JessicaFloresOlguin

Group4
AmericanHistory
TheBillofRights
DynamicInstructionalDesign/LessonPlan/ActionPlan
ThispresentationcontainscopyrightedmaterialsundertheeducationfairuseexceptiontotheU.S.CopyrightLaws.Pleasedo
notcopyordisseminatethisinformation.

DynamicInstructionalDesign
Step1
.ThetopicfortheweekwillbetheBillofRightsfromtheU.S.Constitution.Thisisa
10thgradehonorsAmericanHistoryclass.OurclassiscomprisedofmajorityAfricanAmerican
andLatino/Hispanicstudentswithacommonratioofgirlstoboys.Studentsinourclassroom
mostlycomefrommiddleclasssocioeconomicstatusandtendtodevelopacademicskillsata
moderaterate,sincetheirhomeenvironmentsseemtonothindertheirlearningabilities.The
mostbeneficiallearningstyleofthisclassroomtendstobevisualwhichiswhyit'simportantfor
ustointegratealotofslidesandvisualinformationintoourlesson.Kinestheticlearningseems
toalsobeaverygoodtooltohelpourstudentsremembertheinformationbyincludingtheir
bodiesandmindsintomonitoredhandsonactivities.Toensurethesuccessofallstudentsinthe
classwehaveinstilledamultipleintelligencecurriculuminsidetheclassroomwhichwillinclude
butnotbelimitedto

*Imageisfromthefollowinglink:
http://edel518.wikispaces.com/Multiple+Intelligences+and+Software

VerbalLinguisticIntelligence
:
welldevelopedverbalskillsand
sensitivitytothesounds,meaningsandrhythmsofwords
MusicalIntelligence
:
abilitytoproduceandappreciaterhythm,pitchandtimber

BodilyKinesthetic

Intelligence:
abilitytocontrolone'sbodymovementsandtohandleobjects

skillfully
InterpersonalIntelligence
:
c
apacitytodetectandrespondappropriatelytothemoods,
motivationsanddesiresofothers..
IntrapersonalIntelligence
:
capacitytobeselfawareandintunewithinnerfeelings,values,
beliefsandthinkingprocesses(
http://www.thirteen.org/edonline/concept2class/mi/
).

OurclassroomiscomprisedalmostentirelyofUSbornstudentsfromAfricanAmericanand
Latino/Hispanicbackgrounds.Thuslytomakeourlessonsmorerelatablewehavedecidedtouse
informationandexamplesfrombothofthesebackgroundstomakemoreofapersonal
connectionwithourstudentsduringthelesson.Duetosomeofthestudentsinourclassroom
havingvisionandhearingproblemswewillusecomputersequippedwithzoomfunctions,
headphones,andtranslatorsintoourlesson.

Step2
.Bytheendofthelessonstudentsshouldbeableto

Standards
1. Nameandexplainall10amendmentsontheBillofRights.
2. UsehistoricalresearchtoevaluatethereasonforthecreationofBillofRightsand
identifythespecificprohibitionsitputongovernmentalpower.
3. UnderstandthebeliefsoftheFederalistvs.theAntifederalist.

CommonCoreObjectives

1. StudentswillunderstandhowdecisionsmadebytheSupremeCourtarebasedonwhatis
writtenintheConstitutionandintheBillofRights.Theywillbecomeawareofhow
thesedecisions,basedontheCourtsinterpretationoftheConstitutionandtheBillof
RightshaveaninfluenceonAmericansociety.
2. StudentswillunderstandhowdecisionsmadebytheSupremeCourtcorrelatestowhatis
writtenintheConstitution.TheyevaluatethesedecisionsbasedontheCourts
interpretationoftheConstitutionandtheBillofRightsandhowitaffectstheAmerican
justicesystem.
3. Analyzekeypolitical,economic,andsocialturningpointsaddressedinBillofRights
thatweren'tpreviouslygrantedtotheAmericanpeople(e.g.,conflicts,legislation,
elections,SupremeCourtdecisions,etc.).
http://www.gilderlehrman.org/historybyera/earlyrepublic/resources/ourconstitutionbillrights
grades10%E2%80%9312
http://www.ncpublicschools.org/docs/curriculum/socialstudies/secondary/ushistorysupportdoc20
07.pdf
http://www.dpi.state.nc.us/docs/acre/standards/newstandards/socialstudies/americanhistory2.
pdf

Step3
.Toensurethatthelessonadheresdifferentteachingandlearningstylestherewillbea
varietyofdifferentactivitiestopertaintothedifferentneedsofstudents.Wewillbeganthe
lessonwithanintroductorypowerpointwhichwillgiveabriefoverviewoftheformationofthe
BillofRightsandthiswillbeessentialtothevisuallearners.Nexttheywillbesplitintogroups

wheretheyeachhavetoresearchoneamendmentintheirgroupsandmovearoundtheroomto
collectinformationabouttheotheramendmentsfromothergroupsthattheydidn'tresearch,
whichwillinvolvebodilykinesthetic.Studentswillalsogetthechancetolistentorecorded
speechesabouttheproposaloftheBillofRightsbyJamesMadisontohelpdeveloptheir
auditoryskills.Onewaythatwewillteachthestudentsisbyhavingthemstandupinclassand
recitetheactionoftheamendmentswhilehavingtheotherchildrentrytoguessthenameand
numberofthespecificamendment.Anotherwaythatthestudentswillbetaughtisbyhaving
themfilloutagraphicorganizerontheBillofRights.

Step4.Studentswillusetechnologieslikecomputers,softwaregames,andEdmodo.Theywill
beresearchingdefinitionsandexamplesoftheBillorRightsandwillusequizlettoplay
memorizationgamesthatinvolvingmatching.LastlytheywilluseEdmodotopostquestionson
thediscussionboardanddownloadpowerpointsandworksheets.

Step5.NextstudentswillmakepresentationsonBillofRightsandtheConstitutionwhichwill
bepeerevaluated.Studentswillalsogatherinformationinthemediacenterandthecomputerlab
towriteathreepageMLAformattedpaperonclearlyexplainingthehistoryoftheBillofRights
andConstitutionsomeoftheinformationthatshouldbeincludedis:

1. WhowrotetheBillofRightsandwhy?
2. Whenwasitwrittenandfinalized?
3. Howdoesitaffectourjusticesystemtoday?

4. Howdoesitprohibitgovernmentalpower?
5. WhywastheBillofRightsnecessary?
6. HowdidtheFederalistandAntifederalistfeelabouttheBillofRights?
7. Whatdoyouthinkisthemostimportantprotectedrightandwhy?
Lastlytheirknowledgewillbeevaluatedwitha20questiontestattheendoftheunitwhichwill
countfor45%oftheiroverallgradeforthisquarter.

LessonPlan
ToteachtheclassabouttheAmericasBillofRights,wehavealreadyidentifiedthe
learnersabouthowtheycanlearnbest.Theinformationstatesthatweareworkingwithstudents
whoaremorevisualandkinestheticlearners.Toassurethis,wewilltrytocreatemethodsto
knowifweareaccuratelyinformedaboutthestudents.Onewaywecandothisisby
experimentingwithtestandsurveys.Thiswaywewillbeabletocreatestandardsand
expectationsthataremoresuitedforthisclass.Forexamplewecanstartoffoneofourlessons
byhavingthestudentswatchabriefeducationalvideoonthehistoryandformationof
Constitution.(Videoisonthelistoflinks)

Step1:
Oncewefindagenerallearningstyle,wecanadjustourstandardstohelpthestudents
achievethem.Insomecaseswemightmakestandardshigherortrytofindwaystomakethe
studentgrowtohigherstandards.Wedounderstandthattherearesomestudentsthatwillhave
academicallygiftedstandardsandbyusingtechnologyhelpthestudentlearnintheirown
extensivestandards.

Step2:
TwopartsofourlessonplanusingDynamicalInstructionalDesign(DID)arefindingthe
studentslearningstylesandfindingteachingstrategiestoadherewiththestudents.Thetop
objectiveswewanttoteachthemarethereasonwhytheBillofRightswascreatedandthe
importanceoftheBillofRights.

Step3:
Preparingtheclassroomwillrequirethestudentstoworktogethertoexplorethe
answers.Theywillbeseatedinsmallgroupsinthebeginningofthecoursetohelpthemknow

eachotherandbecomfortableinthelearningenvironment.Wewillthenseeifthestudentsare
activelyengageinconversationsandwhiletheyexploresociallywhentheyarelearning.Aswe
getfeedback,wewillknowevenmoreaboutthestudentsthenbeforebecausewehadusedour
firststeptowardsknowingthelearners.Technologiesthatwillbeusedinourlessonswillvaryin
manyways.Wewillbefinewithusingcomputersandlaptopsbecausetheyareveryusefulfor
informationandresearchpapers.ThedevicewewouldprefertouseareIpadsbecausetheyare
moreengagingtotheideaofhandsonlearning.WecanuseapplicationssuchasKahoot,atimed
quizsimilartoJeopardy.Aswestatedearlier,wewillmakesurethatthelessonsareeffective
andthestructureoflessonswillevolvetobecomebetterbyobservingtheclassesinsession

LinkstoHelpOurLessons:
Crashcourse:TheU.S.Constitution.OnYouTube.Creator:JohnGreen.Link:
https://www.youtube.com/watch?v=bO7FQsCcbD8
.
Kahoot!U.S.ConstitutionReview.Creator:Unknown.Link:
https://play.kahoot.it/#/k/e5dd86bb24cf433c855a7b0a30381f06
WhichFoundingFatherAreYou?Survey.Creator:Unknown.Link:
https://www.constitutionfacts.com/?page=foundingFatherShort.cfm

*Clickimageforlink

ActionPlan
1. ListwhatyouwilldotoIdentifylearnerpreparationactivitiesforthelesson
a. Wewillfindoutthethelearningstylesofthestudentsbyusingsurveysandwe
willapplywhatwelearntoourteaching.
2. Listwhatyouwilldotoreadytheclassroomforthelesson
a. Wewillmakesureallthetechnologyisrunningthewaytheyshould.
i.

Technologiesincludetheinternetconnection,thecomputer,theprojector
andanyvideosandhyperlinks

b. Wewillhaveanoutlinewhichwillhelpusknowwhereweareandwhatwehave
toteachnext.
3. Listteachingandlearningactivitiesforthelesson:
a. StudentswillwatchvideosontheircomputersabouttheBillofRights.
b. Studentswillhavetosearchthroughtheinternetandwriteabouttheamendment
theythinkisthemostimportant.Theywillhavetopracticeusingcopyrightlaws.
c. Surveyonlineaboutwhichfoundingfatherdescribesthestudent.
d. StudentswillbeengagedintoplayinglearninggamessuchasKahoot!
4. Listpersonalprompts:
a. Picktwoamendmentsthendescribeandexplainhowtheyaffectyouinyourlife
today.
b. Whatdoyouthinkthefoundingfatherswereprioritizingwhencreatingthis
document?

c. WheredidthefoundingfathergettheideaoftheTenAmendments?Didthey
refertoanyotherdocuments?
5. SupportTechnologiesChecklist:
a. Computer
b. Projector
c. Headphones
d. Videosandhyperlinks
6. Listfollowupactivities:
a. Moreresearchcanbedonebystudenttofullycomprehendthetopic.
b. SoftwaregamesabouttheBillofRightssothestudentscanhaveawaytolearn
newinformationinafunway.