Reflection of Lesson

This lesson was very engaging, my goal was to both implement not
only reading, but social studies as well. I wanted my students to be reading,
writing, discussing, and creating. At first, when I had my students read the
Bill of Rights in its original text they felt very intimidated. They could not
understand the vocabulary such as double jeopardy or search and
seizure etc. They felt very scared when I introduced them to this text, but I
had to reinsure them that it would be okay. I modeled to them the first
amendment by highlighting the important information, defining it or using
context clues, and then interpreting it in my own words. After I did the first
amendment this way I had them work in partners to do the second one. If
they read a vocabulary word that they did not understand, they would define
it and write it on the board to show to the others. After modeling and guiding
my students they were able to feel less intimidated and more confident
interpreting the amendments that they were reading. Towards the end of the
lesson, they began to be more and more engaged that the noise level of
from students discussing what they read and interpreting it to their partners
began to be an issue and I had to remind them to work in a more silent
manner. The other drawback to this lesson was for some students they had a
hard time using their context clues to interpret their readings. I believed
these students were either too overwhelmed or distracted. For these
students, I grouped into a small group and had them work together to read
aloud and interpret the amendments. Overall, I believed this lesson went

very well and I even had them write a new amendment that they would add
on a sticky note as an exit ticket. These students had a great time being
investigators in their writings and I enjoyed facilitating an active reading
lesson.