E-Unit Format Edu512a Fall 18 Gabrielagarcia

U.S.
Constitution
Bill of Rights
Gabriela Garcia
Fall 2018 – EDU 512 A
Dr. Timmons
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Table of Contents
Table of Contents
What is The U.S. Constitution?...........................................................................................................................14
Gabriela Garcia................................................................................................................................................14
Lesson Plan #1...............................................................................................................................................14
California Baptist University School of Education.............................................................................................22
How Our Founding Fathers Helped You? Know Your Rights...........................................................................22
Bill of Students’ Rights: Rights vs. Responsibilities?..........................................................................................30
Step 3. Finally, ask students to develop generalizations based on the information discussed. Encourage
them to analyze the data, then use their analysis to form an educated guess or hypothesis. Model as
needed................................................................................................................................................................32
How citizens benefit from having Bill of Rights?..........................................................................................37
Utilizing Knowledge about Students to Plan and Implement Effective Instruction..........................................42
Building on Personal/Cultural/Community Assets:............................................................................................42
Given that the Bill of Rights: First Ten Amendments are crucial to all citizens, students can make
connections between learned knowledge from previous assignments when completing the KWL Chart,
including all the other assignments are linked...................................................................................................42
Students will be strategically divided into groups that are ability, interest, and socially purposeful................42
Students will students can make connections between learned knowledge from previous assignments when
completing the KWL Chart, including all the other assignments are linked.....................................................51
Students will be grouped by table, which is already designed for students to peer model.................................51
Lesson # 6..........................................................................................................................................................53
The history of the American Flag is connected to all students even if they come from different backgrounds.
Every morning students salute the flag at the beginning of school or anywhere where there’s an event........58
Every morning students salute the flag at the beginning of school or anywhere where there’s an event.............64
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Objectives and Standards
Objectives
Direct Instruction Lesson
After the lesson on the facts of The Constitution students in grade 3 will list 10 facts both orally and in
writing with accuracy.
Concept Attainment Lesson

After the lesson on the concept of U.S. Constitution students in grade 3 will be able to state both orally and in
writing the correct definition of the Bill of Rights.
Generalization Lesson
After the lesson on using data to support generalizations, students in grade 3rd will apply this knowledge
and develop generalizations concerning the topic of Rights, Rules, and Responsibilities with accuracy.
Inquiry Lesson
Social Studies Content Learning Objective(s):
After completing the mini lesson plan on understanding, how citizens benefit from having Bill of Rights,
students in grade 3 will comprehend how having rights influence their daily lives orally and by producing a
poster that organizes their new knowledge and ideas pertaining to the topic.
ELA Language Objective:

Students in grade 3 will use their research skills to identify information about the U.S. Constitution, specifically
the Bill of Rights, and how each amendment in the Bill of Rights protects citizens in different ways by defining
their findings and ideas
ELD Language Objective:

During this lesson, students will collaborate with peers to research and comprehend their findings of how the
amendments of the Bill of Rights protect United States citizens using various resources, including technology.
Vocabulary & Handwriting Lesson

At the end of this lesson, students will be able to remember the definitions vocabulary words and incorporate
them into their writing, while exploring U.S. landmarks, symbols, and essential documents.
ELA Content Objective:

Students will attain knowledge of the development of the U.S. Government and what makes the sense of
community by exploring U.S. landmarks, symbols, and essential documents.
ELD Language Objective:

Students will effectively utilize their vocabulary words with proper language structure to convey their
understanding of the content.
Listening/Talk Lesson
Students will be able to demonstrate understanding of the symbolism behind the American Flag and the historic
value it holds through utilizing efferently listening skills, engaging in discussion, and producing a written piece.
Content Objective:
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After this lesson, students in grade 3 will understand the symbolism behind the American Flag and how the
significance of the historic value it holds to the United States of America.
ELD Language Objective for Grade Level

Students will utilize their listening skills to focus on spoken English, where they will express and exchange
information and ideas through collaborative discussion in a whole group and teachers-led discussions.
Writing Lesson
Content Standard
Students will apply their knowledge from previous relevant lessons and new knowledge to compose a writing
prose that reflects their thoughts on what does it mean to be a citizen that demonstrate public virtue, and how
they plan to demonstrate their citizenship, especially in the classroom.

As mentioned in the content objective, students will produce a structured writing prose that reflects their
understanding of what a means to be a citizen that demonstrate public virtue, and how they plan to demonstrate
it, with writing support.
ELD Objective:
Students will ask and answer questions to demonstrate understanding while effectively collaborating with
partners to determine the main idea of the content.
Standards
Social Studies Standard
Content Standard:
SS.3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S.
government.
3.4.1 Determine the reasons for rules, laws, and the U.S. Constitution; the role of citizenship in the promotion of
rules and laws; and the consequences for the people who violate rules and laws.
3.4.2 Discuss the importance of public virtue and the role of citizens, including how to participate in a
classroom, in the community, and in civic life.
SS.3.4.3 Know the histories of important local and national landmarks, symbols, and essential documents that
create a sense of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle,
the Statue of Liberty, the U.S. Constitution, the Declaration of Independence, the U.S. Capitol)
CCSS ELA Standard

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.3.4 - Determine the meaning of general academic and domain-specific words and phrases in a text relevant
to a grade 3 topic or subject.
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboard
skills) as well as to interact and collaborate with others.
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes
on sources and sort evidence into provided categories.
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SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with
diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented, in diverse
media formats, including visually, quantitatively, and orally.
SL.3.4 Report on a topic of text, tell a story, or recount and experience with appropriate facts and relevant,
descriptive details, speaking clearly at an understandable pace.
L.3.1 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or correct spelling.
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3
reading and content, choosing flexibly from a range of strategies.
CCSS ELD Standard

Collaborative –
1. Exchanging information and ideas with others through oral collaborative conversations on a range of social
and academic topics.
Interpretive –
5. Listening actively to spoken English in a range of social and academic contexts.
Productive –
9. Expressing information and ideas in formal oral presentations on academic topics.
10. Writing literary and informational texts to present, describe, and explain ideas and information, using
appropriate technology
College and Career Readiness Anchor Standard CCSS

Range of Reading and Level of Text Complexity
CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.
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Introduction to Unit Page
The Constitution of the United States is a part of history that is crucial to understand in
order to be active and responsible members of society. Through this unit students will
explore the symbolic document that our founding fathers fought so hard to develop. The
Constitution of the United States and Bill of Rights are what create the laws, rules, and
right we live by every day. Therefore, students must understand why there are rules,
responsibilities, and rights that we must learn, understand, and follow to be good citizens of
our country, which begins in a classroom.
Student List with Three Focus Students
Use the chart below to describe the class you are observing. Submit this chart with each Lesson Plan.
Describe the students in your observation class based on the typical class list in a school where you are
doing your fieldwork. Include public demographic and economic status information likely provided on
school web site.
Specifically describe the following three types of students:

 English language learner (at a lower ELD level)
 Student presenting an instructional challenge
 Student who is an advanced learner
Provide as much information on these three focus students and their special needs as possible without
violating issues of confidentiality.
Use descriptive writing skills and provide information from at least three different perspectives (ex.
cultural, academic levels of achievement, background knowledge, classroom observation, teacher)
This information will be used to determine how to differentiate instruction for these students throughout
your unit.
Use no real names.
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General Student List with Three Focus Students
Gender General SES Level General Academic Ethnic Population Describe Student
Level Needs
16 Boys Ex. 4 on free lunch (info Ex. 4 high average, 2 Ex. 7 Hispanic, 3 Ex. 4 Average Students
Provide a general on www site) low average, 7 on level Caucasian…etc (No special needs)
description in the
boxes to the right.
13 Girls Average Students (No

Provide a general special needs)
description in the
boxes to the right.
EL Focus Student Fully describe from 3
or more perspectives
Special Needs Focus Fully describe from 3
Student or more perspectives
Advanced learner Fully describe from 3
Focus Student or more perspectives
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Vocabulary Page
 appoint
 treaties
 amendments
 constitutional
 delegate
 patriotic
 citizens
 compromise
 oppose
 goods
 Bill of Rights
 rights
 responsibilities
 Constitution

 Bill of Rights
 Amendments
 Rights Freedom
 Responsibilities
 Freedom of speech
 Due process
 Double jeopardy
 Jury
 Trial
 Constitution
 Rights
 Rules
 Law
 Community
 Citizen
 Consequences
Inquiry Lesson
 Constitution
 Bill of Rights
 Amendments
 Guarantee
 Rights
 Freedom
 1-10 amendments
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Vocab/Grammar/Spelling/Handwriting
 Landmarks
 Symbols
 Documents
 Memorial
 Statue
 Monument
 Liberty
 Capitol
 Arch
 Civil
 Famous
 Freedom
 Honor
Listening/Speaking
Academic vocabulary/symbols:
 Symbol, country, courage, good, fairness, constellation, pledge, allegiance, respect, friendship, loyalty, rules,
promise, republic, nation, indivisible, liberty, justice
Key terms and Phrases
 American Flag, thirteen stars, fifty states, thirteen colonies, fifty stars, seven red stripes, six white stripes,
pledge of allegiance, One Nation under God, with liberty and justice for all, being free
Writing
 Citizenship
 Rules
 Respect
 Kindness
 Volunteer
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Literature Page
 The Constitution: We the people

 The Bill of Rights: What’s the BIG DEAL? booklet
 The Bill of Rights: What’s the BIG DEAL? booklet
Inquiry Lesson
 A More Perfect Union: The Story of Our Constitution by Besty Maestro and Guilio
 The U.S. Constitution by Norman Pearl
Vocab/Grammar/Spelling/Handwriting
 Saving the Liberty Bell by Megan McDonald
Listening/Speaking
 Why Are There Stripes on the American Flag by Marth E. H. Rustad
Writing
 Being a Good Citizen: A book about Citizenship by Mary Small
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Poetry Page
US CONSTITUTION
Fathers’ struggle for their people
Brave red paint spilled through the cracks
Road to freedom of rights
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FYI: Use this information for each lesson.
edTPA LANGUAGE FUNCTIONS & DEMANDS
Language Functions: The content and language focus of the learning task represented by the active verbs
within the learning outcomes. Language functions are what students DO.
Language Demands: Specific ways that academic language (vocabulary, discourse, syntax) is used by
students to participate in learning task through reading, writing, listening, and/or speaking to
demonstrate their understanding.
Three Language Demand areas:
Vocabulary: Includes words and phrases that are used within disciplines including:
1. Words and phrases with subject-specific meanings that differ from meanings used in everyday life
(e.g., table)
2. General academic vocabulary used across disciplines (e.g., compare, analyze, evaluate)
3. Subject-specific words defined for use in the discipline.
Discourse: includes the structures of written and oral language, as well as how members of the
discipline talk, write, and participate in knowledge construction.
Discipline-specific discourse has distinctive features or ways of structuring oral or written language (text
structures) that provide useful ways for the content to be communicated.
Syntax: The set of conventions for organizing symbols, words, and phrases together into structures (e.g.,
sentences, graphs, tables)
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EDU 512 DIRECT INSTRUCTION LESSON PLAN RUBRIC
Behavioral Model
What is The U.S. Constitution?

Lesson Plan #1
Gabriela Garcia
1. MATERIALS/PREPLANNING (5 points)
Materials
KWL Chart
Lady Bug Projector
Social Studies Journal
The Constitution booklet
Pencils, crayons, colored pencils
Vocabulary pictures and word cards (Spanish and English)
Vocabulary chart
8 ½ by 11 ½ card paper posters of a copy of the U.S. Constitution forms
Ten 8 ½ by 11 ½ card paper poster representing the ten amendments
Chromebooks or ThinkPads
Constitution Preamble – Schoolhouse Rock YouTube video
Vocabulary
 Appoint – assign to a position
 treaties – agreements between countries
 amendments – changes
 constitutional – agreeing with, or related to, the Constitution
 delegate – a person who does things for someone else
 patriotic – lover of one’s country
 citizens – people who lawfully live in a city, county, state, or country
 compromise – an agreement where everyone meets in the middle or after everyone give something up
 ratify - approve
 oppose – argue of against
 goods – products that are bought and sold by people
 Bill of Rights – the first 10 amendments of the Constitution
 rights – a moral or legal privilege to have or obtain something
 responsibilities – a thing that one is required to do as part of a job, role, or legal obligation
 Constitution – a body of recognized examples giving to which how a state or other organization is to be
governed
Literature
The Constitution: We the people
2. OBJECTIVE: (10 points)
After the lesson on the facts of The Constitution students in grade 3 will list 10 facts both orally and in
writing with accuracy.
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 The Objective should be one complete sentence with the ABCD Components.
 State the objective in behavioral terms, as follows:
o A=Audience: 3rd Grade
o B=Behavior: Students will be able to list ten facts about The Constitution
o C=Conditions: Students should understand what we learned about The Constitution, what they are
used for, and why they are so important.
o D=Degree of accuracy needed to achieve the objective: Students need to be able to list ten facts
about The Constitution both orally and written with 100% accuracy.
 State the cognitive taxonomy level (Bloom’s Taxonomy): Knowledge
List the standards met by this objective.

 Social Studies Standard
3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S.
government.
2. Determine the reasons for rules, laws, and the U.S. Constitution; the role of citizenship in the
promotion of rules and laws; and the consequences for the people who violate rules and laws.
3. Discuss the importance of public virtue and the role of citizens, including how to participate in a
 CCSS ELA Standard
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text
as the basis for the answers.
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main
idea.
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own
clearly.
L.3.1 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
 CCSS ELD Standard
Collaborative - Exchanging information and ideas with others through oral collaborative conversations
on a range of social and academic topics.
Interpretive - Listening actively to spoken English in a range of social and academic contexts.
Productive –
9. Expressing information and ideas in formal oral presentations on academic topics.
10. Writing literary and informational texts to present, describe, and explain ideas and information,
using appropriate technology
 College and Career Readiness Anchor Standard CCSS
CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually
and quantitatively, as well as in words.
CCRA.R.10 Read and comprehend complex literary and informational texts independently and
proficiently.
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edTPA Central Focus: Comprehension or Composition (see Making good Choices p. 30-32 and handout
provided in class.)
Students will summarize information by listing ten facts about The Constitution.
Essential literacy strategy: Summarizing (Summarizing strategy must be taught)
Students will summarize information about The Constitution by listing ten facts and using the
appropriate academic vocabulary for both orally and in writing.
Related skills for the essential literacy strategy:

 Listening to information presented.
 Reading related documents/stories on The Constitution.
 Learning the academic vocabulary terms.
 Students will write ten facts using correct writing conventions to demonstrate their learning about
The Constitution.
Language Function Statement: edTPA -

What main communication language function do students need to use to communicate their understanding of
this content?
Student uses language to summarize their learning about the U.S. Constitution.
Language Demand: The Language Function can have language Demands in each of the 3 areas below:
 Define
 Debate
 Summarize
Academic vocabulary/symbols: ex. List/use vocabulary in sentence

 appoint
 treaties
 amendments
 constitutional
 delegate
 patriotic
 citizens
 compromise
 oppose
 goods
 Bill of Rights
 rights
 responsibilities
 Constitution
Syntax:
“I believe (vocabulary word) means _______ because_____.” Or, “Using the context clues ________, I believe
the word (vocabulary word).
Discourse:
Verbal communication between partners and groups, respectfully agreeing and disagreeing with peers’ opinions
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orally and/or written.
4. ASSESSMENT STRATEGY (10 points)

At the conclusion of the lesson students will be able to list 10 facts about the U.S. Constitution.
Students will use their The Constitution We the people booklet to answer questions or list the ten facts
using complete sentences. Students will be assessed on their ability to recall and write ten facts about
the constitution and complete all the activities provided in the booklet.
Proficient (5 points) Basic (3 points) Below Basic (1 point)

 Students wrote 9-10 facts  Students wrote 6-8 facts  Students wrote sentences
about the U.S. about the U.S. with five or less facts
Constitution in complete Constitution in complete about the U.S.
sentences. sentences. Constitution in complete
 Students complete all the  Students complete all the sentences.
activities in the booklet activities in the booklet  Students complete all the
 Students wrote  Students wrote activities in the booklet
grammatically correct grammatically correct  Student sentences
sentences with little to no sentences with minimal contained many
errors. errors. grammatical errors.
 Students wrote sentences  Students wrote sentences  Student’s sentences did
with great detail. with some details. not include any details.
5. LESSON OPENING/PURPOSE (5 points)

Today in class we will be learning about the United States Constitution. We will learn what the U.S.
Constitution is and why it is so important, who was involved in creating it and its journey to get ratified. We
will also learn what important effects resulted from the implementation. All students including the two
ELLs, one IEP, and two GATE students, will be learning about United States history, especially
understanding how their rights as citizens of the United States is crucial.
5. MOTIVATION FOR LEARNING STRATEGY - Anticipatory Set (5 points)

To increase student’s motivation, I will be post 8 ½ by 11 ½ card paper posters of a copy of the U.S.
Constitution forms and ten 8 ½ by 11 ½ card paper poster representing the ten amendments. Students will
roam the room and take quick notes on what they think the symbols, pictures, or documents in each poster
signify. Another motivation tactic will be engaging students by having them watch the Constitution
Preamble – Schoolhouse Rock YouTube video, then open a discussion regarding their prior knowledge on
the Constitution.
Provide Rationale for why you selected this strategy and link to this particular group of
students.
I chose to post posters of the U.S. Constitution and pictures and symbols that display the ten
amendments, to inspire curiosity in each student. After having students make predictions of
each posters, we will have an open discussion of our thoughts on each poster. Then, students
will watch the Constitution Preamble video. These activities will lead us to completing the
KWL Chart.
 LESSON BODY: POST STANDARDS, RESTATE OBJECTIVE IN STUDENT TERMS, CHECK

BACKGROUND KNOWLEDGE, PROVIDE INSTRUCTIONAL INPUT, MODELING, CHECKING
FOR UNDERSTANDING, AND GUIDED PRACTICE
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 POST STANDARDS
 Since Standards are already posted in the room where students can easily see them, I will use highlighting
tape to highlight standards in focus.
 Draw student attention to standards poster and read the standards of focus.
 RESTATE OBJECTIVE IN STUDENT TERMS

 After the lesson on the U.S. Constitution, you will be able to list ten facts about the U.S. Constitution with
accuracy (both orally and in writing).
 CHECK FOR BACKGROUND KNOWLEDGE STRATEGY SDAIE-Tapping into prior

knowledge
Provide a rationale for why it is important to check for background knowledge. Link to
your specific class/group of students and their learning needs and styles.
Checking and activating students for background knowledge on any subject or topic is a vital
step to help them link prior knowledge to what are about to learn. By making connections,
students will find it easier to understand the information and comprehend context more easily.
 Using the KWL Chart from 50 Literacy Strategies by Tompkins, ask the students to brainstorm what they
already know about the U.S. Constitution. Place this information in the K (or What We Know) column of
the chart. Have them think about what they saw in the video to help them get started if needed.
 Ask the students what they would like to learn about the U.S. Constitution. Write these in the W (What We
Want to Learn) column.
 Save the chart to be used at the end of the unit, so students will report on what they have learned in order to
complete the L column.
Provide rationale for progress monitoring strategies you will use during each step of this activity.
Explain your strategy for calling upon students in an equitable manner.
The KWL Chart strategy will help me scaffold students learning by organizing what they already know and
what they are learning with a new topic. Using a variety of techniques to help students organize prior and new
knowledge helps them make predictions and inquiries about the information.
KWL Chart
K (What we know) W (What we want to learn) L (What we learned)

The American Revolution What is the U.S.
Constitution?
There were 13 colonies Who was part of creating the
(Today they are called states) U.S. Constitution?
They needed a government Why is it so important?
that protected them and was
fair
Each state wanted to have How does it affect me today?
power
Everyone was scared of How does it help citizens
monarchy or someone have today?
full control
Laws and rules are important What would happen if we
lose or don’t have a U.S.
Constitution?
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 INPUT: Provide Comprehensible Input SDAIE-Modify use of text, use of technology
Provide a rationale for your selection of a strategy for providing comprehensible input
for this lesson for this particular group of students/class. Explain how your strategy
incorporates EL student’s background.
Using the U.S. Constitution and Amendment picture/symbol posters and the Constitution
Preamble video to activate prior knowledge and the KWL chart itself helps students organize
their ideas of what they know about the topic. Providing direct instruction and implementing
strategies to scaffold the students’ understanding by guiding students through the context will
assists students visualize the era the importance of the U.S. Constitution then and now. My
two EL students will be required to follow and utilize the syntax sentences.
 Go over the vocabulary words listed in the chart given. Explain, that as they read each passage they will
pause and make notes of the page number and use context clues to define the vocabulary words by making
predictions and discussing with peers and as a whole group. They will use the syntax sentences and
discourse to communicate and share with peers and groups.
Vocabulary - appoint, treaties, amendments, constitutional, delegate, patriotic, citizens, compromise,
oppose, goods, Bill of Rights, rights, responsibilities, Constitution
Syntax: “I believe (vocabulary word) means _______ because_____.” Or, “Using the context clues
________, I believe the word (vocabulary word).
Discourse: Verbal communication between partners and groups, respectfully agreeing and disagreeing with
peers’ opinions orally and/or written.
 Using The Constitution: We the people booklet and the vocabulary list as a whole group, we will read about
the U.S. Constitution and take annotated notes on vocabulary and important facts that occurred before and
after the U.S. Constitution.
 MODELING SDAIE: Demonstrations and modeling

Provide a rationale for why you selected this strategy or manner of modeling the next
lesson step for this class.
The strategy of modeling will occur when we come across the first vocabulary word. I will
guide them by modeling using the syntax sentences to state what I predict the vocabulary word
means. Next, as a whole group we will recall and summarize the current of events of the U.S.
Constitution and how it became ratified.
 Write the facts about U.S. Constitution on the board as the students say them.
 Tell the student they are going to write these facts into their journals.
 Review simple sentence structure using sentence stems from the questions.
 An example of the how the finished product in the student journal should look will be available to the
students.
 TECHNOLOGY
Rationale: What technology did you use and how will it help EL learners gain understanding of the lesson
standard?
In this lesson, all students, including the ELs will be facilitated with incorporated technology, such as
showing a YouTube video and the use of the ladybug projector to illustrate documents for this lesson.
When ready for their final copy of the summary, students will use their Chromebooks or ThinkPads to
type their final summary of the ten U.S. Constitutional facts.
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 CHECKING FOR UNDERSTANDING/PROGRESS MONITORING EL/SDAIE: Questioning
Provide rationale for selecting a strategy for checking for understanding (Progress
Monitoring) and guided practice for this group of students/class.
It is crucial to continuously check for students understanding of the content and instruction given
throughout the lesson. By checking for understanding, you are able to guide them in the right
direction if there are any misconceptions. This also allows students to solve their problems by
seeking help form peers or myself.
 Ask several of the students to repeat the instructions they have been given.
 The students will first write a rough draft of their facts. Check on the students as they work.
 Continue to check for understanding of the facts related to the U.S. Constitution through use of questioning
strategies both during and after the task is completed.
 GUIDED PRACTICE STRATEGY
 The teacher will check for accuracy while students are working on summarizing U.S. Constitutional facts in
their Social Studies journal and provide written and oral feedback.
 Students will share their facts with their shoulder partner and edit for capitals and punctuations.
 Check each student’s work, including spelling, punctuation, capitalization and sentence structure; and edit as
necessary before the students make their final copy.
 Once their final edits have been made, the students will copy the final work by typing into their
Chromebooks or ThinkPads.
7. CLOSURE EL/SDAIE: Questioning for review
 Ask students to share what they wrote for their facts.

 Go back to the KWL chart and ask the students what they have learned about the U.S. Constitution by filling in
the L section of the chart.
 Ask some specific questions about specific events or people in the text.
 Call on some of the students to define the vocabulary terms.
Learning facts about

K (What we know) W (What we want L (What we learned) Q (What new questions
to learn) emerged?)
The American What is the U.S.
Revolution Constitution?
There were 13 Who was part of
colonies (Today creating the U.S.
they are called Constitution?
states)
They needed a Why is it so
government that important?
protected them and
was fair
Each state wanted How does it affect
to have power me today?
Everyone was How does it help
scared of monarchy citizens today?
or someone have
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full control
Laws and rules are What would happen
important if we lose or don’t
have a U.S.
Constitution?
 Ask the students if anyone has anything to add about what they have learned about the U.S. Constitution.
 Remind the students about key elements of the facts they have listed and what they now have learned.
8. INDEPENDENT PRACTICE
Provide a rationale for the independent practice assignment/homework you have assigned
based on what you know about this class.
Independent practice will reinforce their new knowledge about the U.S. Constitution.
 Assign the students the project writing 5 more facts for their journal. Students will also reflect whether the U.S.
Constitution is important or not by giving their opinion and supporting it by using information from the text.
Students will reflect whether the U.S. Constitution is important or not by giving their opinion and supporting it
by using information from the text.
 Tell the students that the work they do at home is to be done as neatly as was done in class today. They need to
use good penmanship, correct spelling and sentences, and correct capitals and punctuation.
9. ADAPTATIONS/DIFFERENTIATION OF INSTRUCTION (10 points)

Provide feedback for each of the 3 focus students on the work sample.
10.
(See edTPA for directions on feedback)
ELL Learners Describe specific feedback type to help learn the essential literacy
strategy
 Since we are reading the content as a whole group, I will be reading
most of the text, so this student can follow along. By making annotated
notes, this student will have the opportunity to circle words they cannot
read or do not understand. I will use close proximity and I will ask
questions to check for understanding along the lesson.
Student with  Since we are reading the content as a whole group, I will be reading
low processing most of the text, so this student can follow along. By making annotated
notes, this student will have the opportunity to circle words they cannot
read or do not understand. I will use close proximity and I will ask
questions to check for understanding along the lesson.
Student with  Students with advanced literacy skills will be required to follow along
advanced with the reading and activities, however, they can also provide event
literacy and reactions when they are presented in the text.
skills/other
ATTACHED STUDENT WORK:
The Constitution: We the people booklet
Vocabulary Word list
Social Studies Journals
11. THEORETICAL OVERVIEW:
Structure of Knowledge
Note: Please Use the new version of cognitive taxonomy.
20
Cognitive Rationale for using this Lesson Model in relationship to the cognitive level.
Level Highlight/color the cognitive levels that fit with the Lesson and provide a
rationale for your thinking.
Creating
Evaluating
Analyzing
Applying
Students are exercising their understanding by having discussions and answering
questions about the U.S. Constitution. Students will Identify ten facts about the
Understanding
constitution demonstrating their new knowledge by summarizing in their Social
Studies journal
Students will be required to remember all prior and new knowledge which will be
Remembering assessed throughout the lesson and the lessons to follow about the Bill of Rights and
Citizens Responsibilities.
Instructional Preparation Reflection Checklist
Lesson Summary of Instructional Preparation

Adaptation Features for Focus Students
Preparation Scaffolding Grouping Adaptation

o Background o Modeling o Whole group o Advanced
Knowledge Will model for students Reading, sharing, Detail analyzing
As a whole group, how to use sentence and discussion prompts, such as event
we will complete prompts and how to o Pairs and reactions
KWL Chart, U.S. search for answers in the Reading, sharing, o EL
Constitution and text and discussion Following along and
amendments posters o Guided Practice o Works participating (using
o Strategies Used Support is provided Independently close proximity)
Vocabulary list throughout the entire Summary and
o Resources Selected lesson homework writing
Constitution o Independent Practice prompt
Preamble YouTube Summarizing ten facts
video and homework prompt
o E-resources o Comprehensible Input
Students will watch Whole group, pair share,
21
video to link and and independent
frontload new topic comprehension
Integration of Application Assessment Objective
Processes o Active Learning o Rubric o Linked to Standard
o Reading Constant active learning Provided above Linked to ELA, SS,
The Constitution about the U.S. o Written CCSS
booklet Constitution throughout Vocabulary list,
o Writing the lesson summary
KWL Chart, Social o Oral Summative
Studies Journal, and Assessing
typing final throughout the lesson
summary by sharing
o Speaking,
Listening, and
Vocabulary
Collaborating with
peers and teacher
using syntax
sentence structure
Notes for next lesson:
o Strengths/Weaknesses of Lesson based on your data from students and the assignment results etc.
o Students needing more help
o Content adaptations
o Reading skills
o Vocabulary clarification
Place Divider Page Here
CONCEPT ATTAINMENT LESSON PLAN FORM

22
California Baptist University School of Education
How Our Founding Fathers Helped You? Know Your Rights

Lesson Plan #2
Gabriela Garcia
 Social Studies Journals
 Bill of Rights Booklet
 Ladybug Projector
 Whiteboard
 Expo Markers
 10 Pictures that represent the Bill of Rights (Amendments 1-10)
 A 3-minute guide to the Bill of Rights video by Belinda Stutzman
Vocabulary
Bill of Rights – the first 10 amendments of the Constitution
amendments – changes
Rights – a moral or legal privilege to have or obtain something
Freedom – the power of right to act, speak, or think as one wants without hindrance or restraint
Responsibilities – a thing that one is required to do as part of a job, role, or legal obligation
Freedom of speech – the right to express any opinions without censorship or restraint
due process – fair treatment through the normal judicial system, especially as a citizen’s entitlement
double jeopardy – the prosecution of a person twice for the same offensive
punishment – the infliction or imposition of a penalty as retribution for an offense
jury – a body of people sworn to give a verdict in a legal case on the basis of evidence submitted to them in
court
trial – a formal examination of evidence before a judge, and typically a jury, in order to decide guilt in a case of
criminal or civil proceedings
Constitution – a body of recognized examples giving to which how a state or other organization is to be
governed
 Literature
The Bill of Rights: What’s the BIG DEAL? booklet
2. OBJECTIVE (10 points) Must contain the word concept – You should be able to know this lesson will
be on developing a concept by reading the objective.
After the lesson on the concept of U.S. Constitution students in grade 3 will be able to state both orally
and in writing the correct definition of the Bill of Rights.
Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)

For this lesson the focus will be on composition, where students will be collecting information to about
the concept, “rights”. Language choice and active participation in discussion will be crucial to
understand the Bill of Rights. Students will produce a writing piece that demonstrates the use of
correct writing conventions.
 Hist. Social Science Standards
government.
6. Determine the reasons for rules, laws, and the U.S. Constitution; the role of citizenship in the promotion
23
of rules and laws; and the consequences for the people who violate rules and laws.
 State Bloom’s Level on the Taxonomy in Bold Type: Remembering,

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as
the basis for the answers.
idea.
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led)
with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
 ELD Standard(s)
Collaborative –
1. Exchanging information and ideas with others through oral collaborative conversations on a range of
social and academic topics.
Interpretive –
5. Listening actively to spoken English in a range of social and academic contexts.
6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is
conveyed explicitly and implicit through language
Productive –
o Emerging: Students will ask, answers and respond to yes or no, wh-, and simple open-ended questions
during pair, group, and whole group sharing. Students will demonstrate active listening by asking and
answering basic questions while engaging in read-alouds and oral presentation, with prompting and
substantial support. With substantial support, students will closely read literary and informational texts and
view multimedia to describe ideas, phenomena, and text elements. Students will collaboratively or
sometimes independently write a short literary and informational texts, paraphrase texts and recount
experiences using key words from notes or graphic organizers.
o Expanding: Students will contribute and sustain dialogue by following turn-taking rules, asking relevant
questions, affirming other, and adding relevant information during pair, group, and whole group sharing
discussions. Students will demonstrate active listening by asking and answering detailed questions while
engaging in read-alouds and oral presentation, with occasional prompting and moderate support. With
moderate support, students will closely read a variety of grade-level texts and view multimedia to describe
ideas, phenomena, and text elements. Collaboratively and with increasing independence, students will write
a short literary and informational texts, paraphrase texts and recount experiences using complete sentences
and key words from notes or graphic organizers.
o Bridging: Students will contribute and sustain dialogue by following turn-taking rules, asking relevant
questions, affirming other, and adding relevant information, building on responses, and providing useful
feedback during pair, group, and whole group sharing discussions. Students will demonstrate active
listening by asking and answering detailed questions while engaging in read-alouds and oral presentation,
with minimal prompting and light support. With light support, students will closely read a variety of grade-
24
level texts and view multimedia to describe ideas, phenomena, and text elements. Collaboratively and
independently, students will write a short literary and informational texts, paraphrase texts and recount
experiences using increasingly detailed complete sentences and key words from notes or graphic organizers.
Language Function Statement: edTPA What main communication language function do students need to
use to communicate their understanding of this content?
Students will use language to both orally and in writing to correctly define the Bill of Rights.
Essential Literacy Strategy
Students will use a graphic organizer to gather and classify information for writing.
Additional Language Demands in each area:
Students will practice language objectives using the vocabulary provided in this lesson, along with the
examples and non-examples as modeled in the lesson.
Syntax:
Students will use language to analyze the Bill of Rights using correct grammar and
Discourse Tools: (Use Graphic Organizers in Toolkit to help students learn to speak and write language
for this content)
Sentence frames and prompts will be utilized to facilitate discussion on examples and non-examples of the
bill of rights.
3. ASSESSMENT (10 points)

This lesson will be assessed formally by the written definition in the student journal. The definition must
include three descriptors and three examples of the term/concept Bill of Rights.
Students will also be assessed informally by listening to their oral definitions of the concept of the Bill of
Rights.
Below Basic (1pt) Basic (2pts) Proficient (3pts)

Student illustrated and/or Student illustrated and/or Student illustrated and/or
provided 2 or less examples in provided some (3-6) examples in provided most examples in their
their social studies journal of the their social studies journal of the social studies journal of the Bill
Bill of Rights Bill of Rights of Rights
Student demonstrated confusion Student demonstrated some Student demonstrated
of the meaning of each understanding of the meaning of understanding of the meaning of
amendment in the Bill of Rights each amendment in the Bill of each amendment in the Bill of
Rights Rights
Student was not able to orally Student was able to orally recall Student was able to orally recall
recall a minimum of 2 a some (3-6) amendments of the a most of the amendments of the
amendments of the Bill of Rights Bill of Rights Bill of Rights
4. MOTIVATION FOR LEARNING ANTICIPATORY SET (5 points)

KNOW YOUR RIGHTS!!!
 Explain to the students that today we will be focusing on understanding what our founding fathers
fought so hard to create for our country and how it benefits of today.
 Have two butcher paper posters on the board, so all students can view.
 Emphasize the labels on each poster: Examples, Non-Examples, and Mixed Examples.
25
 Using the THINK-PAIR-SHARE with their right shoulder partner, ask them to discuss what they learned
about the U.S. Constitution yesterday.
 Using popsicle equity sticks, choose a few students to share their ideas.
 In group tables, have students come up with ideas on why our founding fathers decided to create the
U.S. Constitution, then share their ideas with the rest of the class
5. PURPOSE (5 points)
Boys and girls, today we will be learning about the Bill of Rights. It is important to understand the Bill of
Rights because as citizens of the United States it crucial to understand their rights.
 LESSON BODY (35 points)

Provide a rationale (justify reason) for using this lesson model.
The concept attainment lesson model is used to introduce a unit of study or clarifying an
important vocabulary in the unit. In this lesson the concept, Bill of Rights, is the focus and at
the end of the lesson students will be able to define the importance of the Bill of Rights, the
amendments and their rights as citizens and how each amendment influences us today.
Prior to starting the lesson body do the following:

 Restate the Objective in Kid terms
After today’s lesson, you will understand the importance of the correct definition of the Bill of Rights
and how they help you today.
 Mark SDAIE in bold type where it applies.
The SDAIE strategy that will be used in this lesson is the use of visuals for both the examples, non-
examples, and mixed examples.
Note: The Concept Attainment lesson has 6 steps. Follow them exactly as follows:
Step One- Definition:
The teacher must introduce the concept by name and define it.
Give several key attributes of the concept that are age appropriate and scientifically correct!
 Today we are going to study the concept of the Bill of Rights.
 According to the dictionary Bill of Rights is a formal statement of the fundamental rights of the people
of the United States, incorporated in the Constitution as Amendments 1-10, and in all state constitutions
(Dictionary.com)
Step Two - Examples:
Examples
 This is a Bill of Rights. It is the 1st Amendment because it grants freedom of speech, freedom of press,
freedom of assembly, freedom to petition the government for a redress of grievances or the freedom to
protest, and the freedom of religion.
 This is a Bill of Rights. It is the 2nd Amendment because it grants the right to form a militia and to keep
and bear arms.
 This is a Bill of Rights. It is the 3rd Amendment because it states that soldiers cannot take over a home
26
during war or peace without the homeowner’s permission.
 This is a Bill of Rights. It is the 4th Amendment because it protects Americans from unreasonable and
unlawful search and seizure of property.
 This is a Bill of Rights. It is the 5th Amendment because it protects against self-testimony (Allows all
citizens due process and states that a person cannot be forced to serve as a witness against himself when
accused of a crime), being tried twice for the same crime (double jeopardy), and the seizure of property
under eminent domain.
 This is a Bill of Rights. It is the 6th Amendment because it grants the right to a speedy trial, trial by jury
(Provides a speedy and public trial by jury for all who are accused of a crime), and to the services of a
lawyer.
 This is a Bill of Rights. It is the 7th Amendment because it allows a trial by jury to be held for certain
civil disputes. It guarantees trial by jury in cases involving a certain dollar amount.
 This is a Bill of Rights. It is the 8th Amendment because it prohibits excessive bail or fines and cruel and
unusual punishment for crimes (Prevents those accused of suffering cruel and unusual punishment).
 This is a Bill of Rights. It is the 9th Amendment because it grants that no one’s Constitutional rights
should be used to infringe upon the rights of another citizen. Listing of rights (in the Bill of Rights) does
not mean that other rights are not in effect.
 This is a Bill of Rights. It is the 10th Amendment because it states that the powers that are not given to
the federal government by the Constitution belong to the states of the people.
Step Three - Non-examples:
 This is not a Bill of Rights. It is not a Bill of Rights because it is not an amendment that represents the
protection of a citizen’s right. The crown represents the power and riches.
protection of a citizen’s right. Slavery represents the captivity of people and keeping them against their
will.
protection of a citizen’s right. The hearsay evidence represents an unfair trial for citizens.
protection of a citizen’s right. The no freedom to choose your own religion goes against the Bill of
Rights.
 This is a Bill of Rights. It is not a Bill of Rights because it is not an amendment that represents the
protection of a citizen’s right. The no talking sign goes against having freedom of speech.
Step Four - Mixed Examples:
 Here is a picture of an amendment with freedom of religion symbols. Is this freedom of religion picture an
example of an amendment of the Bill of Rights? It is an amendment of the Bill of Rights because it
represents freedom of religion.
27
 Is this an example of an amendment of the Bill of Rights? (Point to the slavery picture) This is not an
example of an amendment of the Bill of Rights because it does not represent the freedom and the right of a
citizen.
 Is this an example of an amendment of the Bill of Rights? (Point to the picture with the man talking in a
podium) It is an amendment of the Bill of Rights because it represents freedom of speech.
 Is this an example of an amendment of the Bill of Rights? (Point to the picture with the monarchy crown)
This is not an example of an amendment of the Bill of Rights because it does not represent the freedom and
the right of a citizens, instead it represents being ruled by power of one sole person/family.
Step Five - Redefine Concept:
 Boys and Girls turn to your shoulder partners and say the definition of the Bill of Rights in your own
words. This is your chance to practice saying the amendments of the Bill of Rights. Be sure you both state
the definition and give several good examples and state why they are good examples.
 Ask a couple students to share their perspective on the meaning of the Bill of Rights.
o Student A: The Bill of Rights are rights that help people.
o Student B: The Bill of Rights a list of rights that protect all citizens.
 Next, please take out your mathematics journals and enter the term Bill of Rights.
Also write the definition in your own words and give several examples. Explain how the Bill of Rights are
utilized.
Lesson Step Six - Student Examples:
Tell students it is their turn to become experts in this concept of Bill of Rights and their purpose. You are the
experts, so your task is to think of some examples of how the Bill of Rights and the amendments help citizens
today. You could look in the books I have gathered in our classroom library or on the internet. You could look
in your Bill of Rights booklet or amendments list from your Social Studies Journal. Also, if you search the
internet, you can find more examples of how they assist citizens today.
Step Seven – Response to Learning the Concept:
ELD Level Emerging Response to learning:

Speaking - Students will ask, answers and respond to yes or no, wh-, and simple open-ended questions during
pair, group, and whole group sharing.
Listening - Students will demonstrate active listening by asking and answering basic questions while engaging
in read-alouds and oral presentation, with prompting and substantial support.
Reading - With substantial support, students will closely read literary and informational texts and view
multimedia to describe ideas, phenomena, and text elements.
Writing - Students will collaboratively or sometimes independently write a short literary and informational
texts, paraphrase texts and recount experiences using key words from notes or graphic organizers.
ELD Expanding Response to learning:

Speaking - Students will contribute and sustain dialogue by following turn-taking rules, asking relevant
questions, affirming other, and adding relevant information during pair, group, and whole group sharing
discussions.
Listening - Students will demonstrate active listening by asking and answering detailed questions while
28
engaging in read-alouds and oral presentation, with occasional prompting and moderate support.
Reading - With moderate support, students will closely read a variety of grade-level texts and view multimedia
to describe ideas, phenomena, and text elements.
Writing - Collaboratively and with increasing independence, students will write a short literary and
informational texts, paraphrase texts and recount experiences using complete sentences and key words from
notes or graphic organizers.
ELD Bridging Response to learning:

Speaking - Students will contribute and sustain dialogue by following turn-taking rules, asking relevant
questions, affirming other, and adding relevant information, building on responses, and providing useful
feedback during pair, group, and whole group sharing discussions.
Listening - Students will demonstrate active listening by asking and answering detailed questions while
engaging in read-alouds and oral presentation, with minimal prompting and light support.
Reading - With light support, students will closely read a variety of grade-level texts and view multimedia to
describe ideas, phenomena, and text elements.
Writing - Collaboratively and independently, students will write a short literary and informational texts,
paraphrase texts and recount experiences using increasingly detailed complete sentences and key words from
notes or graphic organizers.
7.CLOSURE (5 points)
 Gather students at the discussion table or on the carpet area. It is now the end of the day and students
are prepared to go home. Wrap up the learning with a chance for students to practice key learning once
again. In this case it will be the new concept you have introduced.
 Provide something like the following dialogue:

“Boys and girls please join me at the carpet for Meeting Circle” (Frontload transition expectations, then
excuse students a table at a time). We have explored the concept of the Bill of Rights and how they impact
citizens today. Now it is your turn to own this information. Let’s practice saying what we have learned
about the Bill of Rights and how they influence today’s laws. Please take a moment to reflect what the Bill of
Right are, then turn to your shoulder partner and share the meaning of the Bill of Rights. (Have a couple of
students share the meaning with the entire class). Now, let’s discuss the amendments. In your table groups,
quickly discuss the ten amendments using the examples given in our lesson. (While students discuss the ten
amendments monitor the conversations and remind students to use their conversation starters).
 Continue this dialogue until students have rehearsed their learning several times.
 End with each student stating the learning to the person next to him/her.
Ask students to prepare themselves for a mix-pair-lift. “Boys and Girls quietly get your pencil, put your
organizer (journal) on your clipboard, and stand behind their chair. Who can tell me what happens when I
turn on the transition song?” (Have students input expectations). For the mix-pair-lift, share why the
amendments are so important for citizens. Turn on the music. When the song stops students will stand back-
to-back with the nearest peer, then say “Lift” and students should begin to share their thoughts on why the
Bill of Rights are crucial to citizens; and write their partner’s thoughts in the mix-pair-lift section in their
organizer. Students will stand back-to-back when they are finished sharing and wait until further instruction.
Ask a few students to share their peer’s thoughts on the matter, have students go back to their desks.
8. INDEPENDENT PRACTICE (5 points)
Provide a rationale/justification for your choices.

29
This assignment will reinforce the current concept of the Bill of Rights and the students’
understanding of how each amendment influences the laws we have in place. Students will use
multiple sources, such as the booklet, the video, and their Chromebooks to search for reliable
information to reinforce their understanding.
Students will be divided into groups of three and a poster board in order to complete their
amendment jigsaw puzzle. Each group will explore a different amendment by giving three ways they
help citizens and three examples of how that amendment has made a positive difference in citizens
lives. Students will write their findings on the poster board provided using their academic
vocabulary. Once their posters are complete, they will present their findings to the entire class.
9. ADAPTATIONS/ DIFFERENTIATION OF INSTRUCTION (10 points)
Provide feedback for each of the 3 focus students on the work sample. Feedback must be written using
the assessment strategy and in 24 hours of instruction for 3 students. (See edTPA for directions on
feedback)
ELL Learner – Describe specific feedback type to help learn the essential literacy strategy
W/Few Words Since we are close reading the content as a whole group, I will be reading most of the
text, so this student can follow along. By making annotated notes, this student will
have the opportunity to circle words they cannot read or do not understand. I will use
close proximity and I will ask questions to check for understanding along the lesson.
Student with low Since we are reading the content as a whole group, I will be reading most of the text,
reading ability so this student can follow along. By making annotated notes, this student will have
the opportunity to circle words they cannot read or do not understand. I will use
close proximity and I will ask questions to check for understanding along the lesson.
Student with Students with advanced literacy skills will be required to follow along with the
advanced literacy reading and activities, however, they can also provide event and reactions when they
skills/other are presented in the text.
10. (10 points)

THEORETICAL OVERVIEW: Provide an overview of the theoretical basis
This concept attainment lesson focuses on the Bill of Rights for the purpose of attaining the conceptual
knowledge of the first ten amendments that our founding fathers developed in a crucial time period. The lesson
is taught by using information processing theory to attain specific concepts that expand their understanding of
the U.S. Constitution and how the amendments protect the rights of citizens of the United States. Students will
use their previously learned concepts of the reasons behind the development of the U.S. Constitution by
analyzing the Bill of Rights.
30
Cognitive Level Rationale for using this Lesson Model in relationship to the cognitive level.
Highlight/color the cognitive levels that fit with the Lesson and provide a
Evaluation
Synthesis
Analysis
Application
I used a concept attainment lesson for this standard because the students are
understanding new concepts of the U.S. Constitution and specifically the Bill of
Comprehension
Rights. Students will use the examples, non-examples, and mixed examples to
summarize their understanding of the of their new knowledge.
Students are expanding their knowledge of the U.S. Constitution and the Bill of Rights
Knowledge by using the academic vocabulary to assists them to explore the concepts and defining
the examples, non-examples, and mixed examples provided for understanding.
11. ATTACHED STUDENT WORK (10 points)

Attach the work you have assigned for independent practice. You must do the assignment just as if you were
a student in your class. Use the appropriate paper, print, and line size suitable for the developmental level of
the class.


Knowledge Will model for students Reading, sharing, Detail analyzing
As a whole group, how to use sentence and discussion prompts, such as event
we will complete prompts and how to o Pairs and reactions
KWL Chart, Bill of search for answers in the Reading, sharing, o EL
Rights and text and discussion Following along and
amendments posters o Guided Practice o Works participating (using
o Strategies Used Support is provided Independently close proximity)
31
Vocabulary list throughout the entire Summary and
o Resources Selected lesson homework writing
Bill of Rights o Independent Practice prompt
YouTube video Summarizing their
o E-resources understanding of the Bill
Students will watch of Rights and homework
video to link and prompt
frontload new topic o Comprehensible Input
Whole group, pair share,
and independent
comprehension
Processes o Active Learning o Rubric o Linked to Standard
o Reading Constant active learning Provided above Linked to ELA, SS,
The Constitution about the Bill of Rights o Written CCSS
booklet throughout the lesson Bill of Rights,
o Writing amendments
KWL Chart, Social o Oral Summative
Studies Journal, and Assessing
typing final throughout the lesson
summary by sharing
o Speaking,
Listening, and
Vocabulary
Collaborating with
peers and teacher
using syntax
sentence structure
Notes for next lesson:
o Strengths/Weaknesses of Lesson based on your data from students and the assignment results etc.
o Students needing more help
o Content adaptations
o Reading skills
o Vocabulary clarification

32
GENERALIZATION LESSON PLAN AND RUBRIC
Revised by Dr. R. Timmons
California Baptist University School of Education
Bill of Students’ Rights: Rights vs. Responsibilities?
Lesson Plan # 3
Gabriela Garcia
 Digital Projector
 Social Studies Journal
 The Rights, Rules, and Responsibilities booklet
 Pencils, crayons, colored pencils
 Vocabulary pictures and word cards (Spanish and English)
 Vocabulary chart
VOCABULARY
rights, rules, responsibilities, law, community, citizen, consequences
OBJECTIVE (10 points)
After the lesson on using data to support generalizations, students in grade 3rd will apply this knowledge
and develop generalizations concerning the topic of Rights, Rules, and Responsibilities with accuracy.
 The objective will state the learning that the students will attain by the end of the lesson.
 State the objective in behavioral terms, as follows:
1. A=Audience, 3rd Grade
2. B=Behavior, Students will be able to generalize about Rights, Rules, and Responsibilities.
3. C=Conditions, Students will be able to list ten facts about Rights, Rules, and Responsibilities.
4. D=Degree of accuracy needed to achieve the objective. Students need to be able to generalize both
orally and written with 100%.
Note: In this lesson plan, the objective will include the following words: finding generalizations that are
supported by data.
Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)

For this lesson the focus will be on comprehension, where students will be comparing and contrasting
between rights, rules, and responsibilities; and finding generalizations that are supported by the
information they obtained from the U.S. Constitution and Bill of Rights information.
 Social Studies Standard

government.
8. Determine the reasons for rules, laws, and the U.S. Constitution; the role of citizenship in the promotion
of rules and laws; and the consequences for the people who violate rules and laws.
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as
33
the basis for the answers.
idea.
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led)
with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
 CCSS ELD Standard
Collaborative - Exchanging information and ideas with others through oral collaborative conversations on a
range of social and academic topics.
Interpretive - Listening actively to spoken English in a range of social and academic contexts.
Productive –
appropriate technology.
12. Selecting and applying varied and precise vocabulary and language structures to effectively convey
ideas.
 College and Career Readiness Anchor Standard CCSS
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others’ ideas and expressing their own clearly and persuasively.
7. Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
10. Read and comprehend complex literary and informational texts independently and proficiently.
Text Types and Purposes
2. Write information/explanatory text to examine and convey complex ideas and information clearly and
accurately through the effective selection, organization, and analysis of content.
Language Function Statement: edTPA
Additional Language Demands in each area:
2. ASSESSMENT (10 points)

 This assessment will be a formal assessment that will assess the students’ knowledge of making
generalizations.
Proficient (5 points) Basic (3 points) Below Basic (1 point)
 Student wrote five or  Student wrote three or  Student wrote two or less
more generalizations four generalizations generalizations according to the
according to the data in according to the data in data in the chart on rules and
the chart on rules and the chart on rules and responsibilities
responsibilities responsibilities  Student used correct grammar,
 Student used correct  Student used correct spelling, and sentence structure
grammar, spelling, and grammar, spelling, and with many errors
sentence structure with sentence structure with
mild errors some errors
4. PURPOSE (5 points)
 It is important for students to understand the difference between rights and responsibilities. This lesson
34
will help students connect information that they have learned in previous lessons concerning U.S.
Constitution and Bill of Rights. Using prior knowledge, students will explore the difference of having
rights that protect an individual and an individual having the responsibility to do something because they
should do it.
“Boys and girls, today we are going to continue our discussion on the U.S. Constitution and the Bill of
Rights. We are going compare and contrast the difference between rights and responsibilities. Like we have
discussed in the last couple of days, as citizens we need to know what rights protect us and what
responsibilities we have as members of society.”
5. ANTICIPATORY SET/Motivation for Learning (5 points)

The booklets that were used in our first couple lesson plans, introduced the topics of the U.S. Constitution
and Bill of Rights, will be utilized for this anticipatory set. Students will use their journals, booklets, and
close reading notes as resources to help them analyze and generalize information for this lesson. Other
resources used for this lesson are a copy of the U.S. Constitution, the preamble, and the Bill of Rights
documents. On the white board write the phrase “Land of the Free and Home of the Brave,” for whole
group discussion.
“Boys and girls, we have been talking about the U.S. Constitution and the Bill of Rights these past couple of
days. We have learned a wealth of information about how the crucial document that our founding fathers
worked so hard to develop has led our country to “land of free and home of the brave.” What do you think
“land of the free and home of the brave” signifies?”
Student A – “American citizens live in a country that is free”
Yes, you are right our country, The United States of America is a free country. Now, what is meant by
“home of the brave?”
Student B – “The people in our country our brave, especially our soldiers.”
Yes, those are great definitions and I agree our soldiers are very brave.
Now, do you believe that our country has always been a country that is free? (Some students might say Yes
and others No) Our founding fathers, along with all the innocent and brave people during and after that
time period fought a long tedious fight and jumped all the obstacles presented to give the American citizens
their rights. The rights we possess for simply living in this country were rights that many past souls have
fought for and many still to this day. Along with the rights people have, they all withhold many
responsibilities.
6. LESSON BODY (25 points)

the rights of citizens and develop
Justify for your choice of strategies.
For this lesson, we will look at a variety of information about Bill of Rights and make
generalizations about rights and responsibilities. We will be writing down information about
rights and responsibilities together in class. I will be writing them in my social studies journal
and it will be displayed on the board for the students to see. As students will make the
generalizations between rights and responsibilities, the teacher will write them in the journal
projected in the digital projector. It is crucial for students to make generalizations using their
sources, such as the U.S. Constitution, Bill of Rights, preamble, and close reading notes; and
through peer collaboration.
Note: The inducing-a-generalization technique helps pupils arrive at an explanatory generalization by

applying their own logical thinking skills. The teacher begins by selecting a well-validated generalization
and finding specific examples that support its truth. The learners are presented only with this evidence.
They are challenged to develop an explanatory generalization that is consistent with the evidence. These
steps are typically followed:
35
Step 1. Pupils look at evidence the teacher has made available.
Display the graphic organizer on the lady bug digital projector. Draw students’ attention to the graphic
organizer in the screen. “Class, we have all studied about laws and rights that protect citizens We are
going to look at a few mixed prompts, but only one at a time.
Let’s look at the first prompt:”
 To a safe environment
 To follow safety rules
 To voice your opinion
 To respect the opinions of others
 To care for materials
 To use school materials
 To fair treatment
 To treat others fairly
 To do your best
 To a good education
Do not tell the students what ways the information might be organized. This is their chance to reflect and
to think! Just ask students to look at the evidence and think of information related to the generalization.
Class, what do you see about the things or the data we have in front of us?
How do you think we might organize this information?
Now, let’s look at this graphic organizer. What can we say about this information?
Step 2. Pupils compare or contrast data, discuss and note relationships and general trends.
Okay, so we know from the information we have on our graphic organizer that we used from our sources
 Let’s see, what do we notice about the information we have?
“They are things we do”
“They are things that you would so at school”
 What can we say, in general about this information? How are they the same? How are they
different?
“They are opposites”
Things we should or should not do”
Step 3. Finally, ask students to develop generalizations based on the information discussed. Encourage
them to analyze the data, then use their analysis to form an educated guess or hypothesis. Model
as needed.
 Class, how do you think we could explain the relationships between the columns? What general
trends do you see? Can anyone think of a way to say it?
 Is there anything we could say about how we use these directives? How does this apply to our
everyday lives? Are these choices that people choose to do?
Write the student’s generalizations on the board or on an overhead transparency as they think of them.
Accept all that are suggested.
Add the list here.
36
Bullet responses:
 People have the RIGHT to a safe environment.
 People have the RESPONSIBILITY to follow safety rules.
 People have the RIGHT to voice your opinion.
 People have the RESPONSIBILITY to respect the opinions of others.
 People have the RESPONSIBILITY to care for materials.
 People have the RIGHT to use school materials.
 People have the RIGHT to fair treatment.
 People have the RESPONSIBILITY to treat others fairly.
 People have the RESPONSIBILITY to do your best.
 People have the RIGHT to a good education.
Okay, let’s look at these generalizations. Is each generalization supported by the data? How are these
generalizations categorized? What are responsibilities? A duty or something someone should do, in
other words, doing something because it is the ethic or moral thing to do. What are rights? A freedom
that is protected, in other words, a privilege. Please write these important definitions in your journals,
you will have to use them as sources for their homework and the following lessons.
7. CLOSURE (5 points)
Ask the students to state here, in their own words, what they learned about the use of data to form
generalizations. It is here that you pull them back together as a class for a moment.
Ask: What did you learn from the generalization data today?
 We learned that rights and responsibilities have similar concepts but different meanings.
 We learned that rights are freedoms that are protected.
 We learned that responsibilities are a duty or something someone should do.
Yes, boys and girls, you all learned generalization between rights and responsibilities and how citizens’
rights went through a crucial process of development.
8. INDEPENDENT PRACTICE (5 points)

Provide a rationale.
Students will complete a graphic organizer for rights and responsibilities that are established at
home. Through this homework assignment students will be required to find the relationship
between both.
For homework, students will be required to complete a minimum of six generalizations between rights and
responsibilities in the home setting and will also answer the following questions:
 Why are rules and responsibilities so important?
 Rules are important so there is peace
 Rules are important, so people and things stay safe.
 Responsibilities are important because there are things that should be done independently.
After several sessions of this type of lesson, students should be able to analyze another set of data and
formulate generalizations on their own.
Some other possibilities could include a journal entry regarding the process as well as the focus
generalization developed, a reflection on the generalization itself, further research to support the
generalization, forming additional questions of interest for further research.
37
9. DIFFERENTIATION /ADAPTATION OF INSTRUCTION (10 points)
How will you meet the learning needs of all students in the class? Provide specific strategies that
might be used for each type of learner.
Provide feedback for each of the 3 focus students on the work sample. Feedback must be written and
provided in person within 24 hours of the lesson. (See edTPA for directions on feedback)
ELL Learner – Describe specific feedback type to help learn the essential literacy strategy
W/Few Words  Since we are reading the content as a whole group, I will be reading most of the
text, so this student can follow along. By making annotated notes, this student
will have the opportunity to circle words they cannot read or do not understand. I
will use close proximity and I will ask questions to check for understanding along
the lesson.
Student with low  Since we are reading the content as a whole group, I will be reading most of the
reading ability text, so this student can follow along. By making annotated notes, this student
will have the opportunity to circle words they cannot read or do not understand. I
will use close proximity and I will ask questions to check for understanding along
the lesson.
Student with  Students with advanced literacy skills will be required to follow along with the
advanced literacy reading and activities, however, they can also provide event and reactions when
skills/other they are presented in the text.
Strategies to extend the lesson- Fill in chart below:
Wright Text Description of strategy How strategy is helpful Rationale for selecting
& links to
student/standards
1. Prior Knowledge: In this strategy students will This strategy is helpful Students need to
Activating the activate their prior because it will help the continuously activate
Known knowledge through a series students relate past their prior knowledge to
of guided questions using information to create help reinforce and make
books and journal compare and contrast connections with the new
assignments from the past graphic organizer. content they are learning.
couple lessons.
2. Text Lookback Students will learn strategies This strategy will be Students need to have
on how to look back in helpful when students are strategies to help them
expository text to recall looking back into the recall information they
information. books we have read on have read in books.
maps.
50 Literacy
Strategies
1. Interactive Read- Read booklets and stop This strategy is helpful Students will listen to and
Aloud periodically to focus on what because while reading a comprehend grade-
has been read such as new book to the students appropriate literature and
vocabulary, making and about rights and informational text.
checking predictions, responsibilities the
checking for comprehension. teacher can stop and
check for understanding.
38
2. Graphic Organizer Students use graphic This strategy will help Students will need to
organizer to compare and students organize the compare and contrast
contrast topics and to information given for the rights and
demonstrate relationship data chart. responsibilities. This
between both using a graphic graphic organizer will
organizer. assist students to make
generalizations.
50 Social Studies
Strategies
1.Interactive Writing Students will write This strategy is helpful to Students write
information or facts on chart demonstrate students informative texts and
paper using proper how writing works and opinion pieces with
conventions. how to construct words. guidance from teachers.
2. Grand Students participate in grand Participating in grand Students engage in
Conversations conversations in small conversations helps discussions, building on
groups and together as a students deepen their classmates’ ideas and
class. comprehension of a story expressing their own
and motivates to read. clearly.
Technology 50 Social Studies Strategies – Students can use the Students will need to
Resources Using their Chromebook internet to help them find demonstrate their
students will find information on rights and understanding of
information about the U.S. responsibilities. navigating through the
Constitution and Bill of internet and finding
Rights. information needed.
10. THEORETICAL OVERVIEW (10 Pts.): Provide an overview of the theoretical basis.
This generalization lesson plan models the constructivist and information processing theories that strives for
students to use their gained knowledge of data charting to make generalizations. Students will analyze
information given to organize data and make generalizations.
39
Cognitive Level Rationale for using this Lesson Model in relationship to the cognitive level.
Highlight/color the cognitive levels that fit with the Lesson and provide a
Students will evaluate the information about rights and responsibilities from previous
Evaluation
lessons to organize in a graphic organizer chart.
Students will compare the information they have learned about the U.S. Constitution
Synthesis
and Bill of Rights to generalize between rights and responsibilities.
Students will make conclusions regarding the data collected by categorizing it, then
Analysis
analyzing to make concise generalizations.
Students will apply their previous knowledge on laws and rights and new knowledge
Application
of rights and responsibilities to interpret data and make generalizations.
Students will gain understanding of the similarities and differences between rights and
Comprehension
responsibilities and how citizens’ rights were developed.
Students will attain new knowledge that classifies their understanding of what they
Knowledge
should do or what they are privileged with as being part of this country.
11. ATTACHED STUDENT WORK (10 points)

Attach the work you have assigned for independent practice. You must do the assignment just as if you were
a student in your class. Use the appropriate paper, print, and line size suitable for the developmental level of the
class.

Link all Adaptations to Lesson Objective/Standard
Select and explain only what you used in each box and why. Delete the unused ideas.
Knowledge o I modeled the lesson by o Whole group o Students are engaged
o The students were writing down on a data instruction while in meaningful
able to look at all of chart using a social developing our lists conversations
the information that studies journal and of what we know throughout the lesson
was provided in having it projected on about responsibilities and have opportunities
previous lessons the ladybug. and rights and while to make a connection
using U.S. o Guided Practice discussing and generalization
40
Constitution and o Students filled out the generalizations. about maps.
Bill of Rights. data chart in their social o Pair-Share Extension activity is
o Links to past studies journal as a o Students worked in available if the
learning whole group. pairs during think- students finish in class
o Students were asked Independent Practice pair-share throughout early.
to recall what they o Students were given the lesson to discuss o EL
know about citizens’ homework as their thoughts on the o Students will explore
rights. independent practice. generalizations. the content provided
o Strategies Used Students will complete o Works with guidance using
o Modeling, think- their independent Independently books from past
pair-share, group practice by making o Students worked lessons.
share generalizations and independently to o A small group of ELL
analyzing that write and illustrate students are pulled
information. their three during independent
o Comprehensible Input generalizations in assignment for guided
o We walked through each their journal. practice time in order
step of the lesson o Mixed groups to check their
explaining and checking o This was used during understanding and re-
for understanding think-pair-share teach anything that is
throughout. when they shared needed.
with their shoulder o
partner.
Processes o Hands on o Rubric o Linked to Standard
o Reading o Students have an o A rubric is used to 3.4 Students
o Students will need opportunity to analyze assess the students understand the role of
to read what is the U.S. Constitution and on making rules and laws in our
written on the board, Bill of Rights and apply generalizations. daily lives and the
books from past it to make o Formative basic structure of the
lessons, and what categorizations and o Think-pair-share, U.S. government.
they have written in generalizations. participating, and o Determine the reasons
their journals. o Meaningful assignment for rules, laws, and the
o Writing o Students are asked to completion is used to U.S. Constitution; the
o Students are asked have a higher level of check for role of citizenship in
to write complete thinking in this lesson understanding. the promotion of rules
sentences of the and make generalizations and laws; and the
generalizations they about rights and consequences for the
came up with on responsibilities. people who violate
rights and o Linked to objectives rules and laws.
responsibilities. o This lesson is linked to o Discuss the
o Speaking the objective and the importance of public
o Students will be standard. virtue and the role of
sharing and o Engaging citizens, including
discussing with their o Students are interacting how to participate in a
shoulder partners with each other classroom, in the
throughout the throughout the lesson. community, and in
lesson. civic life.
o Listening o Integrated with
o Students will need Language Arts
to listen to o Students will be
41
instructions writing sentences
throughout class and using correct
will need to listen to grammar, spelling,
their partners during and sentence structure
think-pair-share. and will be
o Viewing using/developing oral
o The chart and language skills during
journal will be class and partner
displayed on the discussions.
board for the
students to see.
Notes for next lesson based on lesson results:
 Strengths/Weaknesses of student learning
 Students needing more help
 Content Adaptations
 Reading Skills
 Vocabulary Clarification
Inquiry Lesson
42
Mini Lesson Format
How citizens benefit from having Bill of Rights?
Lesson # 4
Name: Gabriela Garcia Grade Level: 3rd Grade
Social Studies Content Learning Objective(s): Grade Level Content Standard:

After completing the mini lesson plan on 3.4 Students understand the role of rules and laws in
understanding, how citizens benefit from having Bill of our daily lives and the basic structure of the U.S.
Rights, students in grade 3 will comprehend how government.
having rights influence their daily lives orally and by 3.4.1 Determine the reasons for rules, laws, and the
producing a poster that organizes their new knowledge U.S. Constitution; the role of citizenship in the
and ideas pertaining to the topic. promotion of rules and laws; and the consequences for
the people who violate rules and laws.
ELA Language Objective: 3.4.2 Discuss the importance of public virtue and the
Students in grade 3 will use their research skills to role of citizens, including how to participate in a
identify information about the U.S. Constitution, classroom, in the community, and in civic life.
specifically the Bill of Rights, and how each
amendment in the Bill of Rights protects citizens in ELA Language Standards for Grade Level:
different ways by defining their findings and ideas RI.3.1 Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text
ELD Language Objective: as the basis for the answers.
During this lesson, students will collaborate with peers RI.3.2 Determine the main idea of a text; recount the
to research and comprehend their findings of how the key details and explain how they support the main
amendments of the Bill of Rights protect United States idea.
citizens using various resources, including technology. W.3.1 Write opinion pieces on topics or texts,
supporting a point of view with reasons.
Cog. Taxonomy/DOK Levels: W.3.2 Write informative/explanatory texts to examine
> Remembering: Students recall information they a topic and convey ideas and information clearly.
know about the U.S Constitution, Bill of Rights, and B. Develop the topic with facts, definitions, and
the first ten amendments to help students learn about details.
citizens’ rights and responsibilities W.3.6 With guidance and support from adults, use
> Understanding: Students discuss the information they technology to produce and publish writing (using
know about the Bill of Rights, and research and keyboard skills) as well as to interact and collaborate
identify new information on how they benefit U.S. with others.
citizens. W.3.8 Recall information from experiences or gather
> Apply: Students apply the information they have information from print and digital sources; take brief
research by reporting, explaining, illustrating the new notes on sources and sort evidence into provided
information categories.
> Evaluate: Students evaluate the information that they SL.3.1 Engage effectively in a range of collaborative
have gathered regarding this specific area discussions (one-on-one, in groups, and teacher- led)
> Create: Student will organize the information they with diverse partners on grade 3 topics and texts,
have gathered and plan on how to present it. building on others’ ideas and expressing their own
clearly.
DOK Levels: SL.3.4 Report on a topic of text, tell a story, or recount
> Level 1 - Recall: Identify/Illustrate and experience with appropriate facts and relevant,
> Level 2 - Skill/Concept: Define/Explain descriptive details, speaking clearly at an
> Level 3 - Strategic Thinking: Describe/Cite understandable pace.
Evidence/Explain How L.3.1 Demonstrate command of the conventions of
standard English capitalization, punctuation, and
43
ELD Language Standards for Grade Level

Collaborative
> Exchanging information and ideas with others
through oral collaborative conversations on a
range of social and academic topics.
Interpretive
> Listening actively to spoken English in a range of
social and academic contexts.
> Reading closely literary and informational texts
and viewing multimedia to determine how
meaning is conveyed explicitly and implicitly
through language
Productive
> Expressing information and ideas in formal oral
presentations on academic topics.
> Writing literary and informational texts to present,
describe, and explain ideas and information, using
Learning Focus
Central Focus Statement: What is the big idea or focus question of the lesson?
Students will research, define, and present the different ways citizens benefit from having the Bill of Rights and
how those rights influence their daily lives.
Supporting Literacy Development through Language – Plan ahead!

Essential Literacy Strategy:
The content and language focus on identifying the meaning behind each amendment and comprehending how it
helps citizens in their everyday lives.
Language Function Statement:

Students will be able to identify and define the amendments of the Bill of Rights by through researching the
sources provided, then they will demonstrate their understanding while oral presenting the information gathered.
Language Supports:
Students have been exposed to KWL chart and sentence frames language supports using sentence frames.
Additional Language Demands in vocabulary, syntax and discourse:

Students will list amendments and research information while in whole group discussion, pair-share, and group
share while engaging in writing and speaking learning tasks to demonstrate their understanding.
Constitution, Bill of Rights, amendments, guarantee, rights, freedom, 1-10 amendments
Syntax:
Students will demonstrate command of conventions of standard English capitalization, punctuation, grammar,
and usage when writing or speaking throughout the lesson and while presenting their understanding.
44
Discourse:
Students will make oral connections with previous lessons through participating in a KWL Chart, then later
demonstrate their understanding by writing their new knowledge on a group poster; and presenting
Materials Planned Supports: Sentence Research Based Learning

10 Poster boards Frames Strategies:
Markers/Color Pencils Expressing Opinion > K-W-L Chart – Activating
Social Studies Journal I think/believe that ____ means prior knowledge/Scaffolding
Internet/Device Access/Chromebook ______... strategy for Els (50 Literacy
Videos In my opinion… Strategies, Tompkins, p. 56-
> Civics Foundations - Bill of 9 & SDAIE)
Rights Asking for Clarification > Think-Pair-Share (SDAIE
Books Will you explain that again? – Tap prior knowledge)
> A More Perfect Union: The Story What do you mean? > Videos, Visuals, and Realia
of Our Constitution by Besty (SDAIE)
Maestro and Guilio Acknowledging Ideas > Group Assignments &
> The U.S. Constitution by Norman I respectfully agree or disagree with Oral Presentation (SDAIE)
Pearl … > Graphic Organizer
Websites I would like to add that… (SDAIE)
> The Bill of Rights Government
Link Reporting a Group’s Ideas
> We the Civics Kids – The Bill of We decided/agreed that…
Rights We concluded that…
Pre-Assessment: Motivation Strategy: Personal/Cultural/Community

Prior Knowledge will be determined Using the What if strategy from Assets:
through the completion of a K-W-L SDAIE, give students hypothetical Regardless of a students’
Chart in a whole group discussion. scenarios of What if citizens did not economic or cultural
All students will be expected to have the rights from the first ten background, it is crucial for all
participate in giving facts and making amendments? students to learn about their
connections between real-world Students will be divided into ten rights as U.S. Citizen.
situations, previous lessons, and groups and each group will be asked Therefore, students should make
current topic. Students will need to to role play the scenarios, and the rest connections between what they
fill out their own KWL chart in the of the class has to guess what see on television, out in public,
next available page in their Social amendment it is contradicting. and their parents or guardians
Studies Journal. The discussion will (The full description is in the lesson) and community should promote
focus on the importance of the U.S. a healthy understanding of what
Constitution, specifically the Bill of the amendments are and how
Rights. Then, the W (What I want to they must stand for their rights.
learn) and the L (What we learned) at
the end of the lesson as a form of
assessment.
List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.
Learning Learning Strategies and Activities

Stages
Teacher Students
45
Lesson Praise – remember to give students praise
Introduction: for their hard work and effort
1. Focus - Discuss the learning objectives, 1. Students will listen attentively to learning
Before quick overview of the lesson, and ask objectives and lesson overview and will list
Teaching students to list academic and behavior academic and behavior expectations.
-Setting the expectations.
stage.
2. KWL Chart – Activate students’ prior 2. Students will be activating their prior
knowledge by using a 3 ½ x 4-foot butcher knowledge by participating in filling out the
paper KWL Chart will be magnetically K (What I KNOW) and the L (What I want
placed on the whiteboard. Then, ask “What to LEARN) as a whole class. Students will
have we learned about the U.S. be expected to recall what they have learned
Constitution? What have we learned about in the previous lessons. They can use their
the Bill of Rights? What have we learned notes in their social studies journals.
about the first ten amendments? What are Students will be required to give opinion
they? What is the purpose of the first ten and/or answer in full complete sentences.
amendments?” Sentence Frame:
Provide students with the following > I remember _______ about the U.S.
sentence frames by writing the on the Constitution/Bill of
whiteboard: Rights/Amendments.
> I remember _______ about the U.S. > I believe the purpose of the ten
Constitution/Bill of amendments is ________.
Rights/Amendments.
> I believe the purpose of the ten
amendments is ________.
Once the K (What I KNOW) and the L
(What I want to LEARN), move onto the
motivation strategy. 3. Students will engage in a think-pair-share,
3. Motivation Strategy – Present Inquiry then quickly answer the prompt in their
Question journals. When complete, they will be
Write the prompt on the whiteboard: How expected to explore the Bill of Rights
citizens benefit from having Bill of Interactive websites.
Rights? – What do the Bill of Rights
mean to you?
(Think-Pair-Share)
Then, have students utilize their
Devices/Chromebooks to explore the
following Bill of Rights Interactive websites
> The Bill of Rights Government Link
> We the Civics Kids – The Bill of Rights
(Think-Pair-Share)
Lesson Body: 4. Guided Instruction 4. Students will watch the video and focus in
Direct students to watch the video and their close reading by marking unknown
During/active focus in their close reading by taking words, writing questions, listing key words
engagement quick, but notes can be questions, key or phrases, and/or making illustrations as a
in learning words, or illustrations. form of taking notes.
> Watch: Civics Foundations - Bill of
Rights
(Think-Pair-Share)
> Read: A More Perfect Union: The Story of
Our Constitution by Besty Maestro and
46
Guilio
OR
> The U.S. Constitution by Norman Pearl
5. Students will collaborate with peers in a
Group Collaboration/Presentation –
5. group to analyze the scenario given, decide
Amendment Analysis what amendment it contradicts, define the
Divide students into ten groups. amendment, and give examples of how the
Using the What if strategy from SDAIE, Bill of Rights benefits citizens. Students
give group of students a hypothetical will utilize a poster to write or illustrate
scenario of What if citizens did not have the their findings to the entire class.
rights from the first ten amendments?
Cards. Then, explain that each group will
analyze a scenario and guess which
amendment it is contradicting. They must
define the amendment and give examples of
how citizens benefit from having that
specific amendment. Everything will be
written on a poster, which they will use to
present to the entire class.
*Monitor students by approaching each
group to check for their understanding and
guide their ideas if necessary.
Closure/After 6. Ask students to share 6. Students will participate in a closing
Teaching 7. Exit “KWL” Ticket discussion.
Have students take out their KWL Chart 7. Students will take out their journals and
and explain to students that it is time to turn to the KWL Chart for the days lesson.
reflect and write their new learned Then, they will complete the chart by
knowledge in the L (What I Learned). filling out the L (What I Learned).
Monitoring Student Learning - Review and Monitoring Student Learning - Student Voice:
Assessment:
> Students will be informally assessed checklist when Students will have multiple opportunities to reflect
engaging in collaborative activities (Think-Pair-Share on their understanding of their prior and new learned
and group discussion by teacher), quickly tracking knowledge through whole group discussion, Think-
participation, the use of sentence frames provided, and Pair-Share, KWL Chart participation, and
relevance input to discussion collaborating with peers by working together to
> Students will be formally assessed by utilizing a rubric analyze a scenario, research and define the
while students present their group research poster on amendment, and giving examples of how the Bill of
one amendment. The target is for students to make Rights, First Ten Amendment benefit and influence
connections between past experiences and previous citizens lives.
lessons that target the Bill of Rights, first ten
amendments, with the scenarios that could occur if
citizens did not have those rights.
Feedback:
> Students will be provided feedback through verbal
discussion by giving praise or guided understanding if
necessary. They will also be given written feedback
through the checklist and rubric access.
47
edTPA Lesson Plan Reflection and Commentary Section
Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next steps
for instruction to impact student learning:
For the whole class, questions prompts will be digitally projected on the board. I will be monitoring every
group for inquiry on their understanding and I will use proximity with those that require more assistance.
For the three focus students and other individuals/groups with specific needs.
1. Each group will be strategically arranged to adequately meet the necessities of all students. With a well-
balanced group, ELL students will be equally exposed to a rich discourse to activate background knowledge
and link it to new knowledge using provided sentence frames, in a
2. Students that require social skills will be practicing such skills to interact with peers. Demonstrating active
prior knowledge and making connections with the help of other peers’ thoughts and understandings will help
all students.
3. My students on an IEP or 504 will be placed with a group that has students that the student positively
responds to. Peers must demonstrate kindness, perseverance, and patience where they can role model or
assist student that have trouble higher order thinking skills.
What theory or theorists would most strongly support use of this strategy?
Constructivism Learning Theory strongly supports this strategy. Students are learning through being exposed to
activities that activate their prior knowledge. Students are constructing their own idea of each amendment
through collaborating with peers to relating the scenario and researching the benefits of that particular
amendment, then working to presenting their new learned knowledge.
Attach photos or copy of student work and teaching tools.

*SEE STRIES BELOW
Strategies Description of strategy How strategy is helpful Rationale for selecting

& links to
student/standards
1. KWL Chart In this strategy students This strategy is helpful Students need to
will activate their prior because it will help the continuously activate
knowledge through a series students relate past their prior knowledge to
of guided questions using information to create help reinforce and make
books and journal compare and contrast connections with the new
couple lessons.
2. Text Lookback Students will learn This strategy will be Students need to have
& Other Sources strategies on how to look helpful when students are strategies to help them
back in expository text to looking back into the recall information they
recall information. books we have read on have read in books.
maps.
50 Literacy Strategies
Aloud periodically to focus on because while reading a comprehend grade-
what has been read such as book to the students about appropriate literature and
48
new vocabulary, making rights and responsibilities informational text.
and checking predictions, the teacher can stop and
checking for check for understanding.
comprehension.
2. Graphic In this strategy, students This strategy will be Students need to have
Organizer will organize their learned helpful when students are strategies to help them
knowledge by using an looking back into the organize information they
organizer. books we have read on the have attain from different
Bill of Rights. sources.
50 Social Studies Strategies
1.Interactive Students will write This strategy is helpful to Students write
Writing information or facts on demonstrate students how informative texts and
poster using proper writing works and how to opinion pieces with
conventions. construct words. guidance from teachers.
2. Grand Students participate in Participating in grand Students engage in
Conversations OR grand conversations in conversations helps discussions, building on
Think-Pair-Share small groups and together students deepen their classmates’ ideas and
as a class. comprehension of a story expressing their own
Technology 50 Social Studies Strategies Students can use the Students will need to
Resources – Using their Chromebook internet to help them find demonstrate their
students will find information on how the understanding of
information about the U.S. Bill of Rights influence navigating through the
Constitution and Bill of citizens lives. internet and finding
Rights. information needed.
Evidence and Formative Assessment of Student Learning: How will you know whether students are making
progress toward your learning goal(s) and/or how will you assess the extent to which they have met your
goal(s)? Use the chart below to describe and justify at least 2 formal or informal assessment strategies that occur
in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:
3.4 Students understand the role of rules and laws in our daily lives
Students will be informally assessed and the basic structure of the U.S. government.
through an observation checklist that will SL.3.4 Report on a topic of text, tell a story, or recount and
target engaging in collaboration (Think- experience with appropriate facts and relevant, descriptive details,
Pair-Share and group discussion), the use speaking clearly at an understandable pace.
of sentence frames provided, and Collaborative - Exchanging information and ideas with others
relevance input to discussion (Bill of through oral collaborative conversations on a range of social and
Rights and amendments). academic topics.
Interpretive - Listening actively to spoken English in a range of
social and academic contexts.
Productive - Writing literary and informational texts to present,
describe, and explain ideas and information, using appropriate
technology
Evidence of Student Understanding:
Students will demonstrate their understanding by engaging and
genuinely participating in research, discussion, and assignment
completion.
49
Student Feedback:
Students will be provided feedback through verbal discussion by
giving praise or guided understanding if necessary. Students will
also be given written and visual feedback through the checklist
assessment.
Students will be formally assessed 3.4 Students understand the role of rules and laws in our daily lives
utilizing a rubric while students present and the basic structure of the U.S. government.
their group research on one amendment. SL.3.4 Report on a topic of text, tell a story, or recount and
The target is for students to make experience with appropriate facts and relevant, descriptive details,
connections between past experiences and speaking clearly at an understandable pace.
previous lessons that target the Bill of Collaborative - Exchanging information and ideas with others
Rights, first ten amendments, with the through oral collaborative conversations on a range of social and
scenarios that could occur if citizens did academic topics.
not have those rights. The presentation Interpretive - Listening actively to spoken English in a range of
will also be assess based on targeting social and academic contexts.
important facts about the amendment, Productive - Expressing information and ideas in formal oral
such as matching the scenarios with the presentations on academic topics.
corresponding amendment, defining the Evidence of Student Understanding:
amendment and giving examples of Student will demonstrate understanding through the completion of
benefits and influential factors of a the group presentation by adding written and orally stating the
citizen’s life. target responses of the Bill of Rights, and equally collaborating
with peers.
Student Feedback:
Students will be provided feedback through verbal discussion by
giving praise or guided understanding if necessary. Students will
also be given written feedback through the rubric assessment.
Note: Add more assessment strategy boxes here if needed. Also, add rubric or assessment tool.
Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets:
Given that the Bill of Rights: First Ten Amendments are crucial to all citizens, students can make connections
between learned knowledge from previous assignments when completing the KWL Chart, including all the
other assignments are linked.
Grouping Strategies:
Students will be strategically divided into groups that are ability, interest, and socially purposeful.
Planned Supports:
Describe the instructional supports during your lesson that address diverse learning needs in order for all
students to successfully meet lesson objectives. This can include possible accommodations and differentiation
strategies.
Some accommodations provided for this lesson are sentence frames, digital screen, flexible sitting, and
proximity.
50
Inquiry Lesson – Amendment Analysis Poster Rubric
Student Student Student

Group # __
___________ ___________ ___________
3 -Accurate connection 3 -Accurate connection 3 -Accurate connection
Associates and reasoning and reasoning and reasoning
Amendment 2 -Intermediate 2 -Intermediate 2 -Intermediate
Makes a connection of connection and vague connection and vague connection and vague
scenario to amendment reasoning reasoning reasoning
& gives reasoning 1- Vague connection and 1- Vague connection and 1- Vague connection and
reasoning reasoning reasoning
Presents 3 -Accurate 3 -Accurate 3 -Accurate
understanding understanding understanding
Content 2 -Intermediate 2 -Intermediate 2 -Intermediate
Reports understanding
understanding understanding understanding
of how the amendment
plays a role in citizens 1- Vague understanding 1- Vague understanding 1- Vague understanding
daily lives
3 -Considerably 3 -Considerably 3 -Considerably
Participates
Participates in 2 -Moderately 2 -Moderately 2 -Moderately
presenting group work 1 -Slightly 1 -Slightly 1 -Slightly
3 -Accurate 3 -Accurate 3 -Accurate
language/vocabulary language/vocabulary language/vocabulary
Academic usage usage usage
Language 2 -Intermediate 2 -Intermediate 2 -Intermediate
Utilizes academic language/vocabulary language/vocabulary language/vocabulary
language/vocabulary usage usage usage
when presenting 1- Vague 1- Vague 1- Vague
language/vocabulary language/vocabulary language/vocabulary
usage usage usage
3 -Considerate effort 3 -Considerate effort 3 -Considerate effort
demonstrated demonstrated demonstrated
Work Effort 2 -Moderate effort 2 -Moderate effort 2 -Moderate effort
Poster is organized and demonstrated demonstrated demonstrated
completed
1 -Minimal effort 1 -Minimal effort 1 -Minimal effort
demonstrated demonstrated demonstrated
Total /15 /15 /15
51
Social Studies/LA – Academic Vocabulary, Handwriting, Grammar
and Spelling
Multi-Tiered System of Supports (MTSS) LESSON PLAN
How U.S. Landmarks, Symbols, and Essential Documents Create a Sense of Community?
Lesson # 5
Name: Gabriela Garcia Grade Level 3rd
ELD Standards: Social Studies Standards:

A. Collaborative SS.3.4 Students understand the role of rules and laws
1. Exchanging information and ideas with others in our daily lives and the basic structure of the U.S.
through oral collaborative discussions on a range of government.
social and academic topics. SS.3.4.3 Know the histories of important local and
4. Adapting language choices to various contexts (based national landmarks, symbols, and essential documents
on task, purpose, audience, and text type) that create a sense of community among citizens and
C. Productive exemplify cherished ideals (e.g., the U.S. flag, the bald
12. Selecting and applying varied and precise eagle, the Statue of Liberty, the U.S. Constitution, the
vocabulary and language structures to effectively Declaration of Independence, the U.S. Capitol)
convey ideas
ELA Standards:
ELA Language Objective: Academic Vocabulary, Handwriting, Grammar,
At the end of this lesson, students will be able to &Spelling
remember the definitions vocabulary words and RI.3.1 Ask and answer questions to demonstrate
incorporate them into their writing, while exploring U.S. understanding of a text, referring explicitly to the text
landmarks, symbols, and essential documents. as the basis for the answers.
RI.3.2 Determine the main idea of a text; recount the
ELA Content Objective: key details and explain how they support the main
Students will attain knowledge of the development of idea.
the U.S. Government and what makes the sense of RI.3.4 - Determine the meaning of general academic
community by exploring U.S. landmarks, symbols, and and domain-specific words and phrases in a text
essential documents. relevant to a grade 3 topic or subject.
RL.3.1 Ask and answer questions to demonstrate
ELD Language Objective: understanding of a text, referring explicitly to the text
Students will effectively utilize their vocabulary words as the basis for the answers.
with proper language structure to convey their W.3.1 Write opinion pieces on topics or texts,
understanding of the content. supporting a point of view with reasons.
W.3.4 With guidance and support from adults, produce
Cog. Taxonomy writing in which the development and organization are
Remember – Students will recall target vocabulary appropriate to task and purpose.
words when producing a writing piece that conveys SL.3.1 Engage effectively in a range of collaborative
their understanding of the content. discussions (one-on-one, in groups, and teacher-led)
Understand – Students will identify, discuss, and with diverse partners on grade 3 topics and texts,
describe the significance of U.S. landmarks, symbols, building on others’ ideas and expressing their own
and essential documents through the use of target clearly.
vocabulary. SL.3.2 Determine the main ideas and supporting
Apply – Students will apply their knowledge on the details of a text read aloud or information presented, in
subject matter to their writing. diverse media formats, including visually,
quantitatively, and orally.
52
DOK Levels L.3.1 Demonstrate command of the conventions of
Level 1 - Recall: Define, Identify standard English grammar and usage when writing or
Level 2 - Skill/Concept: Define/Explain/Apply speaking.
L.3.2 Demonstrate command of the conventions of
standard English capitalization, punctuation, and
L.3.4 Determine or clarify the meaning of unknown
and multiple-meaning word and phrases based on
grade 3 reading and content, choosing flexibly from a
range of strategies.
Learning Focus
Students will explore how the U.S. landmarks, symbols, and essential documents create a sense of community by
utilizing their vocabulary words in their writing. Students will produce a written piece that conveys proper
conventions and writing skills.

Students will produce a written informational paragraph utilizing their target vocabulary words that convey the
importance of how the landmark/symbol/document (ONLY ONE) brings the sense of community to the United
States of America.

Students will utilize the academic language to demonstrate their comprehension of the content material.
Language Supports:
Students will use language frames and graphic organizers to synthesize their group information and present their
understanding.
Academic vocabulary/symbols: List vocabulary and explain how it will be used and learned
Landmarks
Symbols
Documents
Memorial
Statue
Monument
Liberty
Capitol
Arch
Civil
Famous
Freedom
Honor
53
Focus Landmarks and Symbols
The Abraham Lincoln Memorial
The White House
The Washington Monument
Mount Rushmore
The Statue of Liberty
The Star-Spangled Banner
Liberty Bell
The Great Seal of the United States
The Bald Eagle: An American Symbol
Old Glory: The Story of Our Flag
Focus Documents
U.S. Constitution
Declaration of Independence
Bill of Rights
Syntax:
I believe the word _____ means _______
The significance of _____ (landmark, symbol, or document) is _____
Discourse:
Students will use the Frayer’s model to organize their findings and synthesize their group ideas.
Materials Planned Supports: Research Based Learning

 8 ½ x 11 pictures of the Students will be provided with Strategies:
symbols, landmarks, and sentence frames written on the Think-Pair-Share
documents stated above whiteboard and the Frayer’s Model Collaborative Group Work
 Chromebooks organizer for vocabulary support and Flexible Groupings
 13 index cards with the information. Hands-on (2D and 3D pictures and
symbols, landmarks, and objects)
documents label for each Scaffolding and Guidance for
student students
 Social Studies Journals T-Chart to organize ideas
 Poster
 Markers
 Patriotic Music on Spotify or
Pandora
 Saving the Liberty Bell by
Megan McDonald
Students will be given an index When students enter the room there Assets:
card for each of landmarks, will be posters of The Abraham Students will learn the importance
symbols, and documents listed. Lincoln Memorial, The White of United States symbols,
They will go around the room House, The Washington Monument, landmarks, and documents that
matching and taping the index card Mount Rushmore, The Statue of created the sense of union and
to the proper picture. Then, there Liberty, The Star-Spangled Banner, community for our country.
will be a whole group discussion Liberty Bell, The Great Seal of the Students will understand the many
about their current knowledge of United States, The Bald Eagle: An components that have been
the landmarks, symbols, and American Symbol, Old Glory: The developed in order to solidify the
54
documents posted around the room. Story of Our Flag, U.S. Constitution, U.S. Government
The teacher will fill out the, What Declaration of Independence, and
We Know, from the KWL Chart Bill of Rights, and they will be
butcher paper poster. handed pack of index cards and told
to match. There will also be proper
patriotic music in the background as
they complete the activity.

Stages
Lesson Activate and build on background knowledge -Strategies/steps
Introduction: Motivation Activity:
 Turn on the Patriotic music low in the background before the students enter the
Before classroom.
Teaching  When students enter the room there will be posters of The Abraham Lincoln Memorial, The
-Setting the White House, The Washington Monument, Mount Rushmore, The Statue of Liberty, The Star-
stage. Spangled Banner, Liberty Bell, The Great Seal of the United States, The Bald Eagle: An
American Symbol, Old Glory: The Story of Our Flag, U.S. Constitution, Declaration of
Independence, and Bill of Rights.
 Students will be given an index card for each of landmarks, symbols, and documents listed.
They will go around the room matching and taping the index card to the proper picture.
KWL Chart:
 Following after the motivation activity, have there will be a whole group discussion about their
current knowledge of the landmarks, symbols, and documents posted around the room. The
teacher will fill out the What We Know from the KWL Chart butcher paper poster.
 Fill out the What We Want to Learn in the KWL Chart.
Lesson Body: Explain Strategies/Lesson steps for each CCSS area:

Explanation Activity
During/active Discuss the vocabulary focus: Landmarks, Symbols, Documents, Memorial, Statue, Monument,
engagement Liberty, Capitol, Arch, Civil, Famous, Freedom, Honor
in learning Remind students to focus on material presented and when they come across vocabulary words,
they will pause and discuss the meaning of the word and how it is being represented in the
content.
Watch: Symbols of the United States
Book Potato Activity:

Explain to students that they will borrow a book from your library that focuses on each individual
symbol, landmark, or document.
Read the book The Liberty Bell by Lloyd G. Douglas. Then, pass out the vocabulary chart and 2in
x 2in pictures of the same landmarks, symbols, and documents that they must glue in their Social
Studies Journal. Discuss the importance of the Liberty Bell and how it plays a huge role in the
history of the United States. Model how they are to fill out the first section of the vocabulary list
by labeling it, pasting the picture given, and defining what it is and represents. Since, the teacher
is modeling the Liberty Bell, then students will be responsible for researching and defining the rest
of the symbols, landmarks, and documents.
55
Think-Pair-Share – What are you expected to do?
Divide students into twelve groups and explain that they will research each book or Chromebooks
to quickly define it. They will be timed and when the timer goes off, they will trade books to the
left.
Check for understanding by defining each symbols, landmarks, and documents.
Academic vocabulary: Use chart to determine your vocabulary strategies. Strategies also in
Ppt. presented in class and texts.
INCLUDEPICTURE
"https://i.pinimg.com/236x/a0/0d/f0/a00df02161fd0e63c6b55634cf62f4c9--vocabulary-
instruction-academic-vocabulary.jpg" \* MERGEFORMATINET INCLUDEPICTURE
instruction-academic-vocabulary.jpg" \* MERGEFORMATINET
Handwriting, Grammar, and Spelling will be discussed and targeted together
Base selection of strategies on the Spelling/Word Analysis chart below.
56
Must include usage error correction for ELD students (Tompkins P. 324)
Select what you think fits your ELD students level of writing.
Using the visuals above, have students practice writing the vocabulary words they are targeting in
a paragraph with a writing prompt. Using the vocabulary target words, students will produce a
paragraph defining the importance of at least one of the symbols, landmarks, or documents. They
will be required to describe how that symbol, landmark, or document holds a history value to our
country and how it makes our country have that sense of community.
For ELD students, the requirement will be the same, however, they will be guided through their
reading by one of the parent volunteers or the teacher. Students who are able to work
independently with mild guidance, use a close proximity and check in.
Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching After students explore how the U.S. landmarks, symbols, and essential documents create a sense
of community by utilizing their vocabulary words in their writing, have students recall the
importance of each by asking them to share their writing with their group tables. Then, have
students pass their journals around and each student must write one positive and one improvement
the student needs.
Monitoring Student Learning - Review and Monitoring Student Learning - Student Voice:
Assessment: Students will be provided with a voice by allowing
Informal: Students will be assessed through students to collaborate with peers and share their ideas.
57
observation and guidance, while collaborating with By students sharing amongst each other, students will
partners to research information about the U.S. symbols, assist each other to have a better understanding by
landmarks, and documents. The teacher will annotate guidance of their peers and the teacher utilizing close
when necessary and use close proximity with students proximity. Students will also use their Social studies
that need extra guidance. journals to demonstrate their understanding of the
Formal: Students will be given a writing prompt where content.
they will be assessed in their vocabulary, grammar,
spelling and handwritten skills. Along with assessing
for conventions, students will be assessed for their
reasoning on the U.S. symbols, landmarks, and
documents.
Feedback: Both students will be provided with a
thorough discussion using the rubric, then they will be
given an opportunity to make changes.
Spelling/Word Analysis Chart.

Emergent Letter-Name Within Syllables Derivational
-Word and Relations
affixes
Landmarks Land-mark Land mark 2
Symbols Sym-bol 2
Documents Do-cu-ment 3 and
Memorial Me-mo-ri-al Memo ment
Statue Sta-tue 4
Monument Mo-nu-ment 2
Liberty li-ber-ty 3 and
Capitol Ca-pi-tol ment
Arch Arch 3
Civil Ci-vil 3
Famous Fa-mous 1
Freedom Free-dom Free 2
Honor Ho-nor 2
2
2
Data Analysis Conclusions
Most words are decodable and Teaching students how syllables
could be successfully spelled if work and meaning behind using
students are taught the proper decoding strategies while reading
way to decode. or writing will benefit for this
activity.

Be sure to follow your edTPA instructions for all parts of your work. This is only a brief format to get you
started on your commentary.
58
Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next steps
for instruction to impact student learning: Use the chart above to analyze and provide data on spelling for
your Three focus students.
1. Students will be monitored during their completion of activities and through whole group discussion.
2. Students will be given index cards for clues for the motivation activity and they will be given a vocabulary
and symbols, landmarks, and document organizer for students to keep their findings in order.
3. Students will have many opportunities to engage in discussion with the whole group, with their partners, and
the teachers throughout the entire lesson.
Vygotsky’s theory supports the engagement of socialization and collaboration of peers.
Strategies for your next lessons based on data and assessment results
Resources Used Based on data/evidence, what are the next steps for future lessons? Provide
evidence for your answer and select research-based strategies from the course
resources.
Wright Text Describe strategy and Explain how strategy is Rationale for selecting
provide research base. helpful for whole group & links to
or specific student(s). student/standards
KWL Chart In this strategy students will This strategy is helpful Students need to
activate their prior knowledge because it will help the continuously activate their
through a series of guided students relate past prior knowledge to help
questions using books and information to create reinforce and make
journal assignments from the compare and contrast connections with the new
past couple lessons. graphic organizer. content they are learning.
2. Graphic In this strategy, students will This strategy will be Students need to have
Organizer organize their learned helpful when students are strategies to help them
knowledge by using an looking back into the organize information they
organizer. books we have read on have attain from different
the U.S. symbols, sources.
landmarks, and essential
documents.
50 Literacy
Strategies
1. Gallery Walk This activity challenges Students are labeling the This activity allows
students to use their posters on the walls, students to make a
background knowledge about which is a fun way to connection between
the content and the learn about important words of symbols,
vocabulary words. facts. landmarks, and
documents to the actual
picture.
Aloud periodically to focus on what because while reading a comprehend grade-
has been read such as new book to the students about appropriate literature and
vocabulary, making and rights and responsibilities informational text.
checking predictions, the teacher can stop and
59
checking for comprehension. check for understanding.
50 Social Studies
Strategies
1.Interactive Students will write This strategy is helpful to Students write
Writing information or facts on poster demonstrate students how informative texts and
using proper conventions. writing works and how to opinion pieces with
construct words. guidance from teachers.
2. Grand Students participate in grand Participating in grand Students engage in
Conversations conversations in small groups conversations helps discussions, building on
Think-Pair-Share and together as a class. students deepen their classmates’ ideas and
comprehension of a story expressing their own
Technology
Resources
Language Function 50 Social Studies Strategies – Students can use the Students will need to
Toolkit/other Using their Chromebook internet to help them find demonstrate their
students will find information information on how the understanding of
about the U.S. symbols, symbols, landmarks, and navigating through the
landmarks, and essential essential documents make internet and finding
documents. the U.S. have a sense of information needed.
community.
Students will be assessed A. Collaborative
through observation and 1. Exchanging information and ideas with others through oral collaborative
guidance, while collaborating discussions on a range of social and academic topics.
with partners to research SS.3.4.3 Know the histories of important local and national landmarks,
information about the U.S. symbols, and essential documents that create a sense of community among
symbols, landmarks, and citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle,
documents. The teacher will the Statue of Liberty, the U.S. Constitution, the Declaration of
annotate when necessary and use Independence, the U.S. Capitol)
close proximity with students L.3.2 Demonstrate command of the conventions of standard English
that need extra guidance. capitalization, punctuation, and spelling when writing.
While working with peers, the teacher will monitor and guide students’
performance and understanding. They will have a better opportunity to
remember vocabulary words and the content if close proximity is utilized.
Student Feedback:
Students will receive automatic verbal feedback on what they are producing.
If they have any misunderstandings, they will be guided through their
misconception.
60
Students will be given a writing
Alignment with Objectives:
prompt where they will be A. Collaborative
assessed in their vocabulary, 1. Exchanging information and ideas with others through oral collaborative
grammar, spelling and discussions on a range of social and academic topics.
handwritten skills. Along with 4. Adapting language choices to various contexts (based on task, purpose,
assessing for conventions, audience, and text type)
students will be assessed for C. Productive
their reasoning on the U.S. 12. Selecting and applying varied and precise vocabulary and language
symbols, landmarks, and structures to effectively convey ideas
documents. SS.3.4.3 Know the histories of important local and national landmarks,
symbols, and essential documents that create a sense of community among
citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle,
the Statue of Liberty, the U.S. Constitution, the Declaration of
Independence, the U.S. Capitol)
L.3.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Students will demonstrate their understanding by producing a written
paragraph that conveys their understanding of the importance of the U.S.
symbols, landmarks, and documents, but the main focus of this assignment
the vocabulary words, grammar, spelling, and handwritten skills.
Student Feedback:
Students will be given a rubric, where there will be detailed notes on their
strengths and any focus points that might need further practice.

Students will students can make connections between learned knowledge from previous assignments when
completing the KWL Chart, including all the other assignments are linked.
Students will be grouped by table, which is already designed for students to peer model.
Planned Supports:
Some accommodations provided for this lesson are sentence frames, digital screen, flexible sitting, and
proximity.
1 Beginning or limited 2 Adequate Level 3 Proficient Level 4 Advanced Level

Level
 Weak opening and  opening and closing is  proficient opening and  Strong opening and
closing adequate but needs closing closing
 Focus is unclear guidance  Focus is clear  Focus is clear
 Sentences have many  Focus is unclear  Sentences are fairly  Sentences are varied
errors  Sentences are poorly developed and well-developed
 Parts of speech are developed  Mostly uses varied  Uses varied parts of
missing  Uses some parts of parts of speech speech
 Used some target speech  Used most target  Used all target
vocabulary  Used some target vocabulary vocabulary
 Spelling needs more vocabulary  Spelling has minimal  Spelling is all correct
61
practice  Spelling is adequately errors  Handwriting is well
 Handwriting poorly correct  Handwriting is developed
developed  Handwriting is mildly slightly developed  No grammatical errors
 Many grammatical developed  Minimal grammatical
errors  Some grammatical errors
errors
Listening /Talk
MINI LESSON PLAN
The Symbolism Behind the American Flag?
Lesson # 6
Name: Gabriela Garcia Grade Level 3
ELA Language Objective: ELA Content Standard:

Students will be able to demonstrate understanding RI.3.1 Ask and answer questions to demonstrate
of the symbolism behind the American Flag and the understanding of a text, referring explicitly to the text as
historic value it holds through utilizing efferently the basis for the answers.
listening skills, engaging in discussion, and W.3.2 Write informative/explanatory texts to examine a
producing a written piece. topic and convey ideas and information clearly.
SL.3.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with
Content Objective: diverse partners on grade 3 topics and texts, building on
After this lesson, students in grade 3 will others’ ideas and expressing their own clearly.
understand the symbolism behind the American SL.3.2 Determine the main ideas and supporting details
Flag and how the significance of the historic value of a text read aloud or information presented in diverse
it holds to the United States of America. media and formats, including visually, quantitatively, and
orally.
L.3.3 Use knowledge of language and its conventions
ELD Language Objective for Grade Level when writing, speaking, reading, or correct spelling.
Students will utilize their listening skills to focus L.3.4 Determine or clarify the meaning of unknown and
on spoken English, where they will express and multiple-meaning word and phrases based on grade 3
exchange information and ideas through reading and content, choosing flexibly from a range of
collaborative discussion in a whole group and strategies.
teachers-led discussions. Content Standard:
SS.3.4 Students understand the role of rules and laws in
62
our daily lives and the basic structure of the U.S.
Cog. Taxonomy/DOK Levels government.
Level 1 - Recall: Who, What, Where, When, how SS.3.4.3 Know the histories of important local and
Level 2 - Skill/Concept: Apply national landmarks, symbols, and essential documents
that create a sense of community among citizens and
exemplify cherished ideals (e.g., the U.S. flag, the bald
eagle, the Statue of Liberty, the U.S. Constitution, the
Declaration of Independence, the U.S. Capitol)
ELD Standards:
A. Collaborative
1. Exchanging information and ideas with others through
oral collaborative discussions on a range of social and
academic topics.
B. Interpretive
5. Listen actively to spoken English in a range of social
and academic contexts.
C. Productive
9. Expression information and ideas in formal oral
presentations on academic topics.
Learning Focus
Students will engage in listening and speaking activities that will allow them to further their knowledge from the
previous lessons and understand the symbolism behind the American Flag and the historic value it holds in the
United States of America.

The students will be able to compose a writing component by engaging in efferent listening and collaborative
discussions in teacher-led instruction, and whole group and peer discussions.

Students will communicate by engaging in efferent listening and collaborative discussions in teacher-led
instruction, and whole group and peer discussions. Students will understand (read, listen, think), communicate
(listen, speak, wrote, connect) to accomplish the content and language goals for this lesson.
Language Supports:
Students will be provided with sentence stem frames throughout the listening interactive read aloud to support
answering questions and sentence frames during discussion.
Symbol, country, courage, good, fairness, constellation, pledge, allegiance, respect, friendship, loyalty, rules,
promise, republic, nation, indivisible, liberty, justice
Key terms and Phrases
American Flag, thirteen stars, fifty states, thirteen colonies, fifty stars, seven red stripes, six white stripes,
pledge of allegiance, One Nation under God, with liberty and justice for all, being free
Syntax:
Sentence frame – I think/believe the word _____ means _______ (using the textbook)
63
Chunking information in the sentences and what different parts mean.
Discourse:
Using the text, a word wall, and the vocabulary/tier word organizer students will have grand discussion and will
produce their own written tasks.

 Butcher Paper Poster Board Strategies:
 Blank flag Sheets Vocabulary word and tier words  Interactive Read Aloud
 Organizer Worksheets organizer list for journal to help  Asking Questions
 Digital all students keep track of the  Grand Conversations
Projector vocabulary, key terms, and  Graphic Organizers
 Organizer phrases.  Oral Reports
 Social  Think-Pair-Share
Studies  Circle Map
Journal  Word Wall
Books
 Why Are There Stripes on the
American Flag? By Martha E. H.
Rustad
Song
You’re A Grand Old Flag by George
M. Cohan (1906)
Everyone should know what the As students walk into the room, Assets: Students from different
American Flag is, but not turn on the You’re A Grand Old cultural backgrounds might not
necessarily what it represents. Flag song by George M. Cohan, know too many details about the
then have a whole group flag.
discussion by asking their
knowledge about the American
Flag.

Stages
Introduction:  Motivation Strategy: As students walk into the room, turn on the You’re A Grand Old Flag
song by George M. Cohan, then have a whole group discussion by asking their knowledge
Before about the American Flag.
Teaching  KWL Chart: Using a butcher paper poster board, begin to fill out the K (What We Know) in
-Setting the the chart regarding the American flag – What do you see? Where do you see it? What do you
stage. know about it? Then, fill out what they want to know about the flag, the Pledge of Allegiance.
 State the objectives: Boys and girls, today you are learning the meaning of why you pledge
allegiance to the American Flag every morning at the start of school time. There is a true
symbolism behind the American Flag and there’s a historic value it holds to our country, the
United States of America.
64
Lesson Body: Explain Strategies/Lesson steps:
 Vocabulary/Tier Words Organizer: Provide students with the organizer worksheets for their
During/active vocabulary and tier words. Read each word on the list. Inform them that they will come
engagement across the focus words during the read aloud.
in learning  Interactive Read Aloud: Introduce the Why Are There Stripes on the American Flag? By
Martha E. H. Rustad book. Do a quick picture walk and quickly discuss a few questions
students might have and ask then to give suggestions as well. Before commencing to read, ask
students what they are expected to do when they come across a vocabulary/tier word. Stop at
every page and ask about the big idea and clarifying the meaning behind words.
 Grand Discussion: Have a grand conversation about what the American Flag represents and
the meaning behind demonstrating respect by saying the Pledge of Allegiance every morning.
Explain to students that the American Flag is a symbol to the United States. Then, demonstrate
a picture of various international and national flags and discuss how every county has a
symbol that signifies unity within that community.
 Circle Map: Ask students, “What is community?” Have students look up the definition of
community using a dictionary in pairs (Peer-Paring will help ELD/IEP/504 students) and call
on a few students to give their interpretation of the definition and write it on the circle map.
Have students give their ideas about what makes up a community and write those ideas on the
circle map. Guide the discussion and explain that each classroom is its own community.
Emphasize that in each community is composed of members and relate how in a classroom the
students are members. Then, locate the circle map on the board and let students know
that they will be elaborating their discussion about a community tomorrow for their
writing assignment.
 Model: Now, everyone will create a flag that represents our classroom/our community. Using
the digital projector, display a sheet with a blank flag. Create a flag, design and choose colors
that have meaning to the classroom. Then, write a few sentences explaining what each color
represents and why I chose those colors to represent my community. Now, it’s their turn.
 Independent practice: Now you will all make your own flag and give reasoning behind the
colors use choose. Provide students with a sheet that has a blank flag and have them begin
creating their flag. Remind them to write their reasoning behind the design, colors, and
remind them that it is crucial for them to add something that represents each member of their
classroom “community.” Monitor students by going around and inquiring about their
design and the colors they chose. Also, give feedback on how they are staying inside the
lines and coloring with care. Give feedback on their writing and have them make
necessary corrections to prepare them to present.
 Presentations: Have students quickly take turns to present their classroom “community” flag
and the meaning and their reasoning task.
Teaching Regroup: Display the American Flag and the KWL Chart, tell students to Think-Pair-Share
with their group table, what did we learn about the American Flag? Why do we salute and
pledge allegiance to the flag every morning? What value does it hold for our country?
 Exit Ticket: Have the students get a post-it and write their name and two things they
learned about the American Flag. Tell students to post their post-it on the L, What We
Learned.
Monitoring Student Learning - Review and Monitoring Student Learning - Student Voice: How
Assessment: will you provide for student voice during instruction on
Informal: their learning (strategies, skills, knowledge) relative to
(1) Monitor students by going around and inquiring learning target?
about their design and the colors they chose. Also, give
feedback on how they are staying inside the lines and
65
coloring with care. Give feedback on their writing and Students will be given a voice by having them
have them make necessary corrections to prepare them participate in asking questions and predicting or
to present. inferencing what words mean in class discussions.
(2) Assess students by what they produce in their exit When they are given feedback, students will be able to
ticket. Students will fill out a post-it and write their clarify their understanding and made corrections if
name and two things they learned about the American necessary.
Flag. Tell students to post their post-it on the L, What
We Learned.
Formal:
(1) Assess students for their oral presentation using a
rubric.
(2) Assess students for their writing task.
Feedback: Give feedback on how they are staying
inside the lines and coloring with care. Give feedback
on their writing and have them make necessary
corrections to prepare them to present.

Using Assessment to Inform Instruction:
The whole class: will be provided with an organizer of the vocabulary and throughout the lesson students will
be provided with a word wall, sentence stems and teacher guided support, except for the independent practice.
For the three focus students and other individuals/groups with specific needs.
1. ELL students will be supported through the visuals provided to the entire class, teacher guidance, Think-
Pair-Sharing, chunking information, and group share.
2. Students on an IEP or 504 Plan will be supported through peer modeling, group sharing, and one-to-one
guidance from teacher.
3. Higher level thinking will be required for advanced students, by having them give more detail in their
responses during interactive read aloud and writing task.
These strategies are more related to the cognitive information processing theory and the constructivist theory.
Chunking information, associating new and know content, discussions, peer modeling, and videos and pictures
provided. Collaborative learning by group work is constructivist theory.
Strategies for your next lessons based on data and assessment results
Resources Used Based on data/evidence, what are the next steps for future lessons? Provide
evidence for your answer and select research-based strategies from the course
resources.
Wright Text Describe strategy and Explain how strategy is Rationale for selecting
provide research base. helpful for whole group & links to
or specific student(s). student/standards
1. KWL Chart In this strategy students This strategy is helpful Students need to
will activate their prior because it will help the continuously activate
knowledge through a students relate past their prior knowledge to
series of guided questions information to create help reinforce and make
using books and journal compare and contrast connections with the new
couple lessons.
2. Graphic Organizer In this strategy, students This strategy will be Students need to have
66
will organize their learned helpful when students are strategies to help them
knowledge by using an looking in the book read organize information they
organizer. in class. have attain from the book
and previous lesson.
50 Literacy Strategies
1. Interactive Read- Read the and stop This strategy is helpful Students will listen to and
Aloud periodically to focus on because while reading a comprehend grade-
what has been read such book to the students appropriate literature and
as new vocabulary, about rights and informational text.
making and checking responsibilities the
predictions, checking for teacher can stop and
comprehension. check for understanding.
2. Word Wall Students are provided This strategy is a helpful The word wall strategy
with a visual word wall for all students to use as links to providing
that contains words that a resource, but ELLs students guidance
have already been covered would benefit the most.
at one point and the
current focus words.
50 Social Studies
Strategies
1.Interactive Writing Students will write This strategy is helpful to Students write
information or facts on demonstrate students informative texts and
poster using proper how writing works and opinion pieces with
conventions. how to construct words. guidance from teachers.
2. Grand Students participate in Participating in grand Students engage in
Conversations grand conversations in conversations helps discussions, building on
small groups and together students deepen their classmates’ ideas and
as a class. comprehension of a story expressing their own
Technology Resources
 Language Function Students can use the The websites provided These strategies are
Toolkit/other following websites for are for students to linked to providing
 Flag Day interactive practice when research more students with
 The History of the they complete their information about the technological resources.
American Flag assignment or to further American Flag and to
their understanding. engage in the interactive
activities provided.
Students will be informally assessed by going L.3.3 Use knowledge of language and its conventions when
around and inquiring about their design and writing, speaking, reading, or correct spelling.
the colors they chose and by what they SL.3.2 Determine the main ideas and supporting details of a
produce in their exit ticket. Students will fill text read aloud or information presented in diverse media and
out a post-it and write their name and two formats, including visually, quantitatively, and orally.
67
things they learned about the American Flag. Evidence of Student Understanding:
Tell students to post their post-it on the L, Students understanding will be demonstrated while monitoring
What We Learned. during their independent activity and exit ticket will reflect
what they retained even after the Think-Pair-Share.
Student Feedback:
Students will be given feedback on how they are staying inside
the lines and coloring with care. Feedback will be given while
they are completing their writing.
Assessment Strategy #2: Alignment with Objectives: C. Productive – 9. Expression
Students will be assessed for their oral information and ideas in formal oral presentations on academic
presentation and their written reasoning task topics.
using a rubric. L.3.3 Use knowledge of language and its conventions when
writing, speaking, reading, or correct spelling.
Speaking & Writing SL.3.2 Determine the main ideas and supporting details of a
Listening Rubric Rubric text read aloud or information presented in diverse media and
4 Points 4 Points formats, including visually, quantitatively, and orally.
___Clear relevant Clearly writes W.3.1.1 Introduce the topic or text they are writing about, state
facts ___Descriptive about their an opinion, and create an organizational structure that lists
details classroom flag reasons.
___Speaks in Clear, they created Evidence of Student Understanding:
understandable with Students understanding will be demonstrated through their oral
pace descriptions of presentation and written task. In the oral presentation, students
the design, will be required to state the symbolism of the American Flag.
colors and
gives reasoning
3 Points 3 Points
68
Student Feedback: Students will be given feedback for their
presentation and the content with a rubric where the teacher
will discuss them individually.

Every morning students salute the flag at the beginning of school or anywhere where there’s an event.
The group strategy for this lesson is think-pair-share with their group table when having grand discussions
and during interactive read aloud.
Planned Supports:
Throughout the lesson there are many supports for all students such as, kwl chart, circle map, vocabulary
organizer, sentence frames, word wall, and asking questions.
Writing for Information in Social Studies

MINI LESSON PLAN
What Does it Mean to Be a “Good” Citizen?
Lesson # 7
Name: Gabriela Garcia Grade Level 3rd
Content Standard Social Studies Standards:

Students will apply their knowledge from previous SS.3.4 Students understand the role of rules and laws
relevant lessons and new knowledge to compose a in our daily lives and the basic structure of the U.S.
writing prose that reflects their thoughts on what does it government.
mean to be a citizen that demonstrate public virtue, and SS.3.4.1 Determine the reasons for rules, laws, and the
how they plan to demonstrate their citizenship, U.S. Constitution; the role of citizenship in the
especially in the classroom. promotion of rules and laws; and the consequences for
the people who violate rules and laws.
SS.3.4.2 Discuss the importance of public virtue and
ELA Language Objective: the role of citizens, including how to participate in a
As mentioned in the content objective, students will classroom, in the community, and in civic life.
produce a structured writing prose that reflects their
understanding of what a means to be a citizen that ELA Content Standards:
demonstrate public virtue, and how they plan to RI.3.1 Ask and answer questions to demonstrate
demonstrate it, with writing support. understanding of a text, referring explicitly to the text
as the basis for the answers.
W.3.2 Write informative/explanatory texts to examine
ELD Objective: a topic and convey ideas and information clearly.
69
Students will ask and answer questions to demonstrate SL.3.1 Engage effectively in a range of collaborative
understanding while effectively collaborating with discussions (one-on-one, in groups, and teacher-led)
partners to determine the main idea of the content. with diverse partners on grade 3 topics and texts,
building on others’ ideas and expressing their own
Cog. Taxonomy/DOK Levels clearly.
Level 1 - Recall: Who, What, Where, When, how SL.3.2 Determine the main ideas and supporting
Level 2 - Skill/Concept: Apply details of a text read aloud or information presented in
diverse media and formats, including visually,
quantitatively, and orally.
L.3.3 Use knowledge of language and its conventions
when writing, speaking, reading, or correct spelling.
ELD Standards:
A. Collaborative - 1. Exchanging information and
ideas with others through oral collaborative
discussions on a range of social and academic topics.
C. Productive – 10. Composing/writing literary and
informational texts to present, describe, and explain
ideas and information, using appropriate technology.
Learning Focus
Students in grade 3 will produce an informational/explanatory text to demonstrate their understanding of what it
means to be a citizen that demonstrate public virtue, and how they plan to demonstrate their citizenship,
especially in the classroom

Write an explanation of the meaning of demonstrating citizenship by organizing ideas and understanding before
writing.
Language Function Statement: Infer, describe
Language Supports:
Will utilize a graphic organizer to organize writing, a rubric for clear expectations, and provide feedback.
Academic vocabulary/symbols: Citizenship, Rules, Responsibilities, Respect, Kindness, Volunteer,
Syntax:
List words on a poster circle map and display sentence frames on the whiteboard.
Discourse:
Discuss in pair-sharing and/or whole group the definitions of target words.

 8 ½ by 11in White Sheets of Strategies:
Paper Sentence frame:  Circle Thinking Map
70
 Citizenship Day Text A citizen means _________.  Writing Organizer
 Actions of Someone who is a I believe _______ means  Wiki/Technology
Good/Not Good Citizen _________.
Worksheet
 Digital Projector
 3 by 3-foot Poster
 Markers
 Citizenship Worksheets
 Computer Access
 Being a Good Citizen: A book
about Citizenship by Mary Small
 School Rules: Being a Good

Citizen at School – Human
Relations Media
A circle thinking map will be Have students take out their Assets:
utilized to write prior knowledge in Community Classroom Flag they Everyone will relate to at least a
a certain color, then later another created in the previous lesson to vote basic level of demonstrating
color will be used to differentiate for the CLASSROOM FLAG to citizenship, since rules and
learned knowledge after the lesson. represent our classroom community. expectations have been imposed in
the past grades

Stages
Introduction: Motivation Strategy: Have students take out their Community Classroom Flag they created in the
previous lesson and tell them, “Boys and Girls, we are going to vote for OUR CLASSROOM
Before FLAG to represent our classroom community.” Explain to the students that everyone’s flag is
Teaching great, however, there could only be one winner and they must all be supportive of the winning
-Setting the flag. Also, explain to students that they will tape their flag on the display wall and each one will
stage. get two tickets with their name on both. Each student will be allowed to vote twice, they can
choose to vote for themselves once and must vote for someone else’s flag (this will help breaking
any ties). Count which flag has the most tickets. If there’s a tie, do an anonymous vote by
choosing on a post-it and callout the winning flag after the lesson.
Build on Background Knowledge: Locate and place the Community Circle Thinking Map from
previous lesson and display the following question “What Does it Mean to be a Good Citizen?” on
another Circle Thinking Map. Then, engage students in a Think-Pair-Share and ask students,
“Take a moment and think about what a good citizen is?” Have students Pair-Share, write shared
71
ideas on the circle map in the same color marker (Will come back to it at the end of the lesson).
Display the following question “How the Choices we Make Affect Those Around Me?” on the
white board
Lesson Body: Explain Strategies/Lesson steps:

 Interactive Read Aloud: Read Citizenship Day Text aloud to students stop to discuss big
During/active ideas, target vocabulary, and unknown words. Have students Think-Pair-Share and write notes
engagement in their social studies journal.
in learning  Read/Watch: Being a Good Citizen: A book about Citizenship by Mary Small stop to discuss
big ideas, target vocabulary, and unknown words. Have students Think-Pair-Share and write
notes in their social studies journal.
 The 5 Pillars of Good Citizenship video - School Rules:
Being a Good Citizen at School – Human Relations Media
Discuss the concept of the pillar with students. Open a
grand discussion on their ideas about the pillars.
 Drawing Self for Labels: Provide students with a blank
sheet of paper to follow along with task. Model by using a
3 by 3-foot Poster. Students raw themselves as a character
on a white sheet of paper. Have students suggest what are
some ways to demonstrate
 Model Instruction: Using the digital projector, display the
writing graphic organizer and explain the purpose of its
use. Discuss the rubric and remind students to pay close
attention to give details. Provide students with a prompt,
“What does it mean to be a good citizen? Write a short
paragraph telling what you think it means to be a good citizen.”
 Independent Practice: Provide students with a Being a Good Citizen writing sheet, “What
does it mean to be a good citizen? Write a short paragraph telling what you think it means to
be a good citizen.” Monitor students writing by checking in one-on-one and giving them
feedback.
Teaching  Ask:
o What are things people can do to be a good citizen?
o What day do we celebrate Citizenship Day?
o Why do schools have rules?
o What is an example of being a responsible student?
o How can to demonstrate good citizenship at school?
 Announce the Classroom Community Flag winner!
72
Monitoring Student Learning - Review and Assessment:
Informal:
Monitor students by going around and inquiring about their design
and the colors they chose. Also, give feedback on how they are
staying inside the lines and coloring with care. Give feedback on Writing Rubric
their writing and have them make necessary corrections to prepare 4 Points
them to present.
Clearly writes about their classroom flag they created
Formal: Assess students for their writing task using a rubric. with descriptions of the design, colors and gives
reasoning
Feedback: Give feedback on how they are staying inside the lines 3 Points
and coloring with care. Give feedback on their writing and have
Writes mostly clear about their classroom flag they
them make necessary corrections to prepare them to present.
created with descriptions of the design, colors and
Monitoring Student Learning - Student Voice: How will you gives reasoning
provide for student voice during instruction on their learning 2 Points
(strategies, skills, knowledge) relative to learning target? Vaguely writes about their classroom flag they
created with descriptions of the design, colors and
Students will be given a voice by having them participate in asking gives reasoning
questions and predicting or inferencing what words mean in class 1 Points
discussions. When they are given feedback, students will be able to Does not write clearly about their classroom flag they
clarify their understanding and made corrections if necessary. created with descriptions of the design, colors and
gives reasoning
Add any additional resources or components that you think would add to the
interest of your unit such as assessment samples or work samples according to
what fits your unit. This is a creative work and will be your unique design.
Note: No need to scan anything into your project as student work samples
will be shared in class.
73

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U.S.

Concept Attainment Lesson

ELA Language Objective:

ELD Language Objective:

Vocabulary & Handwriting Lesson

ELA Content Objective:

ELD Language Objective:

ELD Language Objective for Grade Level

ELA Language Objective:

CCSS ELA Standard

CCSS ELD Standard

College and Career Readiness Anchor Standard CCSS

Student List with Three Focus Students

Specifically describe the following three types of students:

Use no real names.

13 Girls Average Students (No

Concept Attainment Lesson

Concept Attainment Lesson

Fathers’ struggle for their people

Brave red paint spilled through the cracks

Road to freedom of rights

edTPA LANGUAGE FUNCTIONS & DEMANDS

Three Language Demand areas:

3. Subject-specific words defined for use in the discipline.

What is The U.S. Constitution?

2. OBJECTIVE: (10 points)

List the standards met by this objective.

Essential literacy strategy: Summarizing (Summarizing strategy must be taught)

Related skills for the essential literacy strategy:

Language Function Statement: edTPA -

Academic vocabulary/symbols: ex. List/use vocabulary in sentence

4. ASSESSMENT STRATEGY (10 points)

Proficient (5 points) Basic (3 points) Below Basic (1 point)

5. LESSON OPENING/PURPOSE (5 points)

5. MOTIVATION FOR LEARNING STRATEGY - Anticipatory Set (5 points)

 LESSON BODY: POST STANDARDS, RESTATE OBJECTIVE IN STUDENT TERMS, CHECK

 RESTATE OBJECTIVE IN STUDENT TERMS

 CHECK FOR BACKGROUND KNOWLEDGE STRATEGY SDAIE-Tapping into prior

K (What we know) W (What we want to learn) L (What we learned)

 MODELING SDAIE: Demonstrations and modeling

7. CLOSURE EL/SDAIE: Questioning for review

 Ask students to share what they wrote for their facts.

Learning facts about

9. ADAPTATIONS/DIFFERENTIATION OF INSTRUCTION (10 points)

11. THEORETICAL OVERVIEW:

Instructional Preparation Reflection Checklist

Lesson Summary of Instructional Preparation

Preparation Scaffolding Grouping Adaptation

Place Divider Page Here

CONCEPT ATTAINMENT LESSON PLAN FORM

How Our Founding Fathers Helped You? Know Your Rights

Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)

 State Bloom’s Level on the Taxonomy in Bold Type: Remembering,

 CCSS ELA Standard

Additional Language Demands in each area:

3. ASSESSMENT (10 points)

Below Basic (1pt) Basic (2pts) Proficient (3pts)

4. MOTIVATION FOR LEARNING ANTICIPATORY SET (5 points)

 LESSON BODY (35 points)

Prior to starting the lesson body do the following:

Step One- Definition:

 Today we are going to study the concept of the Bill of Rights.

Step Two - Examples: