UCLA Center X Teacher Education Program

Secondary Learning Segment Lesson Plan Template

Unit Title: U.S. Constitution Learning Segment:
Federalists vs. Anti-Federalists
PLANNING FOR THE LEARNING SEGMENT
Key Content Standard(s)- Content, Common Core & ELD: List the complete text of only the
relevant parts of each standard. TPE 1

Learning Objective: What do you want students to know and be able to do at the end of this lesson?
TPE 1

Students will learn the debates between Federalists and the Anti-Federalists know why we
do not have an all-powerful centralized government in the U.S.

Assessments- Formal and Informal: How will you assess if and what students are learning? TPE 2

Processing Assignment: Alexander Hamilton vs. Thomas Jefferson Mind Map

Students will include at least five statements for each figure, detailing their political
views: How they feel about the new Constitution, Federal government, state
government, individual rights, and representation.

Modifications, Accommodations, Scaffolding- How will you adjust your instruction and
assessments to meet the diverse needs of students (esp. language learners and/or special needs)?
TPE 4 and 7
Partially filled outline
Visuals in PowerPoint
Translated outlines and Information (Spanish)

Prerequisite Skills and Knowledge and Experiential Backgrounds. TPE 8

How will you access and activate students prior knowledge and connect to students lived
experiences?
Connect to previous learning segment on debates at the Convention.

Academic Language
Vocabulary:
Unit-Specific General Academic
Federalist Debate
Anti-Federalist
Branch
Central Government

Other text structures, organizational, stylistic, or grammatical features that will be explicitly taught:

Daily Lesson Plans

Day 1 of 2
 UCLA Center X Teacher Education Program

Instructional Learning Strategies to Support Student Learning. TPEs1,4,5,6,9,10

How will you 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning,
2)identify learning outcomes 3)present material, guide practice, and build independent learning, 4)monitor student learning during
instruction, 5) build metacognitive understanding.
List what the students will be doing and what the teacher will be doing.
Lesson
Resources/
Time Students Teacher Moves
Materials
TPE4
Ask students to respond to the Journals
Ask students to take out their warm-up question for seven
worksheets minutes. LCD
tEngagemenOpening/

Projector
Students will write a one Class Share (3 MIN)
paragraph response to the Computer
following question. (5-7 Wait Time 10 seconds
15 min

Sentences)
Warm-Up: Recall the
Constitutional Convention we
held last semester, what issues
were discussed?
Talk Moves:
So, what you are saying is?
Would anyone like to add.?
What other issues were
discussed?

5 Min Students will liste Connect Warm Up to Anti- Camera

Federalists vs Federalists
They also debated the LCD
power of the Federal Projector
government
Federalists want a strong HW
centralized government worksheet

15 Min Students will take their outlines. In addition to debates over Outline
slavery/voting, introduce
Instructional Activities

Students will listen to the Federalists vs Anti-Federalists LCD

presentation and fill out debate of federal vs states Projector
whatever is missing. power
Computer

Pass out outline for notes

HW: Go over the outline, will
have assignment thought bubble
assignment tomorrow.
Clean Up, get ready to go, and
wait to be excused.
Closing
(partially filled out)
Ask students to fill in the
missing parts.
Receptive Modality: Fingers- 1 Index Cards
for yes, 2 for no.

A Federalist wants states to

have more power than the
federal government.

Day 2 of 2
Instructional Learning Strategies to Support Student Learning. TPEs1,4,5,6,9,10
How will you 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning,
2)identify learning outcomes 3)present material, guide practice, and build independent learning, 4)monitor student learning during
instruction, 5) build metacognitive understanding.
 UCLA Center X Teacher Education Program

List what the students will be doing and what the teacher will be doing.
Lesson
Resources/
Time Students Teacher Moves
Materials
TPE4
tEngagemenOpening/

Ask students to write a one Ask students to respond to warm Journal

paragraph response to the up question for 7 minutes.
following question (5-7 Computer
Sentences) Class Share (3 min)
10 Min

LCD
What are some differences Talk Moves: Projector
between Federalists and Anti-
Federalists?

15 Min Students will take out their
outlines.
Students will listen to review on
Federalists and Anti-Federalists
Instructional Activities
Teacher will go over Federalist vs Computer
Anti-Federalist again (10 Min)
LCD
Will first ask students to remind Projector
them of what these two terms

mean. Outlines
Students will fill in whatever
information they do not have. Will ask students if they have
any questions.
Students will ask questions if
they are confused. Model a thought bubble (5 min)

25 Students will take their thought Teacher will pass out thought Thought
Min bubbles and fill them out quietly. bubbles and ask students to bubble
work quietly for 30 min. Must Worksheet
Students will work individually included at least five sentences
on this. per person. Outlines

Students can use their notes.

Students will put their papers
face down when they are done.
Jagged Ending: If students finish
early, they can color their
worksheet for extra credit
Teacher will remind students of
time starting at 15 min mark.
Teacher will walk around and
monitor.

Teacher will ask students to

place worksheet at center of the
table and go collect them.

5 min Ask students to respond to exit Write exit slip question on the Index Cards
slip question: white board.
Closing

How are you doing today? Excuse groups who are ready

Collect exit slips as students exit

the class.
 UCLA Center X Teacher Education Program

Core Practices Implemented in this Learning Segment

Core Practice 1: Designing Cognitively Demanding Tasks and Content

_____Backwards Design of Social Justice-Oriented Curriculum
_____High-Level Tasks
Core Practice 2: Engaging Students in Content Discourse
_____Questioning Levels and Learning
_____Think-Pair Share
_____Talk Moves
Core Practice 3: Scaffolding and Differentiation for Equitable Access
_____Word Bank/Wall
_____Formative Assessments (esp Receptive)
_____Activating Prior Knowledge
Core Practice 4: Developing and Maintaining a Classroom Ecology for Learning
_____Opening and Closing Routines
_____Community Circles