Before Reading/Learning: After all ten amendments have been read aloud and volunteers have shared their

word(s), ask the students to put their warm up journals away. Turn off the projector and give a stack of RAFT templates to the students in the first desk of each row; they should then take one and pass the RAFT templates behind them to the students in their row. **TEACHER NOTE: The RAFT template and organizer should be copied on the same sheet, front to back. (Template on one side, organizer on the other) As the students are passing out the templates, tell them that they will continue learning about the U.S. Constitutions Bill of Rights and its importance towards the personal and civil liberties for all citizens. Explain that they have already learned about HOW the Constitution was created (have the students informally summarize the convention in Philadelphia and the Constitutional Conventionask two or three leading questions, such as What was the name of the convention, or Who was considered the Father of the Constitution?), but now they are going to learn WHY it was created specifically the Bill of Rightsand who agreed and disagreed with these new laws. State that they will be explaining why through a creative writing piece where they will pick a Role-Audience-Topic-Format. Have students silently look over the RAFT template and the different options. While students are briefly looking over the paper, write down the textbook pages they will be reading (pp. 333-341) on the whiteboard. Explain that even though the Bill of Rights was created to protect peoples rights, not everyone agreed on the amendments. Tell students that they will be choosing a role from the list on the RAFT template to explore the different viewpoints and opinions of those for and against the Constitution and its principles. They will then read the textbook chapter and find evidence to support their role; and create a writing piece that reflects their role based on the corresponding format, topic, and audience. Reiterate the directions on the top of the template, including the page numbers of the textbook (and also remind students the page numbers are on the whiteboard), and the requirement of at least three pieces of factual evidence in order for this GRADED assignment to receive full credit. Before explaining the organizer on the back, ask the students if they have any questions about the RAFT writing piece.

**TEACHER NOTE: Ensure that they understand each format (an editorial, memo, etc.) and that the directions on choosing a role-topic-formataudience are clear to the class before moving on. Once the directions on the writing assignment are understood, have the students flip their RAFT template sheet over. There is a three-tiered graphic organizer photocopied on the back. Explain that the three tiers represent the three facts needed in order for them to receive full credit on the assignment; however, the students can utilize the organizer in however way they choosethe purpose is for them to organize their thoughts and evidence from the textbook in order to write their RAFT effectively and accurately. Stress that there is no wrong or right way to complete the organizerit is just a guide for writing the RAFT. Announce to the students that if the organizer is filled out and it is clear that the information on it was used in the RAFT, then they will receive 2 points of additional credit on the assignment.