Teacher: Wymore/ Martinez/ Chacon

Date: March 1, 2,3rd/4th

School: Blevins
Grade Level: 8
Content Area: Social Studies
Title: Bill of Rights
Lesson #: 10 of 11
Co-Teaching Strategy: 1 teach/1 assist and Differentiated

Content Standard(s) addressed by this lesson:

Civics 4.1 Analyze elements of continuity and change in the United States government and the
role of citizens over time.
Civics 4.2 The place of law in a constitutional system
History 1.2. The historical eras, individuals, groups, ideas and themes from the origins of the
American Revolution through Reconstruction and their relationships with one another
Inquiry Questions:
Why do people create governments and laws?
Concepts and skills students master: (Understandings, Big Ideas, Unit objectives)
Synthesizing a secondary source (BOR reading)
Visual design of amendments
Practical application of personal rights and liberties.
Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)
Every student will be able to:
I can understand the individual rights and freedoms granted to citizens by the Bill of Rights
I can understand the importance of the addition of the Bill of Rights to the constitution.
I can recall how many amendments there are total and within the bill of rights.

Assessment of Evidence Outcomes: (How will you assess the selected lesson objectives
(general explanation, you will go into more detail at the end of the lesson plan)
Bill of Rights Pixton Comic
Bill of Rights definition/examples worksheet

Planned Lesson Activities

Activity Name

Bill of Rights and Map Tests

Approx. Time

1 hour and 15 mins with expected homework

30 min-Map tests 45min-Bill of Rights

Anticipatory Set

Teaching/
Presentation:
(Select the most
appropriate
teaching model.)
-direct instruction
-presentation
model
-concept teaching
-cooperative
learning
-inquiry

LT: Students wrote down their learning targets to see what they
need to achieve by the end of the lesson.
RAP: Students write down their expected scores on the map
tests.
Map Test: Students fill out states and capitals.

Includes: Input, Modeling and Checking for Understanding

1.
Input: In terms of the map test, students should have
been studying over the past weeks, so they jump right into the
tests. Bill of Rights: students will read through an article detailing
background info on the adoption of the Bill of Rights. The article
also details the definitions of the first 10 amendments.
2.
Modeling: Initial walkthrough of the Bill of Rights
worksheet as well as Pixton Comic creation.
3.
Checking for Understanding: Before moving on to creating
their comics, students must fill out their Bill of Rights worksheet
which asks them to define the first 10 amendments and provide
real world examples detailing each amendment in action.
4.
Questioning Strategies: Remembering: When was the Bill
of Rights adopted? Understanding: Why was the Bill of Rights not
included in the original draft of the constitution? Applying: How
does the Bill of Rights protect you in the present day? Analyzing:
What is the process for adding amendments to the constitution?

Teaching Strategy:
Guided Practice
&
Differentiation

Students will read through a document detailing the Bill of Rights

together, and then define each amendment before getting into the
project aspect of the lesson.

Teaching Strategy:
(Independent
Practice)

For the project aspect of the Bill of Rights lesson, students will be
assigned a particular amendment that they must then create a
comic depicting a scene in which their amendment is being
fortified or encroached.

Closure

Its expected that many of the students will be unable to finish this
assignment during class, so our closure is a brief reflection on the

LTs the students copied down during the hook.

Materials

Laptops, Pixton accounts, Bill of Rights worksheet,

Accommodations
&
Modifications

For the lower level learners, we had them forgo the definitions for
every amendment and only define and create a comic for a
singular amendment.

Assessment

Students will assessed on the thoroughness of their completion of

the worksheet definitions and examples.
The other half of the assessment will be based on the relevancy
of their comic to the amendment they were assigned.

Post Lesson Reflection

1. To what extent were lesson objectives achieved?
The students were able to adequately summarize and understand one of the first ten
amendments because they were assigned on amendment to focus on. When it came
to sharing out the comics in order to learn the other nine amendments, students did not
produce satisfactory summaries. This shows me that students struggle to learn from
one another or that students struggle with relaying important information.

2. What changes, omissions, or additions to the lesson would you make if you
were to teach again?
If I were to teach this lesson again I would address each of the nine amendments to the
class and show student examples to conceptualize the information versus having the
students teach one another the amendments they had been assigned.
2.

What do you envision for the next lesson?

The next lesson is our review and assessment. The Bill of Rights concludes the
content covered in this unit as it was the last historic piece to the creation of the
Constitution. Reinforcement of this lesson will be through the completion of the
Socrative Review and study guide.

Purpose of lesson/State
Standard Addressed

Civics 4.1 Analyze elements of continuity and change in

the United States government and the role of citizens over
time.
Civics 4.2 The place of law in a constitutional system
History 1.2. The historical eras, individuals, groups, ideas
and themes from the origins of the American Revolution
through Reconstruction and their relationships with one
another

Co-Teaching strategy and

Rationale:

For this lesson we used a combination of one teach one

assist and differentiated instruction. The first portion of
class was dedicated to the map tests, so it made sense to
utilize one teach and one assist to keep instruction
straightforward, however the second half of class dealt
with the completion of the Bill of Rights definitions and
comics. We chose a differentiated style of instruction
because we figured some students would rather finish
their worksheet and then work on the comic where as
others would rather jump right into the comic and finish
the definitions at a later time. We had one group working
on the comic first and another working on their worksheet.

Would you use this coteaching strategy for this

lesson again?

If I were to reteach this, I would use the same strategy as

it allowed students to choose their own preferred learning
style. It also allowed us as instructors to split our attention
in a fashion that allowed us to focus only on the groups
that we were instructing (comic/worksheet groups).
Another strategy that I could see working just as well
would be station teaching. There could be one station
working on the worksheet, while the other works on the
pixton comic.

Were there other coteaching strategies used

when implementing the
lesson? If so, why?

We limited our strategies in this lesson to one teach one

assist and differentiated instruction, as we thought these
two strategies adequately represented the lesson.