zozzaro 25 lesson plans

Lesson Planning Template

History & Social Sciences Secondary Teacher Education Program Last Revised 1.29.2015

General Information: Ms. Zozzaro Poetry Art Walk

Teacher’s Name Lesson Topic Lesson Title

WIN/ WIN II - -

Course Textbook Chapter Textbook Pages

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Additional Resources Used

Lesson Overview: Unit Objective:

Students will recall the different types of poetry they have been learning in their LA classes and create their own poems using imagery by doing a nature “art walk”

Lesson Objectives: Method/Activities: Assessment:

Today students will test their analytical skills by assessing what kinds of poems I am reading out loud to them. They will also create their own poems from influences in nature, outside, and their personal connections or imagination

I will explain students what we are doing on our “Art Walk”

Students will grab their notebooks and something to write with and we will travel to 5 different stations around the school

I will read a poem to the students that relate to the station

Students will record what they think and see based on my instruction

Students will be assessed on their analytical skills when identifying the poem type from what I present as we go on our art walk. Their creative and connection skills will also be assessed by writing notes and poems about what they see in nature

Procedures: Before the Lesson: What the teacher will be doing: What the students will be doing:

- Bringing their notebooks and reading books to class

During the Lesson: What the teacher will be doing: What the students will be doing:

Set Induction (Introduction)

I will open class by explaining to students that we will be going outside today and that I have set up stations for them

I will explain instructions

Listening to instruction

Phase 1 (Body of Lesson) I will pass out a loose rubric for the activity

Receiving the rubric for the Art Walk



Phase 2 (Body of Lesson) I will take the students outside and we will walk to the five stations as I read poems, share thoughts, and they record their ideas

Listening to the poetry and recording their ideas

Phase 3 (Body of Lesson) We will regroup in the classroom and students will share some thoughts and ideas

Sharing thoughts and ideas and what they liked/ did not like

Conclusion I will remind students to pick a spot within the community to exercise this activity and write a piece on

Listen to instruction

Assignments: Assignments Description Objectives Addressed by Assignment Reason for Assignment

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Differentiation: Adaptations for students needing additional support: This is strictly a high achievement level class Adaptations for students needing additional rigor: -

Standards:

NCSS Thematic Standards

Theme: How this lesson addresses this theme:

1 Culture

Through this lesson, students generate and evaluate transmitted beliefs and values as well as arts through their understanding and comprehension of poetry and the world around them. Students come to understand that human cultures exhibit both similarities and differences, and they learn to see themselves both as individuals and as members of a particular culture by sharing personal experiences and creating the art of poetry through these connections

C3 Standards

Standard: How this lesson addresses this standard:

D1.5.6-8. Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of views represented in the sources.

Students utilize this standard in this activity because when forming their style and content, they are taking influence from me, the author of the poem I read, the perspective and memories of their classmates, and themselves

Common Core State Standards




RL.7.5 Craft and Structure Analyze how a drama’s or poem’s form or structure contributes to its meaning

Students will be analyzing the poems I read to them based on the author, content, and poem structures they learned in their LA classes

Social Emotional Learning Standards


3A.3a. Evaluate how honesty, respect, fairness, and compassion enable one to take the needs of others into account when making decisions.

Students will be sharing experiences personal to them with each other through discussion so they honesty, respect, and compassion for each other will be supported during discussion and sharing of poetry



General Information: Ms. Zozzaro The Constitution Checks and Balances


US History 9 -


Checks and Balances print out activity, white board



Students will analyze the three branches of government and the constitution during this unit, applying and evaluating their functionality in our society and beyond.


Today students will evaluate the power of checks and balances by completing an individual and pair activity

answer the bell work

Pass out the checks and balances sheets

Complete individual and pair work before turning in

I will collect and grade todays class activity on checks and balances


I will be printing out the “checks and balances” activity

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I will open the class with a blank diagram providing some key checking power from each branch without the branches labeled and ask students to label which branch is which based on the example powers

Answering the bell work and discussing

Phase 1 (Body of Lesson) I will show the students the class activity for the day and explain that the first page is to be done individually and after completion they must find a partner for the second page

I will pass out the activity

Listening to instruction and receiving class activity “checks and balances” sheet



Phase 2 (Body of Lesson) I will walk around and help students with the questions by explaining a strategy to help them figure out the answers

I will draw a diagram on the white board to help students remember the groups that are in each branch of government

Completing the first page individually and referring to my supplementary diagram

Phase 3 (Body of Lesson) I will remind students to find a partner for the second half of the activity

Getting into pairs for the second part of the activity

Conclusion I will ask students put the activity in the turn in bin

Turning in their work upon completion


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Differentiation: Adaptations for students needing additional support: I will focus on the low achieving students by

addressing them individually during class and helping with the activity, helping them locate key words and work through the diagram with me

Adaptations for students needing additional rigor: -

Standards:



5 Individuals, Groups, and Institutions Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions

This lesson addresses this standard because students are learning about the institution that is the three branches of US government and how they interact with each other (specifically through checks and balances) and US citizens on a group and individual level

C3 Standards Standard: How this lesson addresses this

standard:



D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.

Students are learning about the formation of the three branches of government and why and how they function the way they do in US society. By having their own separate powers, they also need to be permitted to check those powers as to balance the power of US government so no branch becomes too powerful



RH.6-8.1 Cite specific textual evidence to support analysis of primary or secondary sources

Students will be citing sources when addressing which checking power from which branch they think should be eliminated, which one they think is the most important, and why



2A.3a. Predict others’ feelings and perspectives in a variety of situations.

Students will be addressing this standard for the second half of the checks and balances activity when they have to debate their opinions on which is the most important and which is the least important checking power within the branches of government. By doing so, they will be expressing their own feelings and taking their partners perspective into account



General Information: Ms. Zozzaro The Constitution The Constitution: A More Perfect

Union


US History 8 -


PowerPoint, projector, guided notes



Students will analyze the events leading up to the constitution and the causes and effects of the founding fathers and framers creating a new constitution for the USA, as well as the actual document itself


Today students will analyze the events that led up to the creation of the constitution and its components

I will present a PowerPoint to the students as they follow with guided notes and recall events they learned about in chapter seven about the Revolutionary War

Students will be asked discussion questions during the PowerPoint to make sure they are making accurate connections between the American Revolutionary War and how it led to the constitution


Preparing the presentation on the laptop, printing out notes

Preparing to start a new unit



I will ask students, “Re-evaluate the articles of confederation. Why did they fail?”

Answering the bell work question

Phase 1 (Body of Lesson) I will explain to students that we are starting the constitution unit and throughout will be taking the constitution test

I will pass out guided notes

Listening to instruction and passing the guided notes

Phase 2 (Body of Lesson) I will start the PowerPoint and make sure that students are following along, asking and answering questions

Taking guided notes



Conclusion We will reflect by comparing and contrasting the differences between the articles of confederation and the new constitution

Comparing and contrasting the articles of confederation and the constitution


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Differentiation: Adaptations for students needing additional support: Students will get a PowerPoint print out Adaptations for students needing additional rigor: -

Standards:



6 Power, Authority, and Governance

Students will be learning about the building blocks of our Constitution, its significance, and why it was necessary when starting the new independent nation. They are learning US systems of authority and the foundation of our government in this exercise

C3 Standards


D2.Civ.3.6-8. Examine the origins, purposes, and impact of constitutions, laws, treaties, and international agreements.

Students are learning the origins of our US constitution and how it has impacted our nation up to present day



RH.6-8.7 Integration of Knowledge and Ideas Integrate visual information with other information in print and in digital texts

Students will be receiving their information through a PowerPoint presentation, note taking, and videos



3A.3b. Analyze the reasons for school and societal rules.

Students will be learning why the constitution is important to learn about in school and how it affects society and them as school students and American citizens



General Information: Ms. Zozzaro The American Revolution Lord Dunmore’s Proclamation

Day 3


US History 7 -


Lord Dunmore’s Proclamation, completed APPARTS sheet from day 2, Dunmore’s Editorial Response sheet, my example of an editorial response to Dunmore’s Proclamation Projector, “How to Write an Editorial” word document




Today we will generate an editorial response to Dunmore’s Proclamation through the perspective of a loyalist, patriot, or moderate, and justify our arguments, using evidence from our notes and sources

I will ask students to get out their materials from the previous day

I will pass out Dunmore’s editorial response sheet and instruct how to do it

I will project what an editorial is and explain how to write one

Dunmore’s editorial response sheet, showing knowledge of the terms as they relate to perspective and motivation. By crafting different responses by different people, students predict some of the colonists’ responses, tapping into prior knowledge of American colonial culture


I will be printing out handouts Bringing their materials to class from Dunmore’s activity day 2



No time for bell work- checking that students have their APPARTS sheets done

Taking out their materials from Dunmore day 2 APPARTS sheet

Phase 1 (Body of Lesson) I will pass out Dunmore’s editorial response sheet and instruct how to do it

I will go through each row of students and assign them to the perspective of a loyalist, moderate, or patriot in constructing their responses

Listening to instruction and circling their assigned perspective on the Dunmore’s Editorial Response sheet



Phase 2 (Body of Lesson) I will project the “How to Write an Editorial” word document, providing key elements of an editorial and explain to the class what it is and how to write one

Looking at the screen on how to write an editorial

Phase 3 (Body of Lesson) I will project my completed example of how to complete the assignment on the projector

Looking at an example of how to complete the editorial response

Phase 4 I will walk around and help students that have questions

Writing their editorial responses


Dunmore’s Editorial Response sheet

Students will demonstrate correct, contextual usage of vocabulary terms and defend their usages

Students will use perspective writing through role-play to demonstrate the flexibility of the unit’s key terms and concepts

Through the exercise, students will hypothesize reactions of different groups in the American colonies

This was the activity they started in class and it will take up too many class periods to finish only in school

Differentiation: Adaptations for students needing additional support: Providing extra vocabulary definitions with the

proclamation and helping them outline the proclamation


Standards:



1 Culture Cultures are dynamic and change over time.

Students are focusing on culture through this exercise because it is aimed at teaching them how views and cultural norms and values change not only by geographical location, but by time period and one’s background


standard:




Students are analyzing the view of different American colonists and their potential reactions and why they, and the developments they shaped, are seen as historically significant



WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

Students will be writing with an American colonists perspective in mind, addressing Lord Dunmore as their specific audience and organizing and developing it around the purpose they imagine their assigned perspective to have




Students will be taking on the perspective of their assigned American Colonist and taking their feelings into consideration when addressing Lord Dunmore’s proclamation



General Information: Ms. Zozzaro The Constitution The Executive Branch


US History 9 -


PowerPoint presentation, guided notes, projector


Lesson Overview: Unit Objective: Students will analyze the three branches of government and the constitution during this unit, applying and evaluating their functionality in our society and beyond.



Today students will analyze the Executive branch of government by filling out guided notes during a PowerPoint presentation and answering discussion question slides along the way

Students will analyze what kinds of characteristics they think it takes to make a good president and justify their arguments as bell work

I will present a PowerPoint presentation on the Executive branch

The interactive Stop and Think! Slides to make sure that the students are focused, following, and understanding the content


I will be preparing the PowerPoint presentation

Making sure they have their PowerPoint notes for class



I will ask the students to analyze what kinds of characteristics they think it takes to make a good president and justify their arguments as their bell work

We will discuss and debate a little bit

Answering the bell work and discussing and debating

Phase 1 (Body of Lesson) I will walk around and make sure that students have their PowerPoint notes and are turned to the right page

Taking out their PowerPoint notes and turning to the Executive branch section



Phase 2 (Body of Lesson) I will present the Executive PowerPoint, making sure to stay at a pace where they can keep up and write down all of the important information

Following the presentation and taking guided notes accordingly

Phase 3 (Body of Lesson) I will ask students to participate in the interactive slides to keep them on track and focused

Discussing, answering, and possibly debating the interactive slides

Conclusion I will ask that they place the notes in a safe spot as to not lose them for the remainder of this unit

Putting their notes in a responsible spot


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Differentiation: Adaptations for students needing additional support: I bolded or underlined key words for

students that need more guidance

I made sure to provide the translator with a word document of the notes for the ELL students

Adaptations for students needing additional rigor: I will encourage them to write more from the slides than what is omitted in the notes in the extra space provided

Standards:



6 Power, Authority, and Governance Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance.

This standard is addressed because students will be learning about the first branch of US government, why it is important, who is in it, what they do, and how it interacts with the other branches and US citizens

C3 Standards



This standard is being addressed because students are learning about the Executive branch in the US government, the president, and analyzing why this branch is so important in our government. Also how this shapes our society and how certain presidents affected us in the past and present





WHST.6-8.6 Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently

The PowerPoint will be filled with links to videos as well as me providing links to articles in helping explain different components of the Executive branch



3A.3b. Analyze the reasons for school and societal rules

Students are learning about the responsibilities of the president and how we can play a role in this process which will result in them learning about how laws are passed and why US society is run the way it is

The Executive branch will help them understand democracy the most



General Information: Ms. Zozzaro The Legislative Branch How does a bill become a law

and what is a Committee? Day 1


US History 9 -


PowerPoint Presentation, bill into a law rubric, notebook




Today we will evaluate the process of how a bill becomes a law through a two part group activity

Bell work question to open class

PowerPoint presentation on what a committee is and how a bill becomes a law while taking notes in their notebook

Passing out the activity rubric and explaining how to complete it

Getting into groups and working

Checking to see what kinds of bills the students create and helping them through the process so they actively analyze the steps a bill goes through to become a law


I will construct the PowerPoint presentation about how a bill becomes a law and the importance of committees in Congress

I will print out the bill activity rubric

Bringing their binders to class



I will have students answer the bell work, “With your prior knowledge of the fact that any regular citizen can send a bill to their representative, speculate the kinds of bills people send in every day. Justify what kinds of bills the representative will accept into the House” written on the white board

Students will be taking their bell worksheets out and answering



Phase 1 (Body of Lesson) I will start the PowerPoint presentation and ask students to get out notebook paper to record the black text off of the slides

Taking notes from the PowerPoint

Phase 2 (Body of Lesson) I will pass out the law making activity rubric and explain the instructions

Getting the rubric and following the directions

Phase 3 (Body of Lesson) I will ask students to get into groups of 3 to draft their own bill

If they finish writing it I need to okay it and then they will switch with another finished group and act as each other’s committees, making revisions if needed

Getting into groups and drafting a bill

Exchanging with another group for “committee” revisions


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Differentiation: Adaptations for students needing additional support: I will give them pre-made notes from the

PowerPoint Adaptations for students needing additional rigor: -

Standards:




Students explore this theme through the law making activity because they are learning how American citizens have the ability to interact with the government and change the structures of power in the democratic process

C3 Standards


D4.4.6-8. Critique arguments for credibility

Students will be revising each other’s bills based on possible weaknesses in their plans





WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research

Students will be using their prior knowledge of the Legislative branch as well as today’s PowerPoint in how they form their bill and explain the benefits of it if it were to become a law




This activity addresses this standard because students are learning about the legislative branch and “societal rules” by learning about how a bill becomes an actual, approved law in our society. It also brings up the reasons for school through my example of a bill someone in class came up with (school dismissing at 1pm) to discuss



General Information: Ms. Zozzaro The Legislative Branch How does a bill become a law

and what is a Committee? Day 2


US History 9 -


Bill into a law rubric, drafted bills





Today we will evaluate the process of how a bill becomes a law through the second part of a two part group activity

Bell work question to open class on GMO’s

Students get back into groups from day 1 and finish revising bills

Start presenting bills and vote “yay” or “nay” on approval or veto

Checking to see what kinds of bills the students create and helping them through the process so they actively analyze the steps a bill goes through to become a law


I will give students an example of a bill that was proposed in 2014 for GMO’s not having to mandatorily be labeled on food products

We will discuss and debate the outcome and what the opposite would mean

Bringing their materials from day 1 to class



Recently Indiana passed a “Religious Freedom” law. As a class we will go through what happened and debate

Listening to the case and debating their stance on the passage of the law

Phase 1 (Body of Lesson) I will ask that the students get back into their groups and finish revising another groups bill/ getting their bill revised so we can start the presentations

Finishing up “committee” tasks



Phase 2 (Body of Lesson) Students will sit together in their groups and start presentations to the class

The job of the listeners is to come up with cons to the group presenting’s bill for discussion and debate

Presenting their bills or listening to other groups’ bills

Debating the bill

Phase 3 (Body of Lesson) I will take 3-4 cons from the crowd and then ask the class to vote “yay” or “nay” on passing the bill into a law

Voting on the proposed bill

Conclusion I will collect the bills and keep tabs of who’s passed and who’s did not

Submitting their bills to me


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Differentiation: Adaptations for students needing additional support: - Adaptations for students needing additional rigor: -

Standards:




Students explore this theme through the law making activity because they are learning how American citizens have the ability to interact with the government and change the structures of power in the democratic process

C3 Standards


D4.4.6-8. Critique arguments for credibility

Students will be revising each other’s bills based on possible weaknesses in their plans and raising cons to the proposed bill for debate





WHST.6-8.1 Write arguments focused on discipline-specific content

Students will be acknowledging counter claims to their bill when the audience must debate with them on whether or not their proposed bill should become a law. Students will also need to support their claim (bill) with logical reasoning by coming up with benefits if it becomes a law. Lastly, students will be forming a concluding statement that supports their bill when closing out their argument to try to win the audience over before voting time.




This activity addresses this standard because students are learning about the legislative branch and “societal rules” by learning about how a bill becomes an actual, approved law in our society. It also brings up the reasons for school through my example of a bill someone in class came up with (school dismissing at 1pm) to discuss



General Information: Ms. Zozzaro The Constitution Constitution Test 2 Review


US History 9 -


Jeopardy PowerPoint Game, Projector





Today students will complete analyzing the three branches of government and checks and balances with a Jeopardy review game

Jeopardy Review Game I will assess the students by asking them the 23 most difficult questions on the constitution test 2 and two of my own constructed critical thinking questions that utilize different parts of the unit


I will be choosing the most difficult questions to include in the review

Preparing for the review game by studying



I will do a brief review of what the three branches are, who are the main groups within each branch, and their main powers concerning law (ex. Makes laws, enforces laws, interprets laws)

Informally answering the bell work

Phase 1 (Body of Lesson) I will split students into no more than groups of 4

I will number the groups accordingly and choose a spot on the board to record points

Choosing their groups and finding somewhere to sit

Phase 2 (Body of Lesson) I will show students how the PowerPoint version of the review game works and explain scores and points




Phase 3 (Body of Lesson) I will ask the students review questions, making sure the correct answer is clear and add points to the board

Participating in the review game

Conclusion Students should be prepared for tomorrow’s exam, as I will encourage them to take notes during review

Making sure they have all of the proper materials to prepare for tomorrows exam


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Differentiation: Adaptations for students needing additional support: I will provide students with a print out of the

questions and answers addressed by todays review to study at home


Standards:



5 Individuals, Groups, and Institutions

Students will be learning about the three branches of government, checks and balances, and how a bill becomes a law

C3 Standards


D2.Civ.5.6-8. Explain the origins, functions, and structure of government with reference to the U.S. Constitution, state constitutions, and selected other systems of government.

Students will be learning about the structure of our government as it connects to the US constitution



RH.6-8.7 Integration of Knowledge and Ideas Integrate visual information with other information in print and in digital texts

Students will be sharing their knowledge and ideas of the three branches of government through a PowerPoint jeopardy game





3A.3a. Evaluate how honesty, respect, fairness, and compassion enable one to take the needs of others into account when making decisions.

Students will need to respect other groups participating in the game, while respecting them when it is someone else’s turn and their team mates contribution to the game. They need to know how to play a fair game



General Information: Ms. Zozzaro The Judicial Branch Investigating Federal and State

courts and Civil and Criminal Cases


US History 9 -


Comparing State and Federal Courts Handout, State and Federal Jurisdiction Worksheet, Case Scenarios strips





Today we will evaluate the Judicial Branch by completing a two part activity differentiating the different types of courts and cases

Students will answer the bell work question

They will receive a supplementary question sheet with my short PowerPoint presentation and we will discuss as we go

I will pass out a list of hypothetical cases, have the students label them based on what they learned, and discuss

Students will be assessed on their knowledge of both Federal and State courts and the differences between criminal and civil cases through constant discussion and debate between them, their partner, me, and the class


I will be writing the days agenda on the board, projector, and printing out the handouts

Bringing their materials from day 1 and situating into their pairs



I will open class by asking students what they can recall about their old vocabulary term “Federalism,” our dual system of government, and how it might affect the way our court system works

They will be writing their Bell Work



Phase 1 (Body of Lesson) I will distribute the Student Worksheet: State and Federal Jurisdiction (HANDOUT F), and ask students to complete it in the same pairs as the first half of the activity

I will allow time to complete, then go over the answers to be sure everyone has all answers correct through discussion

Answering the questions on the State and Federal Jurisdiction worksheet with their partner from the first day of the activity

Phase 2 (Body of Lesson) I will instruct students to decide whether each of their two example cases (from ARTICLES 1 and 2 on day 1) would be heard in state or federal court, and give reasons.

I will ask for a volunteer for each, and discuss the correct answers.

Students will be discussing and answering which types of cases articles 1 and 2 from day 1 are

Phase 3 (Body of Lesson) I will write each of these headings (state criminal, state civil, federal criminal, federal civil) on the board.

I will then distribute the paper with case scenarios to each pair, and allow 2 minutes for them to decide the correct jurisdiction.

I will post the two original news stories first as examples.

Students will be deciding in their pairs what types of cases the scenarios are.

They will categorize them and I will keep a tally on the board of their answers

Conclusion We will go through the 4 columns on the board as a class, making any corrections needed. The corrected lists with the class will be discussed. a. State criminal b. State civil c. Federal criminal d. Federal civil

They will be helping me make corrections as I guide them through any wrong answers




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Differentiation: Adaptations for students needing additional support: I have provided a supplementary vocabulary sheet

for students that might not be familiar with or understand certain words

Adaptations for students needing additional rigor: They can debate their point of view on the cases with their partner and/ or the class

Standards:



5. Individuals, Groups, and Institutions: Schools, religious institutions, families, government agencies, and the courts all play an integral role in our lives. They are organizational embodiments of the core social values of those who comprise them, and play a variety of important roles in socializing individuals and meeting their needs, as well as in the promotion of societal continuity, the mediation of conflict, and the consideration of public issues.

The lesson incorporates this standard because the students will be learning about different government agencies like the State and Federal governments in the Judicial Branch. They will be learning about the important roles that individuals (plaintiff, defendant, and prosecutor) play when reviewing both civil and criminal cases.

C3 Standards


Reading Standards for Informational Texts: Key Ideas and Details: 1. Cite several pieces of

textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

The lesson incorporates this standard because students will have to cite certain parts of the article in explaining their answers in the organizer. They will also be analyzing the interactions between the individuals involved in the case and government agencies (police, FBI) during the events that took place.





WHST.6-8.1 Write arguments focused on discipline-specific content.

a. Introduce claims about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Use words, phrases, and clauses to create cohesion and clarify the relationships among claims.

This lesson utilizes this standard because students will be sharing and discussing their arguments over how they label certain cases with their opinions shared with their partner and the information from the texts and cases.



A. Identify and manage one’s emotions and behavior. 1A.3a. Analyze factors that create stress or motivate successful performance.

Students will need to work with a partner that I assign them to instead of choosing. This allows the students to review their behavior when working with others that they are not used to.



General Information: Ms.Zozzaro The Judicial Branch Investigating Civil and Criminal

Court Cases


US History 9 -


Article 1, Article 2, Article 2, Guided Vocabulary , Student Worksheet Organizer, Teacher Answer Key





Today we will evaluate the Judicial Branch by completing a two part activity differentiating the types of court cases

Bell work

Read articles 1 and 2 on civil and criminal cases

Summarize and identify parts of each article in pairs

Discuss answers with the class

Students will be assessed on their prior knowledge of civil and criminal cases, as well as applying that knowledge to the case articles they read


I will be printing out the handouts and writing the agenda on the projector and white board

Bring their Constitution notes and bell work sheets to class



I will ask the students to, “Speculate the differences between Federal and State courts. Justify what kinds of cases you think each review.”

Answering the bell work



Phase 1 (Body of Lesson) I will ask the students to pair up with someone they are sitting by

I will explain to the students that one of them will read article 1, the other article 2, and they will both fill out their column in the organizer

I will pass out articles 1 and 2, the guided vocabulary, and the student worksheet organizer

Getting into pairs and deciding who is in charge of which article

Phase 2 (Body of Lesson) I will walk around as the students read and help them with the organizer questions

They will be filling out their columns in the organizer as they read their articles

Phase 3 (Body of Lesson) I will ask students to summarize their article and offer answers to the questions through discussion

They will be discussing a summary of the articles and the answers

Conclusion I will project the correct answers on the overhead and explain which ones they may have been incorrect about

They will be looking at the correct answers on the overhead


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Differentiation: Adaptations for students needing additional support: Students will be provided with a vocabulary sheet

that I created to help with some words they may find difficult to understand

Adaptations for students needing additional rigor: Students that need additional rigor will be encouraged to identify the individuals in the case not only by name, but by status (ex. Plaintiff, defendant, prosecutor, etc.)

Standards: NCSS Thematic Theme: How this lesson addresses this theme:



Standards 5. Individuals, Groups, and Institutions: Schools, religious institutions, families, government agencies, and the courts all play an integral role in our lives. They are organizational embodiments of the core social values of those who comprise them, and play a variety of important roles in socializing individuals and meeting their needs, as well as in the promotion of societal continuity, the mediation of conflict, and the consideration of public issues.

The lesson incorporates this standard because the students will be learning about different government agencies like the State and Federal governments in the Judicial Branch. They will be learning about the important roles that individuals (plaintiff, defendant, and prosecutor) play when reviewing both civil and criminal cases.

C3 Standards


Reading Standards for Informational Texts: Key Ideas and Details:

1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

2. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

The lesson incorporates this standard because students will have to cite certain parts of the article in explaining their answers in the organizer. They will also be analyzing the interactions between the individuals involved in the case and government agencies (police, FBI) during the events that took place.



Rh.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions

The students are required to summarize their case in the article as well as identify all of its components (people involved, cause, effect, etc.) This is all to be completed before I instruct the differences between civil and criminal cases.





A. Identify and manage one’s emotions and behavior. 1A.3a. Analyze factors that create stress or motivate successful performance.

Students will need to work with a partner that I assign them to instead of choosing. This allows the students to review their behavior when working with others that they are not used to.



General Information: Ms.Zozzaro The American Revolutionary

War The American Army’s Break-up Letter


US History 7 119-139


Youtube video “Too Late to Apologize: A Declaration,” Break-Up letter Rubric, projector




Today students will analyze the causes of the American Revolutionary war by writing a break-up letter to King George III through the perspective of a Continental soldier

I will open class with the history spoof of the song “Too Late to Apologize” by One Republic

I will explain to students that today they will be taking on the perspective of a continental soldier and write as if they were breaking up with King George III

I will suggest that they take all of their notes out and use chapter 7 as they need

I will pass out the rubric for the assignment and allow them to work individually

We will Reflect at the end of class on the different reasons that the Americans no longer wanted to be a part of Great Britain, but instead, their own independent nation.


I will be preparing the video on the laptop to show on the projector and printing out copies of the rubric

They will bring their chapter 7 notes to class



I will be showing the “Too Late to Apologize: A Declaration” video

Watching the video

Phase 1 (Body of Lesson) I will tell the students to get their materials out and passing out the rubric

Getting their materials out and a book and receiving the rubric



Phase 2 (Body of Lesson) I will explain the assignment to the students and what to do with the information they have collected in chapter 7 this far

Listening to instruction and looking over the instruction/ rubric

Phase 3 (Body of Lesson) I will walk around the classroom answering any questions and helping students get their letters outlined and started

Picking out important information from their materials that they want to include in their letter and starting it

Conclusion We will Reflect at the end of class on the different reasons that the Americans no longer wanted to be a part of Great Britain, but instead, their own independent nation.

Discussing the reflection question and writing it on their bell work sheet


Work on the break up letter

Analyzing the causes of the American Revolutionary war by writing a break-up letter to King George III through the perspective of a Continental soldier

It will be worked on in and outside of class as a summative assessment

Differentiation: Adaptations for students needing additional support: I will provide them with a pre-highlighted print out

of chapter 7 Adaptations for students needing additional rigor: I will allow them to address King George with

reasons they might actually want to stay a part of Great Britain (loyalist perspective) and argue why it is wrong

Standards: NCSS Thematic Theme: How this lesson addresses this theme:



Standards 10 Civic Ideals and Practices: Learning how to apply civic ideals as part of citizen action is essential to the exercise of democratic freedoms and the pursuit of the common good.

Students are acquiring a historical and contemporary understanding of the basic freedoms and rights of citizens in a democracy, and learn about the institutions and practices that support and protect these freedoms and rights, as well as the important historical documents that articulate them by learning about the causes that led Americans to want to become their own, independent nation from Great Britain. This is achieved by collecting the reasons behind the events of the American Revolutionary war and using it as evidence in their break up letter to King George III.

C3 Standards


D2.His.2.6-8. Classify series of historical events and developments as examples of change and/or continuity.

Students will be evaluating all of their notes on the events that made up the American Revolutionary war and using them as a part of their argument in their break up letters. It will help them understand and interpret the events that happened after the war as well as during and before it.



WHST.6-8.5 Production and Distribution of Writing With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

By writing this break up letter to King George III, students are developing and strengthening their writing by planning, revising, editing, and rewriting, while keeping their focus on how well purpose (to break away from Great Britain) and audience (King George III) have been addressed.





3B.3a. Analyze how decision-making skills improve study habits and academic performance.

Students will have to make the executive choice to use their class time wisely in order to maximize their potential on writing a good letter. They will also need to be responsible enough to work on it outside of class if needed, to insure that it is submitted by the due date.



General Information: Ms. Zozzaro The Legislative Branch The Legislative Branch


US History 9 -


PowerPoint presentation, guided notes, projector





Today students will analyze the Legislative Branch by learning about all of its components and functions in US government through a PowerPoint presentation and guided notes

Students will display prior knowledge on the legislative branch by the opening bell work question

I will show a presentation on the Legislative branch and students will follow with notes

We will reflect on Legislation by looking at the US Census Statistics Online, evaluating how House of Representatives represent state population

I have “Stop and think!” slides throughout the PowerPoint for questions and discussion to make sure that students are following and fully understanding the content


I will be preparing the PowerPoint and printing out guided notes

-





I will open class with the bell work question, “The legislative branch is arguably the largest and first branch of US government. Justify the kinds of powers you think it has”

We will discuss answers and I will give them a verbal preview on what will be on today’s presentation

Answering the bell work, written and verbally

Phase 1 (Body of Lesson) I will pass out the guided notes and explain to the students that they need to hold onto this packet for the entire second segment of the constitution, as it will be about all three branches of government

Receiving guided notes and locating the first clue for writing

Phase 2 (Body of Lesson) I will start presenting and making sure to keep a pace for enough time for the students to record the information

Writing in their guided notes

Phase 3 (Body of Lesson) Along with phase 2, I will stop and make sure that students are answering the stop and think! Slides and discussing

Interacting with the PowerPoint presentation

Conclusion I will make sure that students keep their notes in a responsible spot as to not lose them

Putting their notes in a place they will not lose them


- - -

Differentiation: Adaptations for students needing additional support: I bolded or underlined key words for

students that need more guidance

I made sure to provide the translator with a word document of the notes for the ELL students



Adaptations for students needing additional rigor: I will encourage them to write more from the slides than what is omitted in the notes in the extra space provided

Standards:




This standard is addressed because students will be learning about the first branch of US government, why it is important, who is in it, what they do, and how it interacts with the other branches and US citizens

C3 Standards



This standard is being addressed because students are learning about the legislative branch in the US government, the group that runs the legislative branch and its components, and analyzing why this branch is so important in our government. Also how this shapes our society



WHST.6-8.6 Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently

The PowerPoint will be filled with links to videos as well as me providing links to articles in helping explain different components of the legislative branch




Students are learning about the law making branch of government which will result in them learning about how laws are passed and why US society is run the way it is



General Information: Ms.Zozzaro The American Revolutionary

War Lord Dunmore


US History 7 -


Revolutionary War PowerPoint, Guided Notes, Lord Dunmore GIST Summary example, Lord Dunmore biography, projector, overhead



Students will evaluate the causes and effects of the Revolutionary War and develop their own opinions and understanding of how these events transformed a nation.


Students will analyze the causes and effects Of the Revolutionary war with a PowerPoint presentation and guided notes. They will also evaluate the social norms of the time by starting an activity about race and slavery.

I will complete sections 7.2-7.5 in the PowerPoint to coincide with where they are in chapter 7

I will pass out and present my example of a GIST summary strategy, along with Lord Dunmore’s biography

Students will individually write one about Lord Dunmore after reading his biography, read it aloud to me, and turn it in

Students will be assessed on their reading, note taking, and summary skills with the GIST summary


I will be printing out the handouts for the GIST summary and creating and printing out the PowerPoint notes. I will also be making sure the PowerPoint is loaded on my presentation laptop

They will be preparing for the new chapter by getting any late work turned in in the turn in bin





I will project the opening picture in their textbooks on the overhead and ask the students to analyze the who, what, where, when, and why’s of the picture before discussing what the new unit is about

Analyzing the picture projected on the overhead

Phase 1 (Body of Lesson) I will pass out the guided notes and explain to the students that they need to hold onto them throughout unit 7

I will get the PowerPoint ready and make sure they are keeping up with note taking throughout the presentation

Taking notes during the PowerPoint presentation

Phase 2 (Body of Lesson) I will pass out Lord Dunmore’s biography and my example of a GIST summary

I will put my example on the overhead and explain to the students how to do the GIST strategy

They will be listening to my example and asking questions for clarification

Phase 3 (Body of Lesson) I will be walking around and helping students highlight or underline the biography to help them summarize

Reading Lord Dunmore’s biography while deciding what important information they want to include in their GIST summaries

Conclusion I will ask some students to share their summaries and we will discuss if it includes all of the main points or not.

I will request they turn it into the turn in bin

Sharing/ evaluating their GIST summary and turning it into the turn in bin


- - -

Differentiation: Adaptations for students needing additional support: - Adaptations for students needing additional rigor: I will let them exchange with a partner to suggest

modifications.

Standards:





1 Culture Students will be learning about the culture in the time before, during, and after the American Revolution, and how values, attitudes, behaviors, and norms changed throughout. It is addressed in this activity because they are learning Dunmore’s culture and ideals through his background information

C3 Standards


D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant. D2.His.4.6-8. Analyze multiple factors that influenced the perspectives of people during different historical eras.

Students are addressing this standard because they are using questions about lord Dunmore to figure out his contribution in history and what he represents in regards to this time in history Students address this standard because they are analyzing Dunmore’s perspective during this historical era, as well as that of a loyalist and a patriot and a slave



WHST.6-8.9 Research to build and present knowledge Draw evidence from informational texts to support analysis reflection, and research

Students will be drawing information about Lord Dunmore from his biography and generating a short summary about him, highlighting main points



1A.3b. Apply strategies to manage stress and to motivate successful performance.

Students will have to learn how to manage their class time and summarize a reading within that time in order to keep stress levels low and successfully complete the task



General Information: Ms. Zozzaro The Constitution The Legislative Branch and

Checks and Balances




Interactive reading notes, flashcards





Today the students will be analyzing the legislative branch of the constitution by identifying the vocabulary, representatives, powers, offices, and qualifications that make up congress. They will also evaluate the concept of checks and balances by completing 9.6 and 9.8 interactive notes with their social studies readings.

We will collectively go over the correct material for the flashcards and work in pairs for the interactive notes for 9.6 and 9.8.

Students will have a completed (and corrected) set of flashcards to study for their first quiz for the second segment of the constitution test.


I will be printing out the 9.6 and 9.8 notes for class

I will be preparing to project the correct answers for their study flashcards for the first quiz after spring break

Taking out their completed flashcards

Recall of some of the ch.9 information they skimmed while constructing a poster project earlier in the week



I will be doing a completion check of their assignment

Taking out their completed flashcards for a completion grade

Phase 1 (Body of Lesson) I will systematically call on the students for the correct answers to the flashcards, before revealing the correct answer

Answering their assigned question and fixing their notes

Phase 2 (Body of Lesson) I will pass out the 9.6 and 9.8 interactive notes about Checks and Balances while helping the students complete the classwork

Grab a book and work with a partner on the reading notes



Conclusion Making sure that the students know the date of their first quiz and keep their flashcards as study guides

Keep their flashcards in their history binder or take them home to study.


- - -

Differentiation: Adaptations for students needing additional support: There is a Spanish translated version of each

chapter and supplementary notes offered on the Tci website


Standards:



V Institutions are the formal and informal political, economic, and social organizations that help us carry out, organize, and manage our daily affairs.

It is important that students know how institutions are formed, what controls and influences them, how they control and influence individuals and culture, and how institutions can be maintained or changed.

C3 Standards


D2.Civ.5.6-8. Explains the origins, functions, and structure of government with reference to the U.S. Constitution, state constitutions, and selected other systems of government by thoroughly going through the Legislative Branch before addressing the other two branches with the flashcards





RH.6-8.2 Students determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions by applying reading strategies to the section in order to extract the correct information for the notes prompt



2c.1b. Students demonstrate appropriate social and classroom behavior by pairing up and working on the 9.6 and 9.8 notes together



General Information: Ms.Zozzaro The American Revolution Armies of the American

Revolution




Strength and Weaknesses worksheet





Students will evaluate the British and Continental armies in the Revolutionary War to support their understanding of the outcome of the war

Army strength and weaknesses sheet

How students analyze a test, note take, and connect the strength and weaknesses of the armies to the chain of events throughout the war and the outcome


Write the bell work question and reflection on the board

project the days agenda and anything important coming up or homework due

Printing out the Strength and Weaknesses activity

Preparing for the American Revolution unit by gathering any late work from chapter 6



We will open class by answering the bell work question, “Explain the rights that the declaration of independence gave the new, independent United States of America.” I will also ask for volunteers to share their answer.

They will grab a new bell work sheet from the bin in the back of the room and answer the bell work. Students that I call on will verbally answer and discuss.

Phase 1 (Body of Lesson) I will ask that the students grab a text book from the room and turn to section 7.4 in the book

Students will be turning to section 7.4 in the book



Phase 2 (Body of Lesson) I will pass out the Strength and Weaknesses worksheets to the class and explain how to fill it out based on the material in the book

Receiving the worksheet and listening to instruction

Phase 3 (Body of Lesson) Walk around and help students complete the activity

Complete the activity in class or at home

Conclusion I will read the reflection for students to answer of, “Analyze how the conditions of each army affected the outcome of the war”

Reflecting


- - -

Differentiation: Adaptations for students needing additional support: A printed out packet of chapter 7 so we can

highlight and underline parts that they cannot find on their own. Also for easy access.


Standards:



2 Time, Continuity, and Change

Students are learning about the British and continental armies involved in the American Revolutionary war, showing them how these conditions affected the outcome of events making up the war and thereafter

C3 Standards


D2.His.2.6-8. Classify series of historical events and developments as examples of change and/or continuity.

Students will use the information from today’s activity when they are analyzing the events that took place during and after the American Revolutionary war




Students will be utilizing information they know prior to this activity and involved in this activity to complete the sheet





1C.3a. Set a short term goal and make a plan for achieving it.

Students will have to learn how to manage their class time and summarize a reading within that time in order to keep stress levels low and successfully complete the task



General Information: Ms. Zozzaro The Three Branches of

Government The Three Branches of Government Poster




Poster paper, scissors, glue, construction paper, star templates, projector, markers, colored pencils





Today students will analyze the three branches of government by completing a poster project on all of their individuals, qualifications, powers, and checks and balances

Explain to students we will start a fun group activity for PARCC testing

Present PowerPoint on how to do poster project

Request they use notebook paper to gather notes for poster

Pass out rubrics and offer materials for construction

Alternate activity will be offered for individual workers

Students will be assessed on their ability to successfully note take from chapter nine when finding specific information for their posters

They will also be assessed on their collaborative and creative efforts through the poster construction


I will be preparing the presentation and gathering all materials to one area of the classroom

Preparing for PARCC testing



Class will open with a brief overview of today’s agenda

Listening to directions

Phase 1 (Body of Lesson) I will show PowerPoint presentation on what students must have successfully created by the end of PARCC testing, with the four extended periods between this week and next




Phase 2 (Body of Lesson) I will pass out the rubrics for the posters and ask that students get into groups of no more than four

Getting into groups and receiving rubrics

Phase 3 (Body of Lesson) I will walk around making sure that students are staying on task and answer any questions they might have about chapter nine

Looking for their notes in chapter nine

Phase 4 Once I okay their notes, students may decide how they want to design their poster and get started when ready

Working on notes completion or starting to design their poster


- - -

Differentiation: Adaptations for students needing additional support: - Adaptations for students needing additional rigor: Individual poster project

Standards:




Students are learning about the three branches of government and their powers and so conclusively learning about the power, authority, and US government system

C3 Standards


D2.Civ.4.6-8. Explain the powers and limits of the three branches of government, public officials, and bureaucracies at different levels in the United States and in other countries.

Students are addressing all of these by being required to record this specific information in their notes and on their posters




Students will be drawing information and evidence from their notes and chapter in supporting what they will include on their posters



2C.3b. Demonstrate cooperation and teamwork to promote group effectiveness.

Students will be completing these posters in groups of four



General Information: Ms. Zozzaro The American Revolution Revolutionary Comic




Revolutionary Comic handout, example of Revolutionary Comic, projector, overhead, colored pencils





Today students will analyze the individuals that had a big impact on the outcome of the American Revolutionary war by illustrating and writing a short comic about them

I will explain the activity to the class while projecting my own example

I will pass out the handouts and students will look in their books and notes for information on the individual they choose

Students will be assessed on their comprehension and analysis of the important individuals that contributed to the Revolutionary war


Before the lesson I will be printing out the sheets and preparing coloring materials for the students

I will collect summaries of each individual to easily help students that need my guidance on who an individual is

Bringing their unit notes to class



I will ask students to answer the bell work, “Analyze the main events we have learned about the American Revolution so far. Given the context of the next event we will focus on, speculate and generate predictions on how it might take place. Justify your answers.”

Answering the bell work and discussing



Phase 1 (Body of Lesson) I will explain to the students how to complete the Revolutionary Comic activity and project my own completed example


Phase 2 (Body of Lesson) I will pass out the templates Receiving the sheets, looking over directions again, and choosing who they want to draw and write about

Phase 3 (Body of Lesson) I will walk around the room answering questions and guiding students on where to find the information

Completing the activity

Conclusion We will reflect on how this activity ties in with the bell work

Completing the reflection


- - -

Differentiation: Adaptations for students needing additional support: I will help them locate the individuals that are

easier to focus the activity on Adaptations for students needing additional rigor: -

Standards:



5 Individuals, Groups, and Institutions

Students will be learning about the highlighted individuals that made an impact in the American Revolutionary war

C3 Standards



Students will be analyzing how these individuals they must illustrate and write about were historically significant in the American Revolution



WHST.6-8.2 Text types and purposes Write informative/ explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes

Students will be writing informative texts about individuals of their choice





1C.3a. Set a short term goal and make a plan for achieving it.

Students will have to learn how to manage their class time and summarize the significance of an individual within that time in order to keep stress levels low and successfully complete the task



General Information: Ms. Zozzaro The Constitution The Bill of Rights



Course Textbook Chapter Textbook Pages Parent Constitution handout, Prompt to challenge the Parent Constitution, Section 1 questions, Section 2 Reading Notes



When this unit is completed students will have analyzed the Bill of Rights and be able to interpret the different

amendments in a historical and contemporary context.


Students will be able to analyze a document and connect it to historical and contemporary situations. They will also be able to identify and interpret the amendments in the Bill of Rights.

Students will analyze the “Parent Constitution” and answer questions about it based on their opinion of what it demands and questions comparing it to the Bill of Rights. They will then read through Section 1 and answer questions about the creation of the Bill of Rights and why it is important. Lastly, students will complete the Section 2 Reading Notes by identifying more components of the Bill of Rights and going through their vocabulary for the unit.

Students will have to submit their completed Parent’s Constitution.

Procedures:

Before the Lesson: What the teacher will be doing: What the students will be doing: I will be printing out the Parent

Constitution handout, Prompt to

challenge the Parent Constitution,

Section 1 questions, and Section 2

Reading Notes.

Be ready to start a new unit today and finish up any

leftover work from the previous one.

During the Lesson: What the teacher will be doing: What the students will be doing: Set Induction (Introduction) I will open class by directing students’

attention to the essential question,

“What Rights and Freedoms does the

Bill of Rights protect and why are they

important?” to give them a preview of

the unit. I will also be handing out the

Parent Constitution, section 1

questions, and section 2 Reading Notes.

Gathering their handouts and locating the essential

question within their section 2 Reading Notes.



Phase 1 (Body of Lesson) I will read the Parents Constitution out

loud with the students.

Reading through the Parent Constitution and

answering the questions.

Phase 2 (Body of Lesson) I will put the transitional prompt connecting the Parent Constitution and the Bill of Rights on the projector as a Segway into the next task.

Will be looking at the prompt up on the projector as I read it to them. They will then read section 1 and complete the Reading Notes.

Phase 3 (Body of Lesson) I will go over the key vocabulary terms

with them from the section 2 Reading

Notes and then walk around as they

work.

Go through the vocabulary with the teacher and

read section 2 and complete the Reading Notes.

Conclusion I will collect the students’ Parent

Constitution whether they completed it

or not.

Turning in their Parent Constitution as it is.

Homework Assignments: Assignment Description Objectives Addressed by Assignment Reason for Assignment

- - -

Differentiation:

Adaptations for students needing additional support: My ELL students that need extra support will be provided with

Spanish translated handouts for their work and the projected

directions. They will have an assistant answer any questions they

might have.

Adaptations for students needing additional rigor: I will allow students that need additional rigor to put the

vocabulary content terms in section 2 into their own words for

extra credit.

Standards:

Common Core State Standards Theme: How this lesson addresses this theme:

RH.6-8.4 Determine the meaning of

words and phrases as they are used

in a text, including vocabulary

specific to domains related to

history/ social studies.

Students will be introduced to the key

concepts that they must identify in order to

fully understand the unit. They are also

required to use this vocabulary in their

answers to the section 2 Reading Notes.


Standard: How this lesson addresses this standard: NCSS 6- Power, Authority, and

Governance

Students will be learning about the basic

ideals and values of a constitutional

democracy by being introduced to the Bill of

Rights and analyzing its contents.

http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

http://www.socialstudies.org/standards/strands



NCSS 10- Civic Ideals and Practices Students will have a historical and

contemporary understanding of their basic

rights and freedoms and the institutions and

practices that protect them by analyzing the

Parent Constitution and connecting it with

the Bill of Rights.






Course Textbook Chapter Textbook Pages Response Group Activity directions, Round 1 case 1, Section 3 Reading Notes




amendments in a historical and contemporary context. Lesson Objectives: Method/Activities: Assessment:

By the end of this lesson, students will be able to differentiate between the 5 basic freedoms protected by the First Amendment by analyzing it. They will also actively apply the freedoms guaranteed in the first amendment in a new activity.

Students will start a Response Group Activity today called “Do They Have the Right?” where they evaluate a criminal case and build an argument for or against the prosecuted individual(s) based on the days amendment (amendment 1). To prepare for the case, they will start class by completing Section 3 and filling out the Reading Notes that require them to identify the 5 basic freedoms in the first amendment.

They will submit the question in the section 3 Reading Notes that requires them to explain why one of the freedoms protected by the first amendment is important to them.

Procedures:

Before the Lesson: What the teacher will be doing: What the students will be doing: I will be printing out Response Group

Activity directions, Round 1 case 1, and

Section 3 Reading Notes.

Bringing Monday’s notes to class with them.

During the Lesson: What the teacher will be doing: What the students will be doing: Set Induction (Introduction) I will tell the students that today is the

start of a game day activity that will last

the rest of the week! I will then assign

them to groups of three.

Getting into groups of three and moving desks (in a

way that they can have discussions but see the

screen at the same time).

Phase 1 (Body of Lesson) I will put the “Do They Have the Right?”

Response Group Activity directions on

the projector.

Following/ listening to/ reading the directions.



Phase 2 (Body of Lesson) I will pass out the section 3 Reading Notes. I will explain that in order to prepare for Round 1, they must first read section 3 and complete the Notes. I will make sure that they write their answer to the last segment of question 1 on a separate sheet of paper to turn in at the end of class.

Getting the section 3 Reading Notes and completing them while reading section 3. They will take out a separate sheet of paper for the last segment of question 1.

Phase 3 (Body of Lesson) I will pass out the Round 1, Case 1

prompt and read it out loud with them.

They will read Round 1, Case 1 and go through the

steps on the prompt.

Conclusion I will put the last step of the process on

the projector (step 5) and we will go

through what the Supreme Court

decided in regards to the first

amendment. I will collect the question

from the Reading Notes.

Find out what the Supreme Court decided and

submit their section 3 question.


Number 4 in the section 3

Reading Notes: Students will

be finding an internet site or

article that shows a role the

press plays in a Democratic

society. They will need to

print out the text and explain

what role the press fulfills.

This assignment will be checking the

students’ evaluation and reasoning

skills.

This assignment will require students to evaluate a

news piece and apply their knowledge of roles in a

Democratic society. This will show me whether they

are able to apply concepts to current events or not.

Differentiation:




might have. She will also help them participate in the debates by

translating their answers to their group members.

Adaptations for students needing additional rigor: Students that need additional rigor will be allowed to build an

argument inferring what they think the Supreme Court actually

decided in the end and connect legal concepts to support their

prediction.

Standards:





RH.6-8.3 Identify key steps in a

text’s description of a process

related to history/ social studies.

Students will be working through a lawful

process by examining criminal cases and

deciding whether the amendment works in

favor of the victim or the prosecutor.


Standard: How this lesson addresses this standard: NCSS 5- Individuals, Groups, and

Institutions

By this time, students will know how the

Bill of Rights was formed, what controls and

influences them, how they control and

influence individuals and culture, and how

they can be maintained or changed. They

will apply this knowledge when starting to

analyze the cases for “Do They Have the

Right?” NCSS 10- Civic Ideals and Practices Students will have a historical and




first case in round 1 of “Do They Have the

Right?” and building an argument based on

the rights that amendments in the Bill of

Rights provide.







Course Textbook Chapter Textbook Pages Round 1 case 2, round 1 discussion questions, section 4 Reading Notes, Video






Students will learn how to apply the first amendment to a real- life situation. They will also analyze the third and fourth amendments and justify how all three can be important in their lives.

Students will complete round 1 today by arguing for case 2, applying amendment 1 to the situation. We will then have a class discussion evaluating the amendment, and analyze the second and third amendments in the section 4 Reading Notes. Class will close with short video about the Bill of Rights.

Students will have to answer an exit slip on a separate sheet of paper asking a question about the video: “Which amendments are otherwise known as the “non-rights” amendments? What is their purpose?” This is how I will see that they paid attention and can correctly analyze the Bill of Rights.

Procedures:

Before the Lesson: What the teacher will be doing: What the students will be doing: I will be printing out Round 1 case 2,

round 1 discussion questions, section 4

Reading Notes, and preparing the video

for the end of class.

Students will be bringing their notes to class from

the previous days. They will also be turning in their

homework from Tuesday.

During the Lesson: What the teacher will be doing: What the students will be doing: Set Induction (Introduction) I will remind the students to remember

to keep their notes organized for the

essential question, “What rights and

freedoms does the Bill of Rights protect

and why are they important?”

Grabbing their binders and organizing their notes.

Getting ready for Round 1, Case 2.

Phase 1 (Body of Lesson) I will pass out the second case to the

students and go through the case with

them. Then we will go up to step 4.

Students will read the case and then work through

up to step 4.

Phase 2 (Body of Lesson) I will project step 5 onto the projector and reveal what the Supreme Court decided in regards to the first amendment. I will then project the 2 class discussion questions on Round 1 and we will discuss.

Read and listen to what the Supreme Court decided, assessing their own debated and decisions on the case. They will then discuss the closing questions on Round 1.



Phase 3 (Body of Lesson) I will pass out the section 4 Reading

Notes and walk around as they work.

Reading section 4 and filling out the Reading Notes.

Conclusion I will explain the exit slip question to

them based on the video, play the

video, and then collect.

Listening to exit slip directions, watching the video,

and submitting.

Homework Assignments:

Assignment Description Objectives Addressed by Assignment Reason for Assignment

- - -

Differentiation:









prediction.

Standards:


TH.6-8.1 Cite specific textual

evidence to support analysis of

primary and secondary sources.

Students will be citing specific textual

evidence in their analysis of the Bill of Rights

when completing their section 2 Reading

Notes.


Standard: How this lesson addresses this standard: NCSS 4- Individual Development

and Identity

Through the Response Group Activity,

students will understand how personal

identity is shaped by an individual’s

culture, by groups, by institutional

influences, and by lived experiences

shared with people inside the individual’s

own culture throughout her or his

development. Case 2 in round 1 applies

this because it focuses on a students’

behavior based on the rights and

freedoms the Bill of Rights grants them.









second case in round 1 of “Do They Have the



Rights provide.






Course Textbook Chapter Textbook Pages Round 2 case 1, round 2 case 2, discussion questions, section 5 Reading Notes




amendments in a historical and contemporary context. Lesson Objectives: Method/Activities: Assessment:

Students will be able to justify an argument while applying the fourth amendment. They will also evaluate the second, third, and fourth amendments and explain their importance. Lastly, students will identify the components of the fifth, sixth, and eighth amendments.

Today students will be starting and finishing round 2 of “Do They Have the Right?” by justifying their argument for or against the prosecuted in the 2 cases. They will then complete the Section 5 Reading Notes that identify and evaluate amendments 2-8.

Students will submit the question from the section 5 Reading Notes that asks them to identify a part of the fifth amendment and justify why they think it is important.


I will be printing out Round 2 case 1,

round 2 case 2, discussion questions,

and Section 5 Reading Notes.


the previous days.

During the Lesson: What the teacher will be doing: What the students will be doing: Set Induction (Introduction)

Phase 1 (Body of Lesson) I will start on Round 2 of “Do They Have

the Right?” by going through Case 1

with them and passing it out to them.

We will then go through steps 1-4.

Read Round 2, Case 1 and go through steps 1-4.

Phase 2 (Body of Lesson) I will project what the Supreme Court decided to do while applying the fourth amendment and we will discuss.

Discuss their debates and decisions based on what the Supreme Court decided.

Phase 3 (Body of Lesson) We will go through Round 2, Case 2 in

the same steps. I will then project the

discussion questions about Round 2 and

we will discuss.

Go through Round 2, Case 2 in the same steps.

Discuss the questions at the end of the round



Conclusion I will pass out the section 5 reading

notes and walk around as they

complete them. I will also tell them to

complete the second part of question 1

on a separate sheet of paper since I will

be collecting it.

Completing the Section 5 reading notes and

submitting the second part of the first question to

me at the end of class.


- - -

Differentiation:









prediction.

Standards:


WHST.6-8.1 Write arguments

focused on discipline- specific

content.

Students will be working through round 2 of

the response group activity today and are

required to build an argument for their

criminal case readings based on their rights

and freedoms provided by the Bill of Rights.


Standard: How this lesson addresses this standard: NCSS 6- Power, Authority, and

Governance

During “Do They Have the Right?” students

will be confronted with questions such as:

“Under what circumstances is the exercise of

political power legitimate? What are the

proper scope and limits of authority? How

are individual rights protected and

challenged within the context of majority

rule?” while building an argument for each

case.









cases in round 2 of “Do They Have the



Rights provide.






Course Textbook Chapter Textbook Pages Round 3 case 1, round 3 case 2, section 6 Reading Notes






Today students will analyze situations and apply the fifth and sixth amendments to their arguments. They will also identify the ninth amendment and relate the Bill of Rights to their lives.

Students will be completing the Response Group Activity of “Do They Have the Right?” by analyzing the 2 cases in the final round 3. They will have to interpret the fifth and sixth amendments and use them to support their arguments. They will then complete the section 6 Reading Notes which require them to explain the ninth amendment and connect the Bill of Rights to their life.

I will ask students to submit question 2 in the section 6 Reading Notes asking about which reserved power affects their life, analyzing the ninth amendment.

Procedures:

Before the Lesson: What the teacher will be doing: What the students will be doing: I will be printing out Round 3 case 1,

round 3 case 2, and Section 6 Reading

Notes.


the previous days.

During the Lesson: What the teacher will be doing: What the students will be doing: Set Induction (Introduction) I will write the essential question on the

board today (What rights and freedoms

does the Bill of Rights protect and why

are they important?) and make sure

they have all of their notes in order in

their binders for an accurate answer. I

will also pass back exit slips.

Organizing their notes and getting their exit slips

back, adding them into the binder.

Phase 1 (Body of Lesson) I will go through Round 3, Case 2 with

the class and pass it out to them. They

will then go through steps 1-5.

Go through Round 3, Case 1 with me and their

group and go through steps 1-5.



Phase 2 (Body of Lesson) I will go through Round 3, Case 1 with the class and pass it out to them. They will then go through steps 1-5.

Go through Round 3, Case 2 with me and their group and go through steps 1-5.

Phase 3 (Body of Lesson) I will project the 2 discussion questions

based on round 3 on the projector and

students will answer them.

Students will be answering the discussion

questions.

Conclusion I will pass out the section 6 Reading

Notes and walking around as they fill

them out. I will ask that they complete

the second question on a separate

sheet of paper so I can collect it at the

end of class.

Reading section 6 and completing the Reading

Notes. They will need another sheet of paper to

submit their answers to question 2 to me.

Homework Assignments:

Assignment Description Objectives Addressed by Assignment Reason for Assignment

- - -

Differentiation:









prediction.

Standards:


WHST.6-8.1 Write arguments

focused on discipline- specific

content.

Students will be working through round 3 of

the response group activity today and are

required to build an argument for the

criminal cases they read about based on

their rights and freedoms provided by the

Bill of Rights. NCSS Thematic Standards Standard: How this lesson addresses this standard:





NCSS 4- Individual Development

and Identity

Through the section 6 Reading Notes,

students will understand how personal

identity is shaped by an individual’s

culture, by groups, by institutional

influences, and by lived experiences

shared with people inside the individual’s

own culture throughout her or his

development. The final question in the

Notes requires students to write a

personal narrative based on one of the 10

amendments in the Bill of Rights, explain

what it protects, and consider what life

would be like for them if it did not exist.





cases in round 3 of “Do They Have the



Rights provide.



General Information: Ms. Zozzaro The Constitution The Judicial Branch


US History 9 -


PowerPoint, Projector, Guided Notes





Today students will analyze the Judicial branch, the final branch of government, with a PowerPoint presentation and guided notes

I will present the Judicial branch PowerPoint presentation

When time permits, I will show the students the houses of Congress, the Supreme Court, and the President on Google Earth as an introduction to checks and balances

Students will be assessed throughout the presentation with Stop and Think! Slides, to ensure they are focused, on task, and fully understanding the content


I will be preparing the presentation and printing out guided notes

Preparing for the judicial branch



I will ask students, “After evaluating the legislative and executive branches of government, predict what the main powers of the judicial government entail.”

Answering the bell work

Phase 1 (Body of Lesson) I will explain to students that this is the last segment of the unit before the constitution test

I will pass out the guided notes


asking questions about the remainder of the unit

receiving notes

Phase 2 (Body of Lesson) I will start the presentation, pausing for questions and discussion

Recording the guided notes and discussing main points



Conclusion We will reflect by discussing, “how do all three of the branches of government successfully (or unsuccessfully) maintain our nation? Justify your argument”

Reflecting


- - -

Differentiation: Adaptations for students needing additional support: They will get a print out of the presentation Adaptations for students needing additional rigor: -

Standards:




Students are learning about the power, authority, and governance of the US by learning about the third and final branch of the judicial supreme court

C3 Standards


D1.4.6-8. Explain how the relationship between supporting questions and compelling questions is mutually reinforcing.

Students will answer supporting questions through the notes and compelling ones during the discussion questions when we stop and think during the presentation



RH.6-8.2 Key Ideas and Details Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

Students will have to differentiate the main ideas and extra supporting information and decide what they do and do not want to record in their notes to help them remember the judicial branch



3B.3a. Analyze how decision-making skills improve study habits and academic performance.

Students will have to contemplate how they will note take and discuss in class in order to make the best out of the guided notes as a study material for their constitution test



General Information: Ms. Zozzaro The Constitution The Articles of Confederation vs.

the Constitution


US History 8 -


Movie list, projector



Students will analyze the events leading up to the constitution and the causes and effects of the founding fathers and framers creating a new constitution for the USA, as well as the actual document itself


Students will analyze the articles of confederation one last time while comparing and contrasting the document with their classroom experience today

Open class with bell work

I will explain the activity

Split students into 13 groups

Debate and vote

Discussion

I am assessing students’ prior knowledge on the articles of confederation and their ability to identify its strengths, weaknesses, and ultimately why it failed to maintain the new independent nation


I will print out one movie list to project

Preparing for a new unit



I will ask students what their favorite movies are and why (movie list pending on their tastes)

Offering good movie ideas for the activity

Phase 1 (Body of Lesson) I will explain today’s activities to the students while projecting the (possibly revised) movie list on the overhead


Phase 2 (Body of Lesson) I will request students to split into 13 groups

I will assign each of them a movie from the list to defend

Getting into groups



Phase 3 (Body of Lesson) I will walk around and make sure everyone is staying on task

Students will discuss in their groups why their movie would be the best to play in class

Students will make argument to class on why their movie is the best and need 9/13 votes to win (each group gets 1 vote)

Conclusion We will discuss the benefits and weaknesses of the activity and if there is a better way to do it

I will shot a T-chart between the articles of confederation and how they are similar to the class activity

Discussion


- - -

Differentiation: Adaptations for students needing additional support: - Adaptations for students needing additional rigor: -

Standards:



6 Power, authority, and governance

Students are reaffirming the weaknesses of the articles of confederation and learning why a new system of government was necessary to maintain a new, independent nation

C3 Standards


D2.His.14.6-8. Explain multiple causes and effects of events and developments in the past

Students are examining the causes and effects of the articles of confederation and reviewing why and how they ultimately failed



RH.6-8.3 Key ideas and details Identify key steps in a text’s description of a process related to history/ social studies (e.g., how a bill becomes a law)

Students are analyzing the governmental process in the articles of confederation by mimicking it through a movie vote activity






Students will be hearing out each other’s 13 arguments on why their movie would be the best fit to watch in class



General Information: Ms. Zozzaro Character Analysis Character Scenario


WIN - -


Character analysis scenario rubric, reading books, colored pencils



Students will analyze the elements of a narrative of their choice by completing activities that focus on each component


Students will learn how to analyze the main characters in their stories by completing an activity that asks them to focus on character traits and create a scenario utilizing those characteristics

Students will read a part of their story for ten minutes

I will introduce the activity to them and they will receive a rubric

Students will choose which characters they want to write about and start the activity

Students will be assessed on their analytical skills not only in a narrative in general, but when learning about characters in their story


I will be printing out rubrics Choosing their books if they have not already



Students will read for the first ten minutes of class

I will open class by asking students who their favorite character in their favorite book is and why

Reading

Answering the bell question

Phase 1 (Body of Lesson) I will introduce todays activity and project it on the overhead


Phase 2 (Body of Lesson) I will pass out the rubrics and allow the students to look for the characters they want to write and draw about

Will be looking for main characters and choosing their six main traits

Phase 3 (Body of Lesson) I will walk around and guide students while making sure they are on task

Working on the activity


- - -



Differentiation: Adaptations for students needing additional support: This is a strictly high achievement class Adaptations for students needing additional rigor: -

Standards: NCSS Thematic Standards


- -


standard:

- -



W.7.3 Text types and purposes Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences

Students will be taking the main traits of their main character into consideration when writing and illustrating a short, alternative situation that they would react in




Students will be taking on the perspective of their characters by putting them in an alternate setting and predicting how they would look, act, and feel in the made up situation

zozzaro 25 lesson plans

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