Tarleton State University’s Expected Lesson Cycle

Clinical Teacher’s Name: Felicia Mace Subject/Grade: 3rd Social Studies

Title of the Lesson: How does the Bill of Rights affect us?

TEKS Addressed:

(10) Government. The student understands important ideas in historical documents at various
levels of government. The student is expected to:

(A) identify the purposes of the Declaration of Independence and the U.S.
Constitution, including the Bill of Rights; and

(B) describe and explain the importance of the concept of "consent of the
governed" as it relates to the functions of local, state, and national government.

(18) Social studies skills. The student communicates in written, oral, and visual forms. The
student is expected to:

(A) express ideas orally based on knowledge and experiences;

CCRS Addressed:
Social Studies: B1, B2, B3
ELPS Addressed:

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of

modes for a variety of purposes with an awareness of different language registers
(formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all
content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of
English language acquisition in speaking. In order for the ELL to meet grade-level learning
expectations across the foundation and enrichment curriculum, all instruction delivered in
English must be linguistically accommodated (communicated, sequenced, and scaffolded)
commensurate with the student's level of English language proficiency. The student is expected
to:

(A) practice producing sounds of newly acquired vocabulary such as long and
short vowels, silent letters, and consonant clusters to pronounce English words in
a manner that is increasingly comprehensible;

(B) expand and internalize initial English vocabulary by learning and using high-
frequency English words necessary for identifying and describing people, places,
and objects, by retelling simple stories and basic information represented or
supported by pictures, and by learning and using routine language needed for
classroom communication;
 (C) speak using a variety of grammatical structures, sentence lengths, sentence
types, and connecting words with increasing accuracy and ease as more English is
acquired;

(D) speak using grade-level content area vocabulary in context to internalize new
English words and build academic language proficiency;

(E) share information in cooperative learning interactions;

(F) ask and give information ranging from using a very limited bank of high-
frequency, high-need, concrete vocabulary, including key words and expressions
needed for basic communication in academic and social contexts, to using abstract
and content-based vocabulary during extended speaking assignments;

(G) express opinions, ideas, and feelings ranging from communicating single
words and short phrases to participating in extended discussions on a variety of
social and grade-appropriate academic topics;

Technology Application (taken from the TEKS):

(1) Creativity and innovation. The student uses creative thinking and innovative processes to
construct knowledge and develop digital products. The student is expected to:

(A) apply prior knowledge to develop new ideas, products, and processes;

(B) create original products using a variety of resources;

(C) explore virtual environments, simulations, models, and programming

languages to enhance learning;

Materials and Resources Needed

Bill of rights video

Computers
Journals
Amendment cards
iPads
Green Screen materials & props
Zip Kit instructions
Posters and markers
 Lesson Cycle Component Estimated Checks for understanding,
Time questioning, monitoring,
adjusting, Assessing
Focus: 5 Minutes Ask the students what it means to
(What is the content? What is the learner doing, What is the not have rights. Use random
teacher doing?) questions to gather ideas. Explain
that the students will be learning
about what rights we have.

Explanation and Check for Understanding: 15 Minutes

(What is the content? What is the learner doing, What is the Show students a video about the
teacher doing?) Bill of Rights on youtube.
Start a discussion about real life
examples of each right. Create a
poster together making personal
connections.
Use thumbs up, thumbs down,
thumbs sideways to check for
understanding.

Tarleton State University’s Expected Lesson Cycle

Lesson Cycle Component Estimated Checks for understanding,
Time questioning, monitoring,
adjusting, Assessing
Guided Practice and Check for Mastery: 20 Minutes
(What is the content? What is the learner doing, What is the Give out amendment cards to
teacher doing?) groups of four. Explain to students
that they will be creating
greenscreens describing how one
amendment effects their lives.
Allow them to make extra props if
time.
Walk around the room observing
and asking questions about
planning. Give students a checklist
if necessary
 Lesson Cycle Component Estimated Checks for understanding,
Time questioning, monitoring,
adjusting, Assessing
Independent Practice and Monitor 20 Minutes
(What is the content? What is the learner doing, What is the Students will independently write a
teacher doing?) journal entry about an amendment
that has had an impact on their
lives. They will write about which
one it is, how it has an impact, and
how life would be different without
it. They can use visuals if needed.
Show students an example of a
journal entry.

Extension (as needed) Aligned with Objective:

(What is the content? What is the learner doing, What is the
teacher doing?)
Send students home with a
matching amendment game in a zip
kit.
Have students interview family
members about their opinions on
various amendments.
Have students research areas
without the same rights and make
some comparisons.
Intervention (as needed) Based on Mastery:
(What is the content? What is the learner doing, What is the Provide tons of visuals of the
teacher doing?) concepts to make the abstracts real.
Provide related mentor texts.
Have students make a graphic
organizer.
Provide translations if possible.

Closure: 5-10
(What is the content? What is the learner doing, What is the Minutes Ask students what the Bill of Rights
teacher doing?) allows us to do in school.
Discuss how the bill of rights may
have influenced historical events
afterwards.
 Zip Kit Activity
Materials: Bill of rights matching card game.

Instructions:
 To play this game, you will match the correct amendment
to its description.
 Lay all of the cards face down so that you cannot see the
descriptions.
 Then, flip up two cards to see if they match.
 If they do not, flip them back down. If they do, pull them
out of the pile.
 Repeat until all cards have been matched.
 The goal is to match them all up as quickly as possible.

Checklist (to be returned to class on Monday):

20 Cards in Zip Kit ________

Answer Key:
1st – Freedom of speech, religion, press, and protest.
2nd – Right to bear arms.
3rd – Protection from quartering troops.
4th – Freedom from unlawful search & seizure.
5th – Due process and freedom from double jeopardy as well as self-
incrimination.
6th – Right to a speedy trial
7th – Right to a trial by jury
8th – Freedom from cruel & unusual punishment.
9th – All rights not otherwise stated.
10th – Protection of states’ rights.
 Actividad de Zip Kit

Materiales: Juego de cartas de juego de cartas de derechos.

Instrucciones:
• Para jugar a este juego, coincidirá con la enmienda correcta a su
descripción.
• Coloque todas las tarjetas boca abajo para que no pueda ver las
descripciones.
• Luego, levanta dos cartas para ver si coinciden.
• Si no lo hacen, voltéelos hacia abajo. Si lo hacen, sáquelos de la pila.
• Repita hasta que todas las cartas hayan sido igualadas.
• El objetivo es unirlos todos lo más rápido posible.

Lista de verificación (para ser devuelto a clase el lunes):

20 tarjetas en el zip kit ________

Clave de respuestas:
1 - Libertad de expresión, religión, prensa y protesta.
2 - Derecho a portar armas.
3 - Protección contra las tropas de acuartelamiento.
4 - Libertad de registro e incautación ilegales.
5 - debido proceso y libertad de doble incriminación y autoinculpación.
6 - Derecho a una prueba rápida
7 - Derecho a un juicio por jurado
8 - Libertad del castigo cruel e inusual.
9 - Todos los derechos no especificados.
10 - Protección de los derechos de los estados.
1st Amendment by Unknown Author is
Freedom of speech,
licensed under

religion, press & protest.

2nd
Amendment by Unknown Author
is licensed under

Right to bear arms.

3rd
Protection from
Amendment quartering troops.

4th
Amendment Protection from unlawful
by Unknown Author is
search and seizure.
licensed under
5th Amendment by Unknown Author
Freedomis licensed
fromunder
double
jeopardy, self-
incrimination, and right to
due process.

6th
Amendment Right Author
to
by a speedy
Unknown
is
trial.
licensed under

7t
Amendment Right toAuthor
bya trial
Unknown
is licensed
by jury.
under

8th
Amendment Freedom byfrom
Unknown cruel and
Author is
unusuallicensed
punishment.
under
 9th
Amendment by Unknown
Other rights not
Author is licensed
under
specifically mentioned.

10th
Amendment Protection of states’
rights.