FIELD EXPERIENCE #4
Domain I, Competency 003
Subcompetencies 6, 7
Session #4 FER
Kathy Hainey LT3
ACTIVITY ONE
Lesson Plan
Unit Title: The United States Constitution
Objective: For the high school U. S. Government student to understand the applications of the protections guaranteed under Bill of Rights, so that when given four paragraphs, each illustrating one of the Rights, the student will classify each paragraph by the Right to which it applies.
Rationale: The students’ ability to understand and apply the Bill of Rights to their own lives will empower them within the social and political systems of the United States.
Content:
1. Preamble to the Bill of Rights
2. Amendment I
3. Amendment II
4. Amendment III
5. Amendment IV
6. Amendment V
7. Amendment VI
8. Amendment VII
9. Amendment VIII
10. Amendment IX
11. Amendment X
Procedures:
1. Briefly review prior lesson on the U.S. Constitution and the need for the Bill of Rights to be written.
2. Student reads the Preamble.
3. Discuss Preamble in ‘current’ English terms for comprehension.
4. Student reads Amendment I.
5. Discuss and give examples of the protections of Amendment I.
6. Repeat steps 4 and 5 for remaining Amendments.
Materials: Copies of the Preamble and Bill of Rights for each student. Copies of paragraphs illustrating the particular Rights for each group’s consideration.
Assessment: Ask students to form groups to read, discuss, and classify four paragraphs, each illustrating a particular Right. Have spokesperson for the group read the paragraph to the class and tell which Right was represented in the paragraph.
ACTIVITY TWO:
This lesson was taught to 25 GED Preparation Class students.
ACTIVITY THREE:
I have taught this lesson several times a year for four years now, and this was the first time that it had been written out in a behavioral objective lesson plan. Over the years of my teaching this lesson, my own understanding of the Constitution and Bill of Rights has grown tremendously. By writing this lesson plan, I had to focus specifically on the justification for this lesson beyond the fact that my students need to be knowledgeable on this subject in order to pass the GED Exam. Writing the behavioral objective required more consideration than I thought it would, also. The first time I taught this subject, I was nervous and hoped the students did not ask too many questions. This week when I taught it, the class had a great time engaging in discussions regarding the ACTUAL Bill of Rights. They are amazed that there is a legal document that guarantees these rights. Most of them were never aware that their "rights" came from something real. Each time I teach this lesson, I have acquired more information or better examples to share with the students since the time before. I am sure that this growth will happen with any lesson that is taught over and over, if the teacher stays interested in learning, also.
This topic is covered on the GED Exam, so it is very appropriate for the students in my class. My class has students with functioning levels from grades one through twelve, so even though all the students need to learn about the Bill of Rights, the lesson and lecture will be presented on many levels at once. Even the students to whom English is still new learn from this lesson. Students who are almost ready to take their exam are often the most excited about this topic. The more applicable to the students’ lives the discussion is, the more is learned by all the students. This topic will be taught again as it is an integral part of U.S. Government courses.
I think the sequence of topics was appropriate. Before beginning this particular lesson, the U.S. Constitution has been read and discussed. A brief review of the need for a Bill of Rights is covered. Then reading the Preamble and the Amendments, along with what my students call "translations into modern English", lead to lively discussions. Presenting the Amendments in their numerical order makes it easier to initially learn and they are identified by numeral when referred to outside of class.
I believe that my objective was appropriate for my students. The topic is part of their curriculum, and the whole class discussion, as well as, the small group discussion and classification of the Amendments helps the students apply them to their own lives.
This particular lesson plan follows the one which introduces the U.S. Constitution and precedes the lesson on the remaining Amendments. Therefore, it fits nicely into the unit plan. The procedures enabled the students to perform the assessment noted in the original objective.
These procedures for this lesson plan seem to be quite effective for the present class. I have had other classes that were not as amenable to working in small groups or participating in discussions. Sometimes the personality of the class will alter the exact procedures followed. The class I have currently is very dynamic and interested in how the government was set up to work.
The physical environment could have been more conducive to learning. We have very limited classroom space, which makes forming small groups difficult at times. On occasion I have access to another classroom so that the class can use both rooms during group work. The learning environment was one of excitement and involvement.