WDED 5223 Principles of ABE/GED/ESL

Beashua Spearman ESL Lesson Plan

Adapted from "Learning Activity Organizer," from Dean, G. J. (2002) Designing instruction for adult learners (2nd. ed.) Malabar, FL: Krieger.

Title Time Needed Subject Area Educational Functioning Level(s) Addressed Content Standards to be Addressed (Include state and specific standard.) Description of Learning Activity (Include order and methods to be used to introduce content.)

The Bill of Rights: The Essential Rights of every American! 60 minutes American National Government, Civics 9.0-12.9 Kansas: L6 Comprehending informational discourse: L6.4 Respond to common requests for assistance or information and record important facts, directions, and appointments discussed in person and on the phone See the Bill of Rights PowerPoint Presentation See the Bill of Rights Game I. Step One: Introduction: The Bill of Rights: the Essential Rights of every American! (10 minutes) {Show PowerPoint slide 1} A. Welcome and Introduction 1. Brief review of last weeks lesson and assignments. 2. Ask the class if they have any questions about last weeks assignments 3. Introduce this weeks assignment 4. Give each student a copy of the Bill of Rights handout 5. Introduce each Bill of Right and explain it. {Using the Bill of Rights PowerPoint Presentation} 6. Lesson example below: Welcome Class! Good morning/ afternoon/ evening, Today/ tonight we are learning about the Bill of Rights, how it is important in the United States, how it defines the laws within our country, and how they may apply to an American citizen. This lesson will focus on defining the bill of rights, explaining and understanding it, and finally applying the bill of rights within realistic scenarios. We will define the following key terms: Bill of Rights, amendment, bear arms, quartered, search/seizure, search warrant, probable cause, indicted, double jeopardy, self-incrimination, civil trial, and finally criminal trial. Last week we learned about the American national government and how government was created to help its citizens. We learned the important positions and jobs a legislator has, we learned about the three types of government, the three branches of government, how governments collaborate, and how governments are funded. Does anyone have any questions about last weeks lesson? {Allow students 1minute to answer the question and the instructor has 5 minutes to answer their questions.} This week our focus is shifting to learning about the bill of rights and why it is very important for us to understand these first 10 amendments of the U.S. Constitution. II. Step Two: The Bill of Rights! (20 minutes) Lecture {Show PowerPoint slides 2-14} A. Lecture (Begin Lesson)

1. 2. 3. 4. 5. 6. 7. 8. 9.

Explain: The Bill of Rights Define and explain the key term Bill of Rights Briefly review the key term Amendment Explain the 2nd Amendment Define and explain the key term Bear Arms Explain the 3rd Amendment Define and explain the key term Quartered Explain the 4th Amendment Define and explain the key terms: Search & Seizure; Search Warrant; and Probable Cause. 10. Explain the 5th Amendment 11. Define and explain the key term Indicted, Double Jeopardy, SelfIncrimination. 12. Briefly review the 1st 5 amendments 13. Explain the 6th Amendment 14. Briefly review the key term U.S. Constitution 15. Explain the 7th Amendment 16. Explain the 8th Amendment 17. Explain the 9th Amendment 18. Explain the 10th Amendment 19. Briefly Review the last 5 amendments 20. Guided Practice: Bill of Rights Guided Practice Worksheet 21. Ask if there are any questions about the guided practice worksheet 22. Lesson example below: The bill of rights is the first ten amendments of the U.S. Constitution that was created in 1789; it is defined by the legal dictionary.com as declaring the issued rights and freedoms of U.S. citizens in each state, local, and national government within the United States (Legal Dictionary.com, 2011). The Bill of Rights was created to limit the power of the U.S. government and protect the natural rights and property of its citizens (Archives.gov, 2011). This week we are learning about the first ten amendments of the U.S. Constitution, does anyone remember the key term amendment from our previous lesson? (Allow volunteers to answer the question allow 1-3 minutes for the student to answer.) James Madison, one of the U.S. founders, introduced the Bill of Rights to the First U.S. Congress; the Bill of Rights was later adopted by the First House of Representatives on August, 21st, 1789(Archives.gov, 2011). It was added to the U.S. Constitution on December 15, 1791 through the process called ratification by of the states during that time. The key term ratification is defined by Dictionary.com as a way to confirm that something is true (Dictionary.com, 2011). Lets begin with the Bill of Rights lesson! {Give each student a copy of the Bill of Rights Handout: The Bill of Rights Handout (See above)} Begin the lesson: The first amendment The 1st Amendment guarantees freedom of religion, speech, the press, assembly, and petition. The first right of the 1st amendment allows us to practice any religion we want to, this means you are free to practice a lawful abiding religion, for example, Christianity, Hinduism, Islam, Judaism, New age, or Buddhism. The second right of the 1st amendment is to speak freely, for example, if you are not please with your legislators you can say I think the legislators are performing poorly in

office. No one will place you in jail because you are speaking freely. The third right of the 1st amendment, allow us to assemble (to meet) peacefully. This means we can assemble peacefully to protest the injustice of an event or a persons actions. For example, we learned about the non-violent protests of Martin Luther King, Jr. 2 weeks ago. The fourth right of the 1st amendment is the right to address the government (signing or creating a petition). For example, if we wanted a law placed to protect our children from cyber predators, we would work together and create a petition, ask registered voters to sign it and submit it to our local congress person in office. The final right of the 1st amendment is the right to publish newspapers, TV, radio, Internet (press). For example, The New York Times has the right to publish their newspapers and CNN on TV has the right to air their newscast.
III. Continue until the tenth bill of right is completed.

Step Three: The Bill of Rights Game (10 minutes) Group Collaboration/ Team building See the Bill of Rights Game

1. Pre-assign the students into small groups, the class small groups will consist of students who are strong and weak in English and Civics to allow students to have a fair amount within each group. 2. Read the Game instructions to the class (It is posted on the games website page.) 3. Remind the students of the class rules, class expectations for respecting other students and the instructor.
Evaluation or Assessment Procedure(s) IV.

Step Four: Group Assessment (20 minutes) - The Bill of Rights: What it means to me! Handout

1. Today you will remain in your groups and complete a worksheet titled The Bill of Rights: What it means to me! 2. Instructions: You will have 15 minutes to complete the form and 5 minutes to discuss it with your group members. Please fill out the amendment number and what it consist of, what it means in your own words or thoughts, and why it is important. Please give an example of why it is important to you. 3. You will have 20 minutes total to complete this exercise. When you have completed the exercise please gather them and hand them to your instructor.

Reflection and Closure (Describe methods to link this activity to previous knowledge.)

I.

Step Five: Reflection & Closure (15 minutes): Review & Close the Lesson 1. Reflection: Today, we learned the importance of knowing and understanding the Bill of Rights {Ask students: Can anyone list the 3 amendments of the Bill of Rights please? - Allow 2 minutes for students to, think and 2 minutes to volunteer answer to the question.}

We learned how to apply the Bill of Rights and why it is necessary for all American Citizen to learn them. 2. Questions: Does anyone have any questions about todays lesson or assignments? Now is the time to ask questions about todays lesson or

assignments! J 3. Closure: Next week we shall learn about the office of the U.S. President. We will take a virtual tour of the White House and learn why the U.S. Presidents job is very important! {Encourage students and Compliment them on a great job.} I appreciate your attentiveness and your willingness to learn today/tonight! You all did a great job and I am very proud of each of you! See you all next week!
Technology, Equipment, Materials and Facilitates Needed Adaptations or Accommodations for Students with Learning Disabilities or Differences

Laptop or desktop computer, Microsoft PowerPoint, High Speed Internet, Projector, Projector Screen, Student Handouts, Students need to have pencils or ink pens. 1. Students with ADHD, ADD, and Dyslexia will receive an alternate classroom setting that is created for private learning, testing, and is clear of any interruptions and distractions of other students. Classroom behavior rules and guidelines will be enforced but positive behavior will be rewarded. Students will Dyslexia will receive additional help: for example, he or she may receive additional help from a strong reading student during group assessments. Additional time will be given to the student to ensure he or she completes the assignment. 2. Students with Dyslexia, Dysgraphia, Dyscalculia, and other learning disabilities will receive additional time to complete their evaluation/assessment, and assignments. These students will be paired with students who are strong in reading, math, and writing to encourage a positive learning atmosphere. Assistive Technology such as audio books, word prediction, electronic dictionaries, or spell check will be allowed. Students who are visually impaired will receive assistive technology such as a large print text, screen reader, tape recorder (to record the lesson), or a Braille text reader; students who are verbally impaired will receive extra time and the instructor will repeat instructions that are not clear to the student. Students who are hearing impaired will receive a note taker and a sign language interpreter.

Notes and Comments

Notes:
The Bill of Rights PowerPoint was slightly altered using instructional design principle as such as changing the font, font size, font color, and changing the images to a Microsoft clip art. I inserted the handouts and the Bill of Right game. Some of the PowerPoint was altered to ensure the correct grammar and spelling was correct. The original PowerPoint had several minor errors that needed to be changed. I contacted the Fayetteville Technical Community College but they did not know who the author of the PowerPoint was and they gave me permission to create small changes to enhance or correct spelling and grammar mistakes. I used pre-created handouts because as an instructional designer it is best to create handouts and instructional items for a class if there are no current instructional items to suit the class, topic, or book and it prevents us from re-inventing the wheel. References Archives.Gov. (2011). The Charters of Freedom: A New World is at Hand: The Bill of Rights! Retrieved from http://www.archives.gov/exhibits/charters/bill_of_rights.html

Brady, M. & Lampert, A. (2007). A Handbook for Teachers of Adult Learners (2nd ed.) (pp 63-75). Old Orchard Beach, ME: New Teacher Concepts. Dictionary.com, LLC. (2011,). Ratification Definition. Retrieved from http://dictionary.reference.com/browse/ratification Fayetteville Technical Community College. (2011). Citizenship in the Community& the World. The Bill of Rights Microsoft PowerPoint. Retrieved from: http://www.nc-net.info/ESL/Fayetteville.php Docstoc. (2011) The Bill of Rights Worksheet. Retrieved from: http://www.docstoc.com/docs/2788688/Bill-of-Rights-Worksheet The Free Dictionary By Farlax.com, 2011. (2011). Bill of Rights Definition. Retrieved from http://legal-dictionary.thefreedictionary.com/Bill+of+rights Literacy & Learning Disabilities (2006). Adaptations, Accommodations, and Technology. Retrieved September 30, 2011 from http://ldlink.coe.utk.edu/adaptations.htm#what Resources for ESL/ EFL Teachers. (2011). The Bill of Rights Handout. Retrieved from http://eslresources.files.wordpress.com/2007/03/history-bill-of-rights- worksheet.pdf Whiteboard Labs, LLC. (2011). The Bill of Rights Match Game. Retrieved from http://www.texaslre.org/BOR/billofrights.html Whiteboard Labs, LLC. (2011). The Bill of Rights Handout. Retrieved from http://www.texaslre.org/downloads/bor.pdf