cannot take over a home
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during war or peace without the homeowner’s permission.
This is a Bill of Rights. It is the 4th Amendment because it protects Americans from unreasonable and
unlawful search and seizure of property.
This is a Bill of Rights. It is the 5th Amendment because it protects against self-testimony (Allows all
citizens due process and states that a person cannot be forced to serve as a witness against himself when
accused of a crime), being tried twice for the same crime (double jeopardy), and the seizure of property
under eminent domain.
This is a Bill of Rights. It is the 6th Amendment because it grants the right to a speedy trial, trial by jury
(Provides a speedy and public trial by jury for all who are accused of a crime), and to the services of a
lawyer.
This is a Bill of Rights. It is the 7th Amendment because it allows a trial by jury to be held for certain
civil disputes. It guarantees trial by jury in cases involving a certain dollar amount.
This is a Bill of Rights. It is the 8th Amendment because it prohibits excessive bail or fines and cruel and
unusual punishment for crimes (Prevents those accused of suffering cruel and unusual punishment).
This is a Bill of Rights. It is the 9th Amendment because it grants that no one’s Constitutional rights
should be used to infringe upon the rights of another citizen. Listing of rights (in the Bill of Rights) does
not mean that other rights are not in effect.
This is a Bill of Rights. It is the 10th Amendment because it states that the powers that are not given to
the federal government by the Constitution belong to the states of the people.
This is not a Bill of Rights. It is not a Bill of Rights because it is not an amendment that represents the
protection of a citizen’s right. The crown represents the power and riches.
This is not a Bill of Rights. It is not a Bill of Rights because it is not an amendment that represents the
protection of a citizen’s right. Slavery represents the captivity of people and keeping them against their
will.
This is not a Bill of Rights. It is not a Bill of Rights because it is not an amendment that represents the
protection of a citizen’s right. The hearsay evidence represents an unfair trial for citizens.
This is not a Bill of Rights. It is not a Bill of Rights because it is not an amendment that represents the
protection of a citizen’s right. The no freedom to choose your own religion goes against the Bill of
Rights.
This is a Bill of Rights. It is not a Bill of Rights because it is not an amendment that represents the
protection of a citizen’s right. The no talking sign goes against having freedom of speech.
Here is a picture of an amendment with freedom of religion symbols. Is this freedom of religion picture an
example of an amendment of the Bill of Rights? It is an amendment of the Bill of Rights because it
represents freedom of religion.
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Is this an example of an amendment of the Bill of Rights? (Point to the slavery picture) This is not an
example of an amendment of the Bill of Rights because it does not represent the freedom and the right of a
citizen.
Is this an example of an amendment of the Bill of Rights? (Point to the picture with the man talking in a
podium) It is an amendment of the Bill of Rights because it represents freedom of speech.
Is this an example of an amendment of the Bill of Rights? (Point to the picture with the monarchy crown)
This is not an example of an amendment of the Bill of Rights because it does not represent the freedom and
the right of a citizens, instead it represents being ruled by power of one sole person/family.
Boys and Girls turn to your shoulder partners and say the definition of the Bill of Rights in your own
words. This is your chance to practice saying the amendments of the Bill of Rights. Be sure you both state
the definition and give several good examples and state why they are good examples.
Ask a couple students to share their perspective on the meaning of the Bill of Rights.
o Student A: The Bill of Rights are rights that help people.
o Student B: The Bill of Rights a list of rights that protect all citizens.
Next, please take out your mathematics journals and enter the term Bill of Rights.
Also write the definition in your own words and give several examples. Explain how the Bill of Rights are
utilized.
Tell students it is their turn to become experts in this concept of Bill of Rights and their purpose. You are the
experts, so your task is to think of some examples of how the Bill of Rights and the amendments help citizens
today. You could look in the books I have gathered in our classroom library or on the internet. You could look
in your Bill of Rights booklet or amendments list from your Social Studies Journal. Also, if you search the
internet, you can find more examples of how they assist citizens today.
7.CLOSURE (5 points)
Gather students at the discussion table or on the carpet area. It is now the end of the day and students
are prepared to go home. Wrap up the learning with a chance for students to practice key learning once
again. In this case it will be the new concept you have introduced.
Continue this dialogue until students have rehearsed their learning several times.
End with each student stating the learning to the person next to him/her.
Ask students to prepare themselves for a mix-pair-lift. “Boys and Girls quietly get your pencil, put your
organizer (journal) on your clipboard, and stand behind their chair. Who can tell me what happens when I
turn on the transition song?” (Have students input expectations). For the mix-pair-lift, share why the
amendments are so important for citizens. Turn on the music. When the song stops students will stand back-
to-back with the nearest peer, then say “Lift” and students should begin to share their thoughts on why the
Bill of Rights are crucial to citizens; and write their partner’s thoughts in the mix-pair-lift section in their
organizer. Students will stand back-to-back when they are finished sharing and wait until further instruction.
Ask a few students to share their peer’s thoughts on the matter, have students go back to their desks.
Provide feedback for each of the 3 focus students on the work sample. Feedback must be written using
the assessment strategy and in 24 hours of instruction for 3 students. (See edTPA for directions on
feedback)
ELL Learner – Describe specific feedback type to help learn the essential literacy strategy
W/Few Words Since we are close reading the content as a whole group, I will be reading most of the
text, so this student can follow along. By making annotated notes, this student will
have the opportunity to circle words they cannot read or do not understand. I will use
close proximity and I will ask questions to check for understanding along the lesson.
Student with low Since we are reading the content as a whole group, I will be reading most of the text,
reading ability so this student can follow along. By making annotated notes, this student will have
the opportunity to circle words they cannot read or do not understand. I will use
close proximity and I will ask questions to check for understanding along the lesson.
Student with Students with advanced literacy skills will be required to follow along with the
advanced literacy reading and activities, however, they can also provide event and reactions when they
skills/other are presented in the text.
Structure of Knowledge
30
Cognitive Level Rationale for using this Lesson Model in relationship to the cognitive level.
Highlight/color the cognitive levels that fit with the Lesson and provide a
rationale for your thinking.
Evaluation
Synthesis
Analysis
Application
I used a concept attainment lesson for this standard because the students are
understanding new concepts of the U.S. Constitution and specifically the Bill of
Comprehension
Rights. Students will use the examples, non-examples, and mixed examples to
summarize their understanding of the of their new knowledge.
Students are expanding their knowledge of the U.S. Constitution and the Bill of Rights
Knowledge by using the academic vocabulary to assists them to explore the concepts and defining
the examples, non-examples, and mixed examples provided for understanding.
1. MATERIALS/PREPLANNING (5 points)
Digital Projector
Social Studies Journal
The Rights, Rules, and Responsibilities booklet
Pencils, crayons, colored pencils
Vocabulary pictures and word cards (Spanish and English)
Vocabulary chart
VOCABULARY
rights, rules, responsibilities, law, community, citizen, consequences
After the lesson on using data to support generalizations, students in grade 3rd will apply this knowledge
and develop generalizations concerning the topic of Rights, Rules, and Responsibilities with accuracy.
The objective will state the learning that the students will attain by the end of the lesson.
State the objective in behavioral terms, as follows:
1. A=Audience, 3rd Grade
2. B=Behavior, Students will be able to generalize about Rights, Rules, and Responsibilities.
3. C=Conditions, Students will be able to list ten facts about Rights, Rules, and Responsibilities.
4. D=Degree of accuracy needed to achieve the objective. Students need to be able to generalize both
orally and written with 100%.
Note: In this lesson plan, the objective will include the following words: finding generalizations that are
supported by data.
33
the basis for the answers.
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main
idea.
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led)
with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
L.3.1 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
CCSS ELD Standard
Collaborative - Exchanging information and ideas with others through oral collaborative conversations on a
range of social and academic topics.
Interpretive - Listening actively to spoken English in a range of social and academic contexts.
Productive –
10. Writing literary and informational texts to present, describe, and explain ideas and information, using
appropriate technology.
12. Selecting and applying varied and precise vocabulary and language structures to effectively convey
ideas.
College and Career Readiness Anchor Standard CCSS
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others’ ideas and expressing their own clearly and persuasively.
Range of Reading and Level of Text Complexity
7. Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
10. Read and comprehend complex literary and informational texts independently and proficiently.
Text Types and Purposes
2. Write information/explanatory text to examine and convey complex ideas and information clearly and
accurately through the effective selection, organization, and analysis of content.
4. PURPOSE (5 points)
It is important for students to understand the difference between rights and responsibilities. This lesson
34
will help students connect information that they have learned in previous lessons concerning U.S.
Constitution and Bill of Rights. Using prior knowledge, students will explore the difference of having
rights that protect an individual and an individual having the responsibility to do something because they
should do it.
“Boys and girls, today we are going to continue our discussion on the U.S. Constitution and the Bill of
Rights. We are going compare and contrast the difference between rights and responsibilities. Like we have
discussed in the last couple of days, as citizens we need to know what rights protect us and what
responsibilities we have as members of society.”
“Boys and girls, we have been talking about the U.S. Constitution and the Bill of Rights these past couple of
days. We have learned a wealth of information about how the crucial document that our founding fathers
worked so hard to develop has led our country to “land of free and home of the brave.” What do you think
“land of the free and home of the brave” signifies?”
Student A – “American citizens live in a country that is free”
Yes, you are right our country, The United States of America is a free country. Now, what is meant by
“home of the brave?”
Student B – “The people in our country our brave, especially our soldiers.”
Yes, those are great definitions and I agree our soldiers are very brave.
Now, do you believe that our country has always been a country that is free? (Some students might say Yes
and others No) Our founding fathers, along with all the innocent and brave people during and after that
time period fought a long tedious fight and jumped all the obstacles presented to give the American citizens
their rights. The rights we possess for simply living in this country were rights that many past souls have
fought for and many still to this day. Along with the rights people have, they all withhold many
responsibilities.
Do not tell the students what ways the information might be organized. This is their chance to reflect and
to think! Just ask students to look at the evidence and think of information related to the generalization.
Class, what do you see about the things or the data we have in front of us?
How do you think we might organize this information?
Now, let’s look at this graphic organizer. What can we say about this information?
Step 2. Pupils compare or contrast data, discuss and note relationships and general trends.
Okay, so we know from the information we have on our graphic organizer that we used from our sources
Let’s see, what do we notice about the information we have?
“They are things we do”
“They are things that you would so at school”
What can we say, in general about this information? How are they the same? How are they
different?
“They are opposites”
Things we should or should not do”
Step 3. Finally, ask students to develop generalizations based on the information discussed. Encourage
them to analyze the data, then use their analysis to form an educated guess or hypothesis. Model
as needed.
Class, how do you think we could explain the relationships between the columns? What general
trends do you see? Can anyone think of a way to say it?
Is there anything we could say about how we use these directives? How does this apply to our
everyday lives? Are these choices that people choose to do?
Write the student’s generalizations on the board or on an overhead transparency as they think of them.
Accept all that are suggested.
Add the list here.
36
Bullet responses:
People have the RIGHT to a safe environment.
People have the RESPONSIBILITY to follow safety rules.
People have the RIGHT to voice your opinion.
People have the RESPONSIBILITY to respect the opinions of others.
People have the RESPONSIBILITY to care for materials.
People have the RIGHT to use school materials.
People have the RIGHT to fair treatment.
People have the RESPONSIBILITY to treat others fairly.
People have the RESPONSIBILITY to do your best.
People have the RIGHT to a good education.
Okay, let’s look at these generalizations. Is each generalization supported by the data? How are these
generalizations categorized? What are responsibilities? A duty or something someone should do, in
other words, doing something because it is the ethic or moral thing to do. What are rights? A freedom
that is protected, in other words, a privilege. Please write these important definitions in your journals,
you will have to use them as sources for their homework and the following lessons.
7. CLOSURE (5 points)
Ask the students to state here, in their own words, what they learned about the use of data to form
generalizations. It is here that you pull them back together as a class for a moment.
Ask: What did you learn from the generalization data today?
We learned that rights and responsibilities have similar concepts but different meanings.
We learned that rights are freedoms that are protected.
We learned that responsibilities are a duty or something someone should do.
Yes, boys and girls, you all learned generalization between rights and responsibilities and how citizens’
rights went through a crucial process of development.
For homework, students will be required to complete a minimum of six generalizations between rights and
responsibilities in the home setting and will also answer the following questions:
Why are rules and responsibilities so important?
Rules are important so there is peace
Rules are important, so people and things stay safe.
Responsibilities are important because there are things that should be done independently.
After several sessions of this type of lesson, students should be able to analyze another set of data and
formulate generalizations on their own.
Some other possibilities could include a journal entry regarding the process as well as the focus
generalization developed, a reflection on the generalization itself, further research to support the
generalization, forming additional questions of interest for further research.
37
9. DIFFERENTIATION /ADAPTATION OF INSTRUCTION (10 points)
How will you meet the learning needs of all students in the class? Provide specific strategies that
might be used for each type of learner.
Provide feedback for each of the 3 focus students on the work sample. Feedback must be written and
provided in person within 24 hours of the lesson. (See edTPA for directions on feedback)
ELL Learner – Describe specific feedback type to help learn the essential literacy strategy
W/Few Words Since we are reading the content as a whole group, I will be reading most of the
text, so this student can follow along. By making annotated notes, this student
will have the opportunity to circle words they cannot read or do not understand. I
will use close proximity and I will ask questions to check for understanding along
the lesson.
Student with low Since we are reading the content as a whole group, I will be reading most of the
reading ability text, so this student can follow along. By making annotated notes, this student
will have the opportunity to circle words they cannot read or do not understand. I
will use close proximity and I will ask questions to check for understanding along
the lesson.
Student with Students with advanced literacy skills will be required to follow along with the
advanced literacy reading and activities, however, they can also provide event and reactions when
skills/other they are presented in the text.
Wright Text Description of strategy How strategy is helpful Rationale for selecting
& links to
student/standards
1. Prior Knowledge: In this strategy students will This strategy is helpful Students need to
Activating the activate their prior because it will help the continuously activate
Known knowledge through a series students relate past their prior knowledge to
of guided questions using information to create help reinforce and make
books and journal compare and contrast connections with the new
assignments from the past graphic organizer. content they are learning.
couple lessons.
2. Text Lookback Students will learn strategies This strategy will be Students need to have
on how to look back in helpful when students are strategies to help them
expository text to recall looking back into the recall information they
information. books we have read on have read in books.
maps.
50 Literacy
Strategies
1. Interactive Read- Read booklets and stop This strategy is helpful Students will listen to and
Aloud periodically to focus on what because while reading a comprehend grade-
has been read such as new book to the students appropriate literature and
vocabulary, making and about rights and informational text.
checking predictions, responsibilities the
checking for comprehension. teacher can stop and
check for understanding.
38
2. Graphic Organizer Students use graphic This strategy will help Students will need to
organizer to compare and students organize the compare and contrast
contrast topics and to information given for the rights and
demonstrate relationship data chart. responsibilities. This
between both using a graphic graphic organizer will
organizer. assist students to make
generalizations.
50 Social Studies
Strategies
1.Interactive Writing Students will write This strategy is helpful to Students write
information or facts on chart demonstrate students informative texts and
paper using proper how writing works and opinion pieces with
conventions. how to construct words. guidance from teachers.
2. Grand Students participate in grand Participating in grand Students engage in
Conversations conversations in small conversations helps discussions, building on
groups and together as a students deepen their classmates’ ideas and
class. comprehension of a story expressing their own
and motivates to read. clearly.
Technology 50 Social Studies Strategies – Students can use the Students will need to
Resources Using their Chromebook internet to help them find demonstrate their
students will find information on rights and understanding of
information about the U.S. responsibilities. navigating through the
Constitution and Bill of internet and finding
Rights. information needed.
10. THEORETICAL OVERVIEW (10 Pts.): Provide an overview of the theoretical basis.
This generalization lesson plan models the constructivist and information processing theories that strives for
students to use their gained knowledge of data charting to make generalizations. Students will analyze
information given to organize data and make generalizations.
Structure of Knowledge
39
Cognitive Level Rationale for using this Lesson Model in relationship to the cognitive level.
Highlight/color the cognitive levels that fit with the Lesson and provide a
rationale for your thinking.
Students will evaluate the information about rights and responsibilities from previous
Evaluation
lessons to organize in a graphic organizer chart.
Students will compare the information they have learned about the U.S. Constitution
Synthesis
and Bill of Rights to generalize between rights and responsibilities.
Students will make conclusions regarding the data collected by categorizing it, then
Analysis
analyzing to make concise generalizations.
Students will apply their previous knowledge on laws and rights and new knowledge
Application
of rights and responsibilities to interpret data and make generalizations.
Students will gain understanding of the similarities and differences between rights and
Comprehension
responsibilities and how citizens’ rights were developed.
Students will attain new knowledge that classifies their understanding of what they
Knowledge
should do or what they are privileged with as being part of this country.
41
instructions writing sentences
throughout class and using correct
will need to listen to grammar, spelling,
their partners during and sentence structure
think-pair-share. and will be
o Viewing using/developing oral
o The chart and language skills during
journal will be class and partner
displayed on the discussions.
board for the
students to see.
Notes for next lesson based on lesson results:
Strengths/Weaknesses of student learning
Students needing more help
Content Adaptations
Reading Skills
Vocabulary Clarification
Inquiry Lesson
42
Mini Lesson Format
How citizens benefit from having Bill of Rights?
Lesson # 4
Name: Gabriela Garcia Grade Level: 3rd Grade
43
spelling when writing.
Learning Focus
Central Focus Statement: What is the big idea or focus question of the lesson?
Students will research, define, and present the different ways citizens benefit from having the Bill of Rights and
how those rights influence their daily lives.
Language Supports:
Students have been exposed to KWL chart and sentence frames language supports using sentence frames.
Academic vocabulary/symbols:
Constitution, Bill of Rights, amendments, guarantee, rights, freedom, 1-10 amendments
Syntax:
Students will demonstrate command of conventions of standard English capitalization, punctuation, grammar,
and usage when writing or speaking throughout the lesson and while presenting their understanding.
44
Discourse:
Students will make oral connections with previous lessons through participating in a KWL Chart, then later
demonstrate their understanding by writing their new knowledge on a group poster; and presenting
List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.
45
Lesson Praise – remember to give students praise
Introduction: for their hard work and effort
1. Focus - Discuss the learning objectives, 1. Students will listen attentively to learning
Before quick overview of the lesson, and ask objectives and lesson overview and will list
Teaching students to list academic and behavior academic and behavior expectations.
-Setting the expectations.
stage.
2. KWL Chart – Activate students’ prior 2. Students will be activating their prior
knowledge by using a 3 ½ x 4-foot butcher knowledge by participating in filling out the
paper KWL Chart will be magnetically K (What I KNOW) and the L (What I want
placed on the whiteboard. Then, ask “What to LEARN) as a whole class. Students will
have we learned about the U.S. be expected to recall what they have learned
Constitution? What have we learned about in the previous lessons. They can use their
the Bill of Rights? What have we learned notes in their social studies journals.
about the first ten amendments? What are Students will be required to give opinion
they? What is the purpose of the first ten and/or answer in full complete sentences.
amendments?” Sentence Frame:
Provide students with the following > I remember _______ about the U.S.
sentence frames by writing the on the Constitution/Bill of
whiteboard: Rights/Amendments.
> I remember _______ about the U.S. > I believe the purpose of the ten
Constitution/Bill of amendments is ________.
Rights/Amendments.
> I believe the purpose of the ten
amendments is ________.
Once the K (What I KNOW) and the L
(What I want to LEARN), move onto the
motivation strategy. 3. Students will engage in a think-pair-share,
3. Motivation Strategy – Present Inquiry then quickly answer the prompt in their
Question journals. When complete, they will be
Write the prompt on the whiteboard: How expected to explore the Bill of Rights
citizens benefit from having Bill of Interactive websites.
Rights? – What do the Bill of Rights
mean to you?
(Think-Pair-Share)
Then, have students utilize their
Devices/Chromebooks to explore the
following Bill of Rights Interactive websites
> The Bill of Rights Government Link
> We the Civics Kids – The Bill of Rights
(Think-Pair-Share)
Lesson Body: 4. Guided Instruction 4. Students will watch the video and focus in
Direct students to watch the video and their close reading by marking unknown
During/active focus in their close reading by taking words, writing questions, listing key words
engagement quick, but notes can be questions, key or phrases, and/or making illustrations as a
in learning words, or illustrations. form of taking notes.
> Watch: Civics Foundations - Bill of
Rights
(Think-Pair-Share)
> Read: A More Perfect Union: The Story of
Our Constitution by Besty Maestro and
46
Guilio
OR
> The U.S. Constitution by Norman Pearl
5. Students will collaborate with peers in a
Group Collaboration/Presentation –
5. group to analyze the scenario given, decide
Amendment Analysis what amendment it contradicts, define the
Divide students into ten groups. amendment, and give examples of how the
Using the What if strategy from SDAIE, Bill of Rights benefits citizens. Students
give group of students a hypothetical will utilize a poster to write or illustrate
scenario of What if citizens did not have the their findings to the entire class.
rights from the first ten amendments?
Cards. Then, explain that each group will
analyze a scenario and guess which
amendment it is contradicting. They must
define the amendment and give examples of
how citizens benefit from having that
specific amendment. Everything will be
written on a poster, which they will use to
present to the entire class.
*Monitor students by approaching each
group to check for their understanding and
guide their ideas if necessary.
Closure/After 6. Ask students to share 6. Students will participate in a closing
Teaching 7. Exit “KWL” Ticket discussion.
Have students take out their KWL Chart 7. Students will take out their journals and
and explain to students that it is time to turn to the KWL Chart for the days lesson.
reflect and write their new learned Then, they will complete the chart by
knowledge in the L (What I Learned). filling out the L (What I Learned).
Monitoring Student Learning - Review and Monitoring Student Learning - Student Voice:
Assessment:
> Students will be informally assessed checklist when Students will have multiple opportunities to reflect
engaging in collaborative activities (Think-Pair-Share on their understanding of their prior and new learned
and group discussion by teacher), quickly tracking knowledge through whole group discussion, Think-
participation, the use of sentence frames provided, and Pair-Share, KWL Chart participation, and
relevance input to discussion collaborating with peers by working together to
> Students will be formally assessed by utilizing a rubric analyze a scenario, research and define the
while students present their group research poster on amendment, and giving examples of how the Bill of
one amendment. The target is for students to make Rights, First Ten Amendment benefit and influence
connections between past experiences and previous citizens lives.
lessons that target the Bill of Rights, first ten
amendments, with the scenarios that could occur if
citizens did not have those rights.
Feedback:
> Students will be provided feedback through verbal
discussion by giving praise or guided understanding if
necessary. They will also be given written feedback
through the checklist and rubric access.
47
edTPA Lesson Plan Reflection and Commentary Section
Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next steps
for instruction to impact student learning:
For the whole class, questions prompts will be digitally projected on the board. I will be monitoring every
group for inquiry on their understanding and I will use proximity with those that require more assistance.
For the three focus students and other individuals/groups with specific needs.
1. Each group will be strategically arranged to adequately meet the necessities of all students. With a well-
balanced group, ELL students will be equally exposed to a rich discourse to activate background knowledge
and link it to new knowledge using provided sentence frames, in a
2. Students that require social skills will be practicing such skills to interact with peers. Demonstrating active
prior knowledge and making connections with the help of other peers’ thoughts and understandings will help
all students.
3. My students on an IEP or 504 will be placed with a group that has students that the student positively
responds to. Peers must demonstrate kindness, perseverance, and patience where they can role model or
assist student that have trouble higher order thinking skills.
What theory or theorists would most strongly support use of this strategy?
Constructivism Learning Theory strongly supports this strategy. Students are learning through being exposed to
activities that activate their prior knowledge. Students are constructing their own idea of each amendment
through collaborating with peers to relating the scenario and researching the benefits of that particular
amendment, then working to presenting their new learned knowledge.
Evidence and Formative Assessment of Student Learning: How will you know whether students are making
progress toward your learning goal(s) and/or how will you assess the extent to which they have met your
goal(s)? Use the chart below to describe and justify at least 2 formal or informal assessment strategies that occur
in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:
3.4 Students understand the role of rules and laws in our daily lives
Students will be informally assessed and the basic structure of the U.S. government.
through an observation checklist that will SL.3.4 Report on a topic of text, tell a story, or recount and
target engaging in collaboration (Think- experience with appropriate facts and relevant, descriptive details,
Pair-Share and group discussion), the use speaking clearly at an understandable pace.
of sentence frames provided, and Collaborative - Exchanging information and ideas with others
relevance input to discussion (Bill of through oral collaborative conversations on a range of social and
Rights and amendments). academic topics.
Interpretive - Listening actively to spoken English in a range of
social and academic contexts.
Productive - Writing literary and informational texts to present,
describe, and explain ideas and information, using appropriate
technology
Evidence of Student Understanding:
Students will demonstrate their understanding by engaging and
genuinely participating in research, discussion, and assignment
completion.
49
Student Feedback:
Students will be provided feedback through verbal discussion by
giving praise or guided understanding if necessary. Students will
also be given written and visual feedback through the checklist
assessment.
Assessment Strategy #2: Alignment with Objectives:
Students will be formally assessed 3.4 Students understand the role of rules and laws in our daily lives
utilizing a rubric while students present and the basic structure of the U.S. government.
their group research on one amendment. SL.3.4 Report on a topic of text, tell a story, or recount and
The target is for students to make experience with appropriate facts and relevant, descriptive details,
connections between past experiences and speaking clearly at an understandable pace.
previous lessons that target the Bill of Collaborative - Exchanging information and ideas with others
Rights, first ten amendments, with the through oral collaborative conversations on a range of social and
scenarios that could occur if citizens did academic topics.
not have those rights. The presentation Interpretive - Listening actively to spoken English in a range of
will also be assess based on targeting social and academic contexts.
important facts about the amendment, Productive - Expressing information and ideas in formal oral
such as matching the scenarios with the presentations on academic topics.
corresponding amendment, defining the Evidence of Student Understanding:
amendment and giving examples of Student will demonstrate understanding through the completion of
benefits and influential factors of a the group presentation by adding written and orally stating the
citizen’s life. target responses of the Bill of Rights, and equally collaborating
with peers.
Student Feedback:
Students will be provided feedback through verbal discussion by
giving praise or guided understanding if necessary. Students will
also be given written feedback through the rubric assessment.
Note: Add more assessment strategy boxes here if needed. Also, add rubric or assessment tool.
50
Inquiry Lesson – Amendment Analysis Poster Rubric
51
Social Studies/LA – Academic Vocabulary, Handwriting, Grammar
and Spelling
Multi-Tiered System of Supports (MTSS) LESSON PLAN
How U.S. Landmarks, Symbols, and Essential Documents Create a Sense of Community?
Lesson # 5
Name: Gabriela Garcia Grade Level 3rd
52
DOK Levels L.3.1 Demonstrate command of the conventions of
Level 1 - Recall: Define, Identify standard English grammar and usage when writing or
Level 2 - Skill/Concept: Define/Explain/Apply speaking.
L.3.2 Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
L.3.4 Determine or clarify the meaning of unknown
and multiple-meaning word and phrases based on
grade 3 reading and content, choosing flexibly from a
range of strategies.
Learning Focus
Central Focus Statement: What is the big idea or focus question of the lesson?
Students will explore how the U.S. landmarks, symbols, and essential documents create a sense of community by
utilizing their vocabulary words in their writing. Students will produce a written piece that conveys proper
conventions and writing skills.
Language Supports:
Students will use language frames and graphic organizers to synthesize their group information and present their
understanding.
Academic vocabulary/symbols: List vocabulary and explain how it will be used and learned
Landmarks
Symbols
Documents
Memorial
Statue
Monument
Liberty
Capitol
Arch
Civil
Famous
Freedom
Honor
53
Focus Landmarks and Symbols
The Abraham Lincoln Memorial
The White House
The Washington Monument
Mount Rushmore
The Statue of Liberty
The Star-Spangled Banner
Liberty Bell
The Great Seal of the United States
The Bald Eagle: An American Symbol
Old Glory: The Story of Our Flag
Focus Documents
U.S. Constitution
Declaration of Independence
Bill of Rights
Syntax:
I believe the word _____ means _______
The significance of _____ (landmark, symbol, or document) is _____
Discourse:
Students will use the Frayer’s model to organize their findings and synthesize their group ideas.
54
documents posted around the room. Story of Our Flag, U.S. Constitution, U.S. Government
The teacher will fill out the, What Declaration of Independence, and
We Know, from the KWL Chart Bill of Rights, and they will be
butcher paper poster. handed pack of index cards and told
to match. There will also be proper
patriotic music in the background as
they complete the activity.
List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.
KWL Chart:
Following after the motivation activity, have there will be a whole group discussion about their
current knowledge of the landmarks, symbols, and documents posted around the room. The
teacher will fill out the What We Know from the KWL Chart butcher paper poster.
Fill out the What We Want to Learn in the KWL Chart.
Read the book The Liberty Bell by Lloyd G. Douglas. Then, pass out the vocabulary chart and 2in
x 2in pictures of the same landmarks, symbols, and documents that they must glue in their Social
Studies Journal. Discuss the importance of the Liberty Bell and how it plays a huge role in the
history of the United States. Model how they are to fill out the first section of the vocabulary list
by labeling it, pasting the picture given, and defining what it is and represents. Since, the teacher
is modeling the Liberty Bell, then students will be responsible for researching and defining the rest
of the symbols, landmarks, and documents.
55
Think-Pair-Share – What are you expected to do?
Divide students into twelve groups and explain that they will research each book or Chromebooks
to quickly define it. They will be timed and when the timer goes off, they will trade books to the
left.
Academic vocabulary: Use chart to determine your vocabulary strategies. Strategies also in
Ppt. presented in class and texts.
INCLUDEPICTURE
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56
Must include usage error correction for ELD students (Tompkins P. 324)
Select what you think fits your ELD students level of writing.
Using the visuals above, have students practice writing the vocabulary words they are targeting in
a paragraph with a writing prompt. Using the vocabulary target words, students will produce a
paragraph defining the importance of at least one of the symbols, landmarks, or documents. They
will be required to describe how that symbol, landmark, or document holds a history value to our
country and how it makes our country have that sense of community.
For ELD students, the requirement will be the same, however, they will be guided through their
reading by one of the parent volunteers or the teacher. Students who are able to work
independently with mild guidance, use a close proximity and check in.
Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching After students explore how the U.S. landmarks, symbols, and essential documents create a sense
of community by utilizing their vocabulary words in their writing, have students recall the
importance of each by asking them to share their writing with their group tables. Then, have
students pass their journals around and each student must write one positive and one improvement
the student needs.
Monitoring Student Learning - Review and Monitoring Student Learning - Student Voice:
Assessment: Students will be provided with a voice by allowing
Informal: Students will be assessed through students to collaborate with peers and share their ideas.
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observation and guidance, while collaborating with By students sharing amongst each other, students will
partners to research information about the U.S. symbols, assist each other to have a better understanding by
landmarks, and documents. The teacher will annotate guidance of their peers and the teacher utilizing close
when necessary and use close proximity with students proximity. Students will also use their Social studies
that need extra guidance. journals to demonstrate their understanding of the
Formal: Students will be given a writing prompt where content.
they will be assessed in their vocabulary, grammar,
spelling and handwritten skills. Along with assessing
for conventions, students will be assessed for their
reasoning on the U.S. symbols, landmarks, and
documents.
Feedback: Both students will be provided with a
thorough discussion using the rubric, then they will be
given an opportunity to make changes.
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Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next steps
for instruction to impact student learning: Use the chart above to analyze and provide data on spelling for
your Three focus students.
1. Students will be monitored during their completion of activities and through whole group discussion.
2. Students will be given index cards for clues for the motivation activity and they will be given a vocabulary
and symbols, landmarks, and document organizer for students to keep their findings in order.
3. Students will have many opportunities to engage in discussion with the whole group, with their partners, and
the teachers throughout the entire lesson.
What theory or theorists would most strongly support use of this strategy?
Vygotsky’s theory supports the engagement of socialization and collaboration of peers.
Strategies for your next lessons based on data and assessment results
Resources Used Based on data/evidence, what are the next steps for future lessons? Provide
evidence for your answer and select research-based strategies from the course
resources.
Wright Text Describe strategy and Explain how strategy is Rationale for selecting
provide research base. helpful for whole group & links to
or specific student(s). student/standards
KWL Chart In this strategy students will This strategy is helpful Students need to
activate their prior knowledge because it will help the continuously activate their
through a series of guided students relate past prior knowledge to help
questions using books and information to create reinforce and make
journal assignments from the compare and contrast connections with the new
past couple lessons. graphic organizer. content they are learning.
2. Graphic In this strategy, students will This strategy will be Students need to have
Organizer organize their learned helpful when students are strategies to help them
knowledge by using an looking back into the organize information they
organizer. books we have read on have attain from different
the U.S. symbols, sources.
landmarks, and essential
documents.
50 Literacy
Strategies
1. Gallery Walk This activity challenges Students are labeling the This activity allows
students to use their posters on the walls, students to make a
background knowledge about which is a fun way to connection between
the content and the learn about important words of symbols,
vocabulary words. facts. landmarks, and
documents to the actual
picture.
2. Interactive Read- Read booklets and stop This strategy is helpful Students will listen to and
Aloud periodically to focus on what because while reading a comprehend grade-
has been read such as new book to the students about appropriate literature and
vocabulary, making and rights and responsibilities informational text.
checking predictions, the teacher can stop and
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checking for comprehension. check for understanding.
50 Social Studies
Strategies
1.Interactive Students will write This strategy is helpful to Students write
Writing information or facts on poster demonstrate students how informative texts and
using proper conventions. writing works and how to opinion pieces with
construct words. guidance from teachers.
2. Grand Students participate in grand Participating in grand Students engage in
Conversations conversations in small groups conversations helps discussions, building on
Think-Pair-Share and together as a class. students deepen their classmates’ ideas and
comprehension of a story expressing their own
and motivates to read. clearly.
Technology
Resources
Language Function 50 Social Studies Strategies – Students can use the Students will need to
Toolkit/other Using their Chromebook internet to help them find demonstrate their
students will find information information on how the understanding of
about the U.S. symbols, symbols, landmarks, and navigating through the
landmarks, and essential essential documents make internet and finding
documents. the U.S. have a sense of information needed.
community.
Evidence and Formative Assessment of Student Learning: How will you know whether students are making
progress toward your learning goal(s) and/or how will you assess the extent to which they have met your
goal(s)? Use the chart below to describe and justify at least 2 formal or informal assessment strategies that occur
in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:
Students will be assessed A. Collaborative
through observation and 1. Exchanging information and ideas with others through oral collaborative
guidance, while collaborating discussions on a range of social and academic topics.
with partners to research SS.3.4.3 Know the histories of important local and national landmarks,
information about the U.S. symbols, and essential documents that create a sense of community among
symbols, landmarks, and citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle,
documents. The teacher will the Statue of Liberty, the U.S. Constitution, the Declaration of
annotate when necessary and use Independence, the U.S. Capitol)
close proximity with students L.3.2 Demonstrate command of the conventions of standard English
that need extra guidance. capitalization, punctuation, and spelling when writing.
Evidence of Student Understanding:
While working with peers, the teacher will monitor and guide students’
performance and understanding. They will have a better opportunity to
remember vocabulary words and the content if close proximity is utilized.
Student Feedback:
Students will receive automatic verbal feedback on what they are producing.
If they have any misunderstandings, they will be guided through their
misconception.
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Assessment Strategy #2: Alignment with Objectives:
Students will be given a writing
Alignment with Objectives:
prompt where they will be A. Collaborative
assessed in their vocabulary, 1. Exchanging information and ideas with others through oral collaborative
grammar, spelling and discussions on a range of social and academic topics.
handwritten skills. Along with 4. Adapting language choices to various contexts (based on task, purpose,
assessing for conventions, audience, and text type)
students will be assessed for C. Productive
their reasoning on the U.S. 12. Selecting and applying varied and precise vocabulary and language
symbols, landmarks, and structures to effectively convey ideas
documents. SS.3.4.3 Know the histories of important local and national landmarks,
symbols, and essential documents that create a sense of community among
citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle,
the Statue of Liberty, the U.S. Constitution, the Declaration of
Independence, the U.S. Capitol)
L.3.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Evidence of Student Understanding:
Students will demonstrate their understanding by producing a written
paragraph that conveys their understanding of the importance of the U.S.
symbols, landmarks, and documents, but the main focus of this assignment
the vocabulary words, grammar, spelling, and handwritten skills.
Student Feedback:
Students will be given a rubric, where there will be detailed notes on their
strengths and any focus points that might need further practice.
Note: Add more assessment strategy boxes here if needed. Also, add rubric or assessment tool.
Listening /Talk
MINI LESSON PLAN
The Symbolism Behind the American Flag?
Lesson # 6
Name: Gabriela Garcia Grade Level 3
Learning Focus
Central Focus Statement: What is the big idea or focus question of the lesson?
Students will engage in listening and speaking activities that will allow them to further their knowledge from the
previous lessons and understand the symbolism behind the American Flag and the historic value it holds in the
United States of America.
Language Supports:
Students will be provided with sentence stem frames throughout the listening interactive read aloud to support
answering questions and sentence frames during discussion.
Academic vocabulary/symbols:
Symbol, country, courage, good, fairness, constellation, pledge, allegiance, respect, friendship, loyalty, rules,
promise, republic, nation, indivisible, liberty, justice
Key terms and Phrases
American Flag, thirteen stars, fifty states, thirteen colonies, fifty stars, seven red stripes, six white stripes,
pledge of allegiance, One Nation under God, with liberty and justice for all, being free
Syntax:
Sentence frame – I think/believe the word _____ means _______ (using the textbook)
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Chunking information in the sentences and what different parts mean.
Discourse:
Using the text, a word wall, and the vocabulary/tier word organizer students will have grand discussion and will
produce their own written tasks.
List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.
64
Lesson Body: Explain Strategies/Lesson steps:
Vocabulary/Tier Words Organizer: Provide students with the organizer worksheets for their
During/active vocabulary and tier words. Read each word on the list. Inform them that they will come
engagement across the focus words during the read aloud.
in learning Interactive Read Aloud: Introduce the Why Are There Stripes on the American Flag? By
Martha E. H. Rustad book. Do a quick picture walk and quickly discuss a few questions
students might have and ask then to give suggestions as well. Before commencing to read, ask
students what they are expected to do when they come across a vocabulary/tier word. Stop at
every page and ask about the big idea and clarifying the meaning behind words.
Grand Discussion: Have a grand conversation about what the American Flag represents and
the meaning behind demonstrating respect by saying the Pledge of Allegiance every morning.
Explain to students that the American Flag is a symbol to the United States. Then, demonstrate
a picture of various international and national flags and discuss how every county has a
symbol that signifies unity within that community.
Circle Map: Ask students, “What is community?” Have students look up the definition of
community using a dictionary in pairs (Peer-Paring will help ELD/IEP/504 students) and call
on a few students to give their interpretation of the definition and write it on the circle map.
Have students give their ideas about what makes up a community and write those ideas on the
circle map. Guide the discussion and explain that each classroom is its own community.
Emphasize that in each community is composed of members and relate how in a classroom the
students are members. Then, locate the circle map on the board and let students know
that they will be elaborating their discussion about a community tomorrow for their
writing assignment.
Model: Now, everyone will create a flag that represents our classroom/our community. Using
the digital projector, display a sheet with a blank flag. Create a flag, design and choose colors
that have meaning to the classroom. Then, write a few sentences explaining what each color
represents and why I chose those colors to represent my community. Now, it’s their turn.
Independent practice: Now you will all make your own flag and give reasoning behind the
colors use choose. Provide students with a sheet that has a blank flag and have them begin
creating their flag. Remind them to write their reasoning behind the design, colors, and
remind them that it is crucial for them to add something that represents each member of their
classroom “community.” Monitor students by going around and inquiring about their
design and the colors they chose. Also, give feedback on how they are staying inside the
lines and coloring with care. Give feedback on their writing and have them make
necessary corrections to prepare them to present.
Presentations: Have students quickly take turns to present their classroom “community” flag
and the meaning and their reasoning task.
Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching Regroup: Display the American Flag and the KWL Chart, tell students to Think-Pair-Share
with their group table, what did we learn about the American Flag? Why do we salute and
pledge allegiance to the flag every morning? What value does it hold for our country?
Exit Ticket: Have the students get a post-it and write their name and two things they
learned about the American Flag. Tell students to post their post-it on the L, What We
Learned.
Monitoring Student Learning - Review and Monitoring Student Learning - Student Voice: How
Assessment: will you provide for student voice during instruction on
Informal: their learning (strategies, skills, knowledge) relative to
(1) Monitor students by going around and inquiring learning target?
about their design and the colors they chose. Also, give
feedback on how they are staying inside the lines and
65
coloring with care. Give feedback on their writing and Students will be given a voice by having them
have them make necessary corrections to prepare them participate in asking questions and predicting or
to present. inferencing what words mean in class discussions.
(2) Assess students by what they produce in their exit When they are given feedback, students will be able to
ticket. Students will fill out a post-it and write their clarify their understanding and made corrections if
name and two things they learned about the American necessary.
Flag. Tell students to post their post-it on the L, What
We Learned.
Formal:
(1) Assess students for their oral presentation using a
rubric.
(2) Assess students for their writing task.
Feedback: Give feedback on how they are staying
inside the lines and coloring with care. Give feedback
on their writing and have them make necessary
corrections to prepare them to present.
For the three focus students and other individuals/groups with specific needs.
1. ELL students will be supported through the visuals provided to the entire class, teacher guidance, Think-
Pair-Sharing, chunking information, and group share.
2. Students on an IEP or 504 Plan will be supported through peer modeling, group sharing, and one-to-one
guidance from teacher.
3. Higher level thinking will be required for advanced students, by having them give more detail in their
responses during interactive read aloud and writing task.
What theory or theorists would most strongly support use of this strategy?
These strategies are more related to the cognitive information processing theory and the constructivist theory.
Chunking information, associating new and know content, discussions, peer modeling, and videos and pictures
provided. Collaborative learning by group work is constructivist theory.
Strategies for your next lessons based on data and assessment results
Resources Used Based on data/evidence, what are the next steps for future lessons? Provide
evidence for your answer and select research-based strategies from the course
resources.
Wright Text Describe strategy and Explain how strategy is Rationale for selecting
provide research base. helpful for whole group & links to
or specific student(s). student/standards
1. KWL Chart In this strategy students This strategy is helpful Students need to
will activate their prior because it will help the continuously activate
knowledge through a students relate past their prior knowledge to
series of guided questions information to create help reinforce and make
using books and journal compare and contrast connections with the new
assignments from the past graphic organizer. content they are learning.
couple lessons.
2. Graphic Organizer In this strategy, students This strategy will be Students need to have
66
will organize their learned helpful when students are strategies to help them
knowledge by using an looking in the book read organize information they
organizer. in class. have attain from the book
and previous lesson.
50 Literacy Strategies
1. Interactive Read- Read the and stop This strategy is helpful Students will listen to and
Aloud periodically to focus on because while reading a comprehend grade-
what has been read such book to the students appropriate literature and
as new vocabulary, about rights and informational text.
making and checking responsibilities the
predictions, checking for teacher can stop and
comprehension. check for understanding.
2. Word Wall Students are provided This strategy is a helpful The word wall strategy
with a visual word wall for all students to use as links to providing
that contains words that a resource, but ELLs students guidance
have already been covered would benefit the most.
at one point and the
current focus words.
50 Social Studies
Strategies
1.Interactive Writing Students will write This strategy is helpful to Students write
information or facts on demonstrate students informative texts and
poster using proper how writing works and opinion pieces with
conventions. how to construct words. guidance from teachers.
2. Grand Students participate in Participating in grand Students engage in
Conversations grand conversations in conversations helps discussions, building on
small groups and together students deepen their classmates’ ideas and
as a class. comprehension of a story expressing their own
and motivates to read. clearly.
Technology Resources
Language Function Students can use the The websites provided These strategies are
Toolkit/other following websites for are for students to linked to providing
Flag Day interactive practice when research more students with
The History of the they complete their information about the technological resources.
American Flag assignment or to further American Flag and to
their understanding. engage in the interactive
activities provided.
Evidence and Formative Assessment of Student Learning: How will you know whether students are making
progress toward your learning goal(s) and/or how will you assess the extent to which they have met your
goal(s)? Use the chart below to describe and justify at least 2 formal or informal assessment strategies that occur
in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:
Students will be informally assessed by going L.3.3 Use knowledge of language and its conventions when
around and inquiring about their design and writing, speaking, reading, or correct spelling.
the colors they chose and by what they SL.3.2 Determine the main ideas and supporting details of a
produce in their exit ticket. Students will fill text read aloud or information presented in diverse media and
out a post-it and write their name and two formats, including visually, quantitatively, and orally.
67
things they learned about the American Flag. Evidence of Student Understanding:
Tell students to post their post-it on the L, Students understanding will be demonstrated while monitoring
What We Learned. during their independent activity and exit ticket will reflect
what they retained even after the Think-Pair-Share.
Student Feedback:
Students will be given feedback on how they are staying inside
the lines and coloring with care. Feedback will be given while
they are completing their writing.
Assessment Strategy #2: Alignment with Objectives: C. Productive – 9. Expression
Students will be assessed for their oral information and ideas in formal oral presentations on academic
presentation and their written reasoning task topics.
using a rubric. L.3.3 Use knowledge of language and its conventions when
writing, speaking, reading, or correct spelling.
Speaking & Writing SL.3.2 Determine the main ideas and supporting details of a
Listening Rubric Rubric text read aloud or information presented in diverse media and
4 Points 4 Points formats, including visually, quantitatively, and orally.
___Clear relevant Clearly writes W.3.1.1 Introduce the topic or text they are writing about, state
facts ___Descriptive about their an opinion, and create an organizational structure that lists
details classroom flag reasons.
___Speaks in Clear, they created Evidence of Student Understanding:
understandable with Students understanding will be demonstrated through their oral
pace descriptions of presentation and written task. In the oral presentation, students
the design, will be required to state the symbolism of the American Flag.
colors and
gives reasoning
3 Points 3 Points
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Student Feedback: Students will be given feedback for their
presentation and the content with a rubric where the teacher
will discuss them individually.
Note: Add more assessment strategy boxes here if needed. Also, add rubric or assessment tool.
ELD Standards:
A. Collaborative - 1. Exchanging information and
ideas with others through oral collaborative
discussions on a range of social and academic topics.
C. Productive – 10. Composing/writing literary and
informational texts to present, describe, and explain
ideas and information, using appropriate technology.
Learning Focus
Central Focus Statement: What is the big idea or focus question of the lesson?
Students in grade 3 will produce an informational/explanatory text to demonstrate their understanding of what it
means to be a citizen that demonstrate public virtue, and how they plan to demonstrate their citizenship,
especially in the classroom
Language Supports:
Will utilize a graphic organizer to organize writing, a rubric for clear expectations, and provide feedback.
Syntax:
List words on a poster circle map and display sentence frames on the whiteboard.
Discourse:
Discuss in pair-sharing and/or whole group the definitions of target words.
70
Citizenship Day Text A citizen means _________. Writing Organizer
Actions of Someone who is a I believe _______ means Wiki/Technology
Good/Not Good Citizen _________.
Worksheet
Digital Projector
3 by 3-foot Poster
Markers
Citizenship Worksheets
Computer Access
Being a Good Citizen: A book
about Citizenship by Mary Small
List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.
Build on Background Knowledge: Locate and place the Community Circle Thinking Map from
previous lesson and display the following question “What Does it Mean to be a Good Citizen?” on
another Circle Thinking Map. Then, engage students in a Think-Pair-Share and ask students,
“Take a moment and think about what a good citizen is?” Have students Pair-Share, write shared
71
ideas on the circle map in the same color marker (Will come back to it at the end of the lesson).
Display the following question “How the Choices we Make Affect Those Around Me?” on the
white board
Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching Ask:
o What are things people can do to be a good citizen?
o What day do we celebrate Citizenship Day?
o Why do schools have rules?
o What is an example of being a responsible student?
o How can to demonstrate good citizenship at school?
Announce the Classroom Community Flag winner!
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Monitoring Student Learning - Review and Assessment:
Informal:
Monitor students by going around and inquiring about their design
and the colors they chose. Also, give feedback on how they are
staying inside the lines and coloring with care. Give feedback on Writing Rubric
their writing and have them make necessary corrections to prepare 4 Points
them to present.
Clearly writes about their classroom flag they created
Formal: Assess students for their writing task using a rubric. with descriptions of the design, colors and gives
reasoning
Feedback: Give feedback on how they are staying inside the lines 3 Points
and coloring with care. Give feedback on their writing and have
Writes mostly clear about their classroom flag they
them make necessary corrections to prepare them to present.
created with descriptions of the design, colors and
Monitoring Student Learning - Student Voice: How will you gives reasoning
provide for student voice during instruction on their learning 2 Points
(strategies, skills, knowledge) relative to learning target? Vaguely writes about their classroom flag they
created with descriptions of the design, colors and
Students will be given a voice by having them participate in asking gives reasoning
questions and predicting or inferencing what words mean in class 1 Points
discussions. When they are given feedback, students will be able to Does not write clearly about their classroom flag they
clarify their understanding and made corrections if necessary. created with descriptions of the design, colors and
gives reasoning
Add any additional resources or components that you think would add to the
interest of your unit such as assessment samples or work samples according to
what fits your unit. This is a creative work and will be your unique design.
Note: No need to scan anything into your project as student work samples
will be shared in class.
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