New Record Daily Lesson Plan

Teacher Name Jody Zellner School Seminole High School Date 9/6/2010

Subject A.P. U.S. Government and Politics Grades 6 7 8 9 10 11 12 LP#

SAGE
Essential Learning
N/A Labor Day

Learning Objectives in Student-friendly Language

N/A Labor Day

Evidence of Communication of Objectives

N/A Labor Day

Anticipatory Set in the beginning

N/a
N/a

New Record Daily Lesson Plan

Active Learning Strategies

N/a

Reading Strategies

N/A

Relevant Processing Markers

N/a

Question to stimulate Higher Order Thinking strategies

N/a

Assessment for learning throughout the lesson

Pre-test
 Assessment for learning throughout the lesson
Pre-test
New Record Daily Lesson Plan

Modeling & Guided Practice

N/A Labor Day

Independent Practice

N/A Labor Day

Accommodations for ESE/ESOL students

N/A Labor Day
 New Record Daily Lesson Plan
Teacher Name Jody Zellner School Seminole High School Date 9/7/2010

Subject A.P. Government Grades 6 7 8 9 10 11 12 LP#

SAGE
Essential Learning
SS.912.C.1.1: Evaluate, take, and defend positions on the founding ideals and principles in American Constitutional government

Learning Objectives in Student-friendly Language

Students will understand how the government organized under the articles is vastly different than the current government we have today under the
Constitution

Evidence of Communication of Objectives

Students will be able to give a one sentence summary of the essential learning’s for the day.

Anticipatory Set in the beginning

Bellringer: Describe the U.S. government under the Articles of Confederation
Bellringer: Describe the U.S. government under the Articles of Confederation

New Record Daily Lesson Plan

Active Learning Strategies

Think/Pair/Share: Strengths and weakness of the Articles

Sticky Note Discussion: Weakness of the Articles

Reading Strategies

One sentence summaries

think/pair/share
Sticky Note Discussion

Relevant Processing Markers

Students will demonstrate verbal knowledge of how the power of our central government under the Articles vs. the Constitution

Question to stimulate Higher Order Thinking strategies

What were the weaknesses of the Articles of Confederation?
Why did we want to limit the power of the central government?

Assessment for learning throughout the lesson

Students will use one sentence summaries and think/pair/share to demonstrate knowledge of reading. Students will share knowledge with classmates
through sticky note discussions
 Assessment for learning throughout the lesson
New Record Daily Lesson Plan
Students will use one sentence summaries and think/pair/share to demonstrate knowledge of reading. Students will share knowledge with classmates
through sticky note discussions

Modeling & Guided Practice

Teacher will pick out sticky notes with comments and questions about the government under the articles and facilitate class discussion based upon these
notes

Independent Practice

Students will use t/p/s in the first minutes of class to identify some of the major strengths and weakness of the articles as well as articulate questions about
the prior nights readings.

H.W. Students will complete online readings about the Mt. Vernon Meetings and the Compromises of the Constitution

Accommodations for ESE/ESOL students

All notes posted on moodle
Extra time allotted.
 New Record Daily Lesson Plan
Teacher Name Jody Zellner School Seminole High School Date 9/8/2010

Subject A.P. Government Grades 6 7 8 9 10 11 12 LP#

SAGE
Essential Learning

» SS.912.C.3.1: Examine the constitutional principles of representative government, limited government, consent of the governed, rule of law, and individual
rights.
Independent
SS.912.C.1.3: Evaluate the ideals and principles of the founding documents (Declaration of Independence, Articles of Confederation, Federalist Papers) that
shaped American Democracy.

Learning Objectives in Student-friendly Language

Students will understand the major issues that led to compromises in creating a constitution

Evidence of Communication of Objectives

Students will use think/pair/share to summarize the learning objectives for the day

Anticipatory Set in the beginning

Bellringer: What was the major impact of Shay’s rebellion
Bellringer: What was the major impact of Shay’s rebellion

New Record Daily Lesson Plan

Active Learning Strategies

T/P/S: Shay’s Rebellion

Open Compare and Contrast: New Jersey Plan vs. Virginia Plan

One Sentence Summaries: Compromises of the Constitution

H.W. finish summarizing compromises of the Constitution

Reading Strategies

Benchmark Number: LA.910.1.7.7

Benchmark Description: The student will compare and contrast elements in multiple texts; and

Relevant Processing Markers

think/pair/share: students will verbally demonstrate with classmates and the teacher the major impact of Shay’s Rebellion

Question to stimulate Higher Order Thinking strategies

Why do we have so many compromises in the Constitution?
How did Shay’s Rebellion illustrate the weakness of the Articles of Confederation?

Assessment for learning throughout the lesson

KWL
Quiz for Knowledge
One Sentence Summaries
Open compare and contrast
 Assessment for learning throughout the lesson
KWL
New Record Daily Lesson Plan
Quiz for Knowledge
One Sentence Summaries
Open compare and contrast

Modeling & Guided Practice

Teacher will summarize one of the Compromises of the Constitution and explain who it helped and why.

Independent Practice

Students will finish one sentence summaries on the Compromises of the Constitution.

Accommodations for ESE/ESOL students

Notes available on moodle
Extra time given to 504 students
 New Record Daily Lesson Plan
Teacher Name Jody Zellner School Seminole High School Date 9/9/2010

Subject A.P. Government Grades 6 7 8 9 10 11 12 LP#

SAGE
Essential Learning
» SS.912.C.1.1: Evaluate, take, and defend positions on the founding ideals and principles in American Constitutional government.
» SS.912.C.1.2: Explain how the Declaration of Independence reflected the political principles of popular sovereignty, social contract, natural rights, and
individual rights
SS.912.C.1.3: Evaluate the ideals and principles of the founding documents (Declaration of Independence, Articles of Confederation, Federalist Papers) that
shaped American Democracy.

Learning Objectives in Student-friendly Language

Student’s will be able to identify flaws in the Constitution and the controversy created by some of the compromises of the Constitution.

Evidence of Communication of Objectives

Students will use a one sentence summary to express the learning objectives back to the teacher.

Anticipatory Set in the beginning

Bellringer: Take one compromise of the Constitution and summarize what it did and how it may have violated Jefferson’s own words in the Declaration of
Independence
Bellringer: Take one compromise of the Constitution and summarize what it did and how it may have violated Jefferson’s own words in the Declaration of
Independence
New Record Daily Lesson Plan

Active Learning Strategies

One sentence summary

Reciprocal Teaching: Students will fill out two column notes on the compromises of the Constitution

Reading Strategies

Benchmark Number: LA.910.1.7.3

Benchmark Description: The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing,
summarizing, and identifying relevant details;
Strand: Reading Process
Standard: Reading Comprehension - The student uses a variety of strategies to comprehend grade level text.

Relevant Processing Markers

Students will be able to accurately explain the compromises of the Constitution, why they were created and who they benefitted and who they hurt.

Question to stimulate Higher Order Thinking strategies

How did the New Jersey Plan and the Virginia Plan lead to the Connecticut
Compromise?
Why were some states hesitant to ratify the Constitution?
How can the founding fathers be looked upon as hypocritical for creating our Constitution?

Assessment for learning throughout the lesson

think/pair/share: integrated questions for comprehension throughout lecture
Two Column Notes
Quiz for knowledge
Chapter Test
 Assessment for learning throughout the lesson
New Record Daily Lesson Plan
think/pair/share: integrated questions for comprehension throughout lecture
Two Column Notes
Quiz for knowledge
Chapter Test
Unit Test

Modeling & Guided Practice

Teacher will start off by explaining the Constitution itself may have violated the Principles in the Declaration since it created a strong central government and
we had just fought a war to remove a strong central government.

Independent Practice

Students will do online reading about the arguments for and against ratification of the Constitution
Students will come in tomorrow and be prepared to debate federalists vs. anti-federalists

Accommodations for ESE/ESOL students

Notes printed on moodle
Constitution foldables
Longer time to complete assignments.
 New Record Daily Lesson Plan
Teacher Name Zellner School Seminole High School Date 9/10/2010

Subject A.P. Government Grades 6 7 8 9 10 11 12 LP#

SAGE
Essential Learning
SS.912.C.1.4: Analyze and categorize the diverse viewpoints presented by the Federalists and the Anti-Federalists concerning ratification of the Constitution
and inclusion of a bill of rights.

Learning Objectives in Student-friendly Language

Students will understand the arguments presented for and against ratification of the Constitution

Evidence of Communication of Objectives

Students will relay back to the teacher what the objective is in their own words

Anticipatory Set in the beginning

Bellringer: Describe Beard’s thesis and explain how the creation of the Constitution may have been an affront to the new American Democracy
Bellringer: Describe Beard’s thesis and explain how the creation of the Constitution may have been an affront to the new American Democracy

New Record Daily Lesson Plan

Active Learning Strategies

T/P/S: Beard’s Thesis

Debate: Federalists vs. Anti-Federalists

Reading Strategies

Benchmark Number: LA.910.1.7.3

Benchmark Description: The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing,
summarizing, and identifying relevant details;
Strand: Reading Process
Standard: Reading Comprehension - The student uses a variety of strategies to comprehend grade level text.

Relevant Processing Markers

Students will verbally demonstrate the arguments for and against the ratification of the Constitution and the role the federalists papers played in getting the
Constitution ratified.

Question to stimulate Higher Order Thinking strategies

Why were some states hesitant to ratify the Constitution?

Assessment for learning throughout the lesson

Moodle Quizzes
High level questions from teacher
Vocabulary Quizzes
Chapter test
 Assessment for learning throughout the lesson
Moodle Quizzes
New Record Daily Lesson Plan
High level questions from teacher
Vocabulary Quizzes
Chapter test

Modeling & Guided Practice

Teacher will take one purpose of government and explain in his own words how he might view this purpose as a liberal or as a conservative

Independent Practice

Students will finish reading chapter 2 from pg. 27 (Starting at the Bill of Rights) to the end of the chapter.
Students will take a quiz for knowledge on moodle about the Constitution

Accommodations for ESE/ESOL students

Students will receive extra time to complete assignments
All notes will be posted to moodle site
 New Record Daily Lesson Plan
Teacher Name Zellner School Seminole High School Date 9/13/2010

Subject A.P. U.S. Government and Politics Grades 6 7 8 9 10 11 12 LP#

SAGE
Essential Learning
SS.912.C.1.5: Evaluate how the Constitution and its amendments reflect the political principles of rule of law, checks and balances, separation of powers,
republicanism, democracy, and federalism.

Learning Objectives in Student-friendly Language

Students will understand the basic principles of the Constitution

Evidence of Communication of Objectives

Students will relay back to the teacher what the objective is in their own words

Anticipatory Set in the beginning

Bellringer: Why did the Framer’s put an amendment process in the Constitution
Bellringer: Why did the Framer’s put an amendment process in the Constitution

New Record Daily Lesson Plan

Active Learning Strategies

T/P/S: Why did the Framer’s put an amendment process in the Constitution
Group Cartoons: Principle’s of the Constitution

Reading Strategies

Benchmark Number: LA.910.1.7.2

Benchmark Description: The student will analyze the authors purpose and/or perspective in a variety of text and understand how they affect meaning;
Subject Area: Reading/Language Arts
Grade Level: 910
Strand: Reading Process
Standard: Reading Comprehension - The student uses a variety of strategies to comprehend grade level text. (two-column notes/ One sentence
summaries)
Relevant Processing Markers
Students will demonstrate the principles of the Constitution by illustrating them with a cartoon expressing examples of each

Question to stimulate Higher Order Thinking strategies

What is the basic structure of the Constitution?
What beliefs and principles in the Constitution help to build a national identity for the United States?

Assessment for learning throughout the lesson

Moodle Quizzes
High level questions from teacher
Vocabulary Quizzes
Chapter test
 Assessment for learning throughout the lesson
Moodle Quizzes
New Record Daily Lesson Plan
High level questions from teacher
Vocabulary Quizzes
Chapter test

Modeling & Guided Practice

The Teacher will take one of the principles and give an example and a possible cartoon to illustrate that concept

Independent Practice

Students will work with peers to finish a cartoon demonstrating that principle and use reciprocal teaching to teach that concept back to the class.

Accommodations for ESE/ESOL students

Students will receive extra time to complete assignments
All notes will be posted to moodle site
 New Record Daily Lesson Plan
Teacher Name Zellner School Seminole High School Date 9/14/2010

Subject A.P. U.S. Government Grades 6 7 8 9 10 11 12 LP#

SAGE
Essential Learning
SS.912.C.1.1: Evaluate, take, and defend positions on the founding ideals and principles in American Constitutional government.
SS.912.C.1.5: Evaluate how the Constitution and its amendments reflect the political principles of rule of law, checks and balances, separation of powers,
republicanism, democracy, and federalism.

Learning Objectives in Student-friendly Language

Students will understand the amendment process and how it illustrates the principles of popular sovereignty and federalism

Evidence of Communication of Objectives

Students will relay back to the teacher what the objective is in their own words

Anticipatory Set in the beginning

Bellringer: Why were the concepts of Federalism and Limited Government so important to the Framers
Bellringer: Why were the concepts of Federalism and Limited Government so important to the Framers

New Record Daily Lesson Plan

Active Learning Strategies

Reciprocal Teaching: Students will review their peer created posters on the principles of the Constitution
Two Column Notes: Amending the U.S. Constitution

Reading Strategies

Two Column Notes: Amending the Constitution

Relevant Processing Markers

Students will verbally demonstrate knowledge to the teacher by summarizing the principles of the Constitution to their peers using examples to illustrate
each principle. Students will accurately describe all of the formal ways to amend the Constitution

Question to stimulate Higher Order Thinking strategies

What beliefs and principles in the Constitution help to build a national identity for the United States?
Why did the Founding Fathers find it necessary for the Constitution to be amended?

Assessment for learning throughout the lesson

Moodle Quizzes
High level questions from teacher
Vocabulary Quizzes
Chapter test
 Assessment for learning throughout the lesson
Moodle Quizzes
New Record Daily Lesson Plan
High level questions from teacher
Vocabulary Quizzes
Chapter test

Modeling & Guided Practice

Teacher will take the introduction to the Declaration and explain why this might not only upset England, but also a lot of the colonists

Independent Practice

Students will use reciprocal teaching to explain their group’s principle and give an example using a cartoon to illustrate that principle
Students will read the U.S. Constitution

Accommodations for ESE/ESOL students

Students will receive extra time to complete assignments
All notes will be posted to moodle site
 New Record Daily Lesson Plan
Teacher Name Zellner School Seminole High School Date 9/15/2010

Subject A.P. U.S. Government Grades 6 7 8 9 10 11 12 LP#

SAGE
Essential Learning
SS.912.C.1.5: Evaluate how the Constitution and its amendments reflect the political principles of rule of law, checks and balances, separation of powers,
republicanism, democracy, and federalism.
SS.912.C.2.6: Evaluate, take, and defend positions about rights protected by the Constitution and Bill of Rights.

Learning Objectives in Student-friendly Language

Students will understand the rights afforded to citizens under the Bill of Rights

Evidence of Communication of Objectives

Students will relay back to the teacher what the objective is in their own words

Anticipatory Set in the beginning

Bellringer: Students will use T/P/S to summarize the protections afforded to us under the first amendment
Bellringer: Students will use T/P/S to summarize the protections afforded to us under the first amendment

New Record Daily Lesson Plan

Active Learning Strategies

T/P/S (reciprocal teaching) Protections guaranteed by the first amendment

One sentence Summaries: The Bill of Rights
Problem/Solution Chart: Other Notable Amendments

Reading Strategies

Benchmark Number: LA.910.1.7.2

Benchmark Description: The student will analyze the authors purpose and/or perspective in a variety of text and understand how they affect meaning;
Subject Area: Reading/Language Arts
Grade Level: 910
Strand: Reading Process
Standard: Reading Comprehension - The student uses a variety of strategies to comprehend grade level text. (Think/Pair/Share, Problem solution chart
notable amendments)
Relevant Processing Markers
Students will verbally demonstrate to the teacher (reciprocal teaching) using one sentence summaries to explain the protections afforded to us under each of
the Bill of Rights

Question to stimulate Higher Order Thinking strategies

How does limited government safeguard the nation against abuse of power?
Why did the Founding Fathers find it necessary for the Constitution to be amended?
What are the freedoms listed in the First Amendment of the Constitution?

Assessment for learning throughout the lesson

Moodle Quizzes
High level questions from teacher
Vocabulary Quizzes
Chapter test
 Assessment for learning throughout the lesson
Moodle Quizzes
New Record Daily Lesson Plan
High level questions from teacher
Vocabulary Quizzes
Chapter test

Modeling & Guided Practice

Teacher will take the tenth amendment read it to the class and use a one sentence summary to summarize it to the students

Independent Practice

Students will use one sentence summaries to explain other protections given to us under the Bill of Rights
Students will use problem solution chart to explain some of the other notable amendments

Accommodations for ESE/ESOL students

Students will receive extra time to complete assignments
All notes will be posted to moodle site
 New Record Daily Lesson Plan
Teacher Name Zellner School Seminole High School Date 9/16/2010

Subject A.P. U.S. Government Grades 6 7 8 9 10 11 12 LP#

SAGE
Essential Learning
SS.912.C.3.6: Analyze the structures, functions, and processes of the judicial branch as described in Article III of the Constitution.
SS.912.C.3.3: Analyze the structures, functions, and processes of the legislative branch as described in Article I of the Constitution
» SS.912.C.3.4: Analyze the structures, functions, and processes of the executive branch as described in Article II of the Constitution.
SS.912.C.3.15: Examine how power and responsibility are distributed, shared, and limited by the Constitution.

Learning Objectives in Student-friendly Language

Students will explain how the daily actions of each of the branches of government as well as custom shape the interpretation of the Constitution

Evidence of Communication of Objectives

Students will relay back to the teacher what the objective is in their own words

Anticipatory Set in the beginning

Students will use tps to theorize why so few amendments get ratified
Students will use tps to theorize why so few amendments get ratified

New Record Daily Lesson Plan

Active Learning Strategies

T/P/S: Why do so few amendments get ratified

Story Plan: Informal Amendment Process--students will divide into groups, each one will take one of the informal amendment process and create a story of no
more than five sentences that explains how that process works and why it is so important

Reading Strategies

LA.910.1.7.2
The student will analyze the authors purpose and/or perspective in a variety of text and understand how they affect meaning;
Students will use a story plan to express the authors meaning about each of the informal methods of amending the Constitution

Relevant Processing Markers

Students will demonstrate to the teacher summarizing and giving examples of each of the informal amendment processes.

Question to stimulate Higher Order Thinking strategies

What is the chief function of each of the three branches of the federal government?

Assessment for learning throughout the lesson

Moodle Quizzes
High level questions from teacher
Vocabulary Quizzes
Chapter test
 Assessment for learning throughout the lesson
Moodle Quizzes
New Record Daily Lesson Plan
High level questions from teacher
Vocabulary Quizzes
Chapter test

Modeling & Guided Practice

The teacher will take one of the informal process (political parties) and show the impact they have had on the interpretation of the Constitution using a story
plan illustrating the point.

Independent Practice

Students in peer groups will use story plans to summarize and give examples of the rest of the informal methods.

Accommodations for ESE/ESOL students

Students will receive extra time to complete assignments
All notes will be posted to moodle site
 New Record Daily Lesson Plan
Teacher Name Zellner School Seminole High School Date 9/17/2010

Subject A.P. U.S. Government Grades 6 7 8 9 10 11 12 LP#

SAGE
Essential Learning
See Prior Essential learning’s for this unit.

Learning Objectives in Student-friendly Language

Demonstrate knowledge of the constitution by passing the chapter test with 80% accuracy

Evidence of Communication of Objectives

Passing test with 80% accuracy

Anticipatory Set in the beginning

Student led review questions.
Student led review questions.

New Record Daily Lesson Plan

Active Learning Strategies

See prior strategies for this chapter

Reading Strategies

See prior strategies for this chapter

Relevant Processing Markers

See prior strategies for this chapter

Question to stimulate Higher Order Thinking strategies

Student led review questions

Assessment for learning throughout the lesson

Chapter test
 Assessment for learning throughout the lesson
Chapter test
New Record Daily Lesson Plan

Modeling & Guided Practice

n/a

Independent Practice

N/a

Accommodations for ESE/ESOL students

Students who need extra time can finish the test after school Today.