US+History+I+-+UDL+Lesson+Plan


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 * ||  ||||||||  [|Title : Bill of Rights]   ||
 * [|Teacher : Ashley, Willola]  ||  [|Begin Date : 03/17/2011]   ||  [|End Date : 03/25/2011]   ||  [|Subject : US History I – Ashley& Cadena]   ||

**Recognition Network (the what of learning) **

__Objective: __ TLWBAT analyze the Bill of Rights to understand their importance to the U.S. and how they protect the rights of the people. __Essential Question__: How are the rights of the people protected by/from the Constitution? __Critical Thinking Standards__: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights?
 * [|6.1.12 A.1 - Analyze how historical events shape the modern world.]  ||
 * [|6.1.12 A.2 - Formulate questions and hypotheses from multiple perspectives, using multiple sources.]  ||
 * [|6.1.12 A.3 - Gather, analyze, and reconcile information from primary and secondary sources to support or reject hypotheses.]  ||
 * [|6.1.12 A.4 - Examine source data within the historical, social, political, geographic, or economic context in which it was created, testing credibility and evaluating bias.]  ||
 * [|6.2.12 E.6 - Investigate a global challenge (e.g., hunger, AIDS, nuclear defense, global warming) in depth and over time, predict the impact if the current situation does not change, and offer possible solutions.]  ||
 * [|6.2.12 E.7 - Participate in events to acquire understanding of complex global problems (e.g., Model United Nations, international simulations, field trips to government sites).]  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.2.12 E.8 - Justify an opinion or idea about a global issue while showing respect for divergent viewpoints.]  ||

**<span style="color: black; font-family: 'Arial','sans-serif';">Representation – **<span style="color: black; font-family: 'Arial','sans-serif';">Students will examine a textbook copy of the Bill of Rights and the DMAE student handbook online via E-Chalk. **<span style="color: black; font-family: 'Arial','sans-serif';">Expression – **<span style="color: black; font-family: 'Arial','sans-serif';">Students will complete graphic organizers comparing and contrasting. They will also create a visual representation of the Bill of Rights. **<span style="color: black; font-family: 'Arial','sans-serif';">Engagement – **<span style="color: black; font-family: 'Arial','sans-serif';">Students will discuss giving up some of the Bill of Rights and will discuss amending the current school discipline policy.

**<span style="color: black; font-family: 'Arial','sans-serif';">Strategic Network (The How of Learning) **

<span style="color: black; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been put on the board, student will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS teacher will ask: "Which of these 10 would you be willing to give up? Which of these 10 would you not be willing to give up? Which would you fight for, die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of Rights effect Ms. Ashley and you in our personal lives? Compare and Contrast the Bill of Rights to the rights enjoyed at the EPSD.
 * || <span style="color: black; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">Students will create a visual representation of each amendment of the Bill of Rights (10 total). These visuals must accurately show the amendment in use. Visuals must be in color and labeled with the appropriate amendment number on it. ||  ||

**<span style="color: black; font-family: 'Arial','sans-serif';">Representation **<span style="color: black; font-family: 'Arial','sans-serif';"> – Read, Discuss, Write, use laptops to access DMAE student handbook **<span style="color: black; font-family: 'Arial','sans-serif';">Expression **<span style="color: black; font-family: 'Arial','sans-serif';"> – Discussion (with partners, entire class and with teachers) and visual representations **<span style="color: black; font-family: 'Arial','sans-serif';">Engagement **<span style="color: black; font-family: 'Arial','sans-serif';"> – Discussion such as “Compare and Contrast the Bill of Rights with the rights enjoyed at the EPSD; Which Bill of Rights would you be willing to give up, negotiate, or not..” Students will discuss school wide discipline policies – pros and cons.

**<span style="color: black; font-family: 'Arial','sans-serif';">Affective Network (The Why of Learning) **

**<span style="color: black; font-family: 'Arial','sans-serif';">Representation **<span style="color: black; font-family: 'Arial','sans-serif';">– Students will view and read a copy of the Bill of Rights and access the EPSD student handbook(via E-Chalk) to see the similarities and differences of rights and to demonstrate learning. **<span style="color: black; font-family: 'Arial','sans-serif';">Expression **<span style="color: black; font-family: 'Arial','sans-serif';"> - Students will complete graphic organizer and create a visual representation of all Bill of Rights to demonstrate learning. **<span style="color: black; font-family: 'Arial','sans-serif';">Engagement **<span style="color: black; font-family: 'Arial','sans-serif';">– Students will engage in spirited discussions about giving up one or more of the Bill of Rights and discuss the pros and cons of the school discipline policy practices

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; margin: 0in 0in 24pt;">I chose to re-create a recent lesson about the Bill of Rights. You will notice that I addressed the “what,” the “how,” and the “why” of learning by using at least two means of representation, expression, and engagement. My reflection is brief because I want to make sure that this information is posted. If you choose to read further, you will notice that this lesson was taught on yesterday in my US History I class.

** DWIGHT MORROW HIGH SCHOOL ** __** PRE-OBSERVATION CONFERENCE FORM **__

= Name__:___Willola M. Ashley =

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Grade/Class:Nine and Ten/ US History I_

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Date of Observation:_3/25/2011

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Period to be observed:___2__

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Please complete this form and send/present at the pre-observation meeting:

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">1. **Instructional Objectives**:TLWBATanalyze the Bill of Rights to understand their importance. **__<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Essential Question __**__<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">: How are the rights of the people protected by/from the Constitution? Critical Thinking Standards: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights? __<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">_ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">2. **Procedures/Activities**: Do Now: “Choose one right you think you have in this school.” //Anticipatory Set//: Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been placed on the board, students will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS Teacher Ashley will ask: “Which of these 10 Bill of Rights would you be willing to give up? Which of these rights would you not be willing to give up? Which would you fight for or die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of rights effect Ms. Ashley and you in your personal lives? Compare and Contrast the Bill of Rights with the rights you enjoy in the EPSD? //Day Two// - Students will create a visual representation of each amendment on the Bill of Rights (10 total). These visuals must accurately show the amendments in use. Visuals must be in color and labeled with the appropriate amendment number on it. //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Teach Skill //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">: Students will analyze historical empathy, foreign relations, war and peace. The will be able to better understand the relevance of the essential question and the Critical Thinking Standard (Fairness) – “How are the rights of the people protected by/from the Constitution? Why is it important to know what rights are guaranteed by the Bill of Rights? <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">TLWBAT complete and exit ticket explaining three major things learned in class today at the conclusion of the class._ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">3. **Materials:** __Textbooks, paper, pens/pencils, desktop computer with projector, and art supplies.__ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">4.**Assessments:** Do Now Activity, Collaboration Skills, Oral Presentations, Exit Tickets <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">5. **Previous lesson objectives within the past 1or 2 days:** __TLWBAT analyze the Bill of Rights to understand their importance to the US and how they protect the rights of the people.__

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">6. **Core Curriculum Content Standards**: __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic __ __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinkgs: using critical vocabulary; S-35 Exploring Implications and Consequences __ __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">NJCCCS Power Standards - 6.1.12.A.2b Constitution and Bill of Rights __ ||
 * || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.1.12 A.1 - Analyze how historical events shape the modern world. __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.1.12 A.2 - Formulate questions and hypotheses from multiple perspectives, using multiple sources. __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.1.12 A.3 - Gather, analyze, and reconcile information from primary and secondary sources to support or reject hypotheses. __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.1.12 A.4 - Examine source data within the historical, social, political, geographic, or economic context in which it was created, testing credibility and evaluating bias. __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.4.12 E.6 - Compare and contrast the major philosophical and historical influences on the development of the Constitution (e.g., Washington's Farewell Address (1796), Locke's Second Treatise, the ideas of Alexander Hamilton, James Madison, Thomas Jefferson, and William Paterson). __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.4.12 E.7 - Describe the early evolution of the system of government and political parties in the United States (e.g., presidential elections of 1792, 1796, 1800). __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.4.12 E.8 - Discuss the implementation of the federal government under the United States Constitution during the presidency of George Washington. __ ||  ||
 * **__<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Additional Objectives/Standards __**__<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;"> : __

**__<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">RECOMMENDED STRATEGIES UTILIZED: __**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">(please circle and elaborate)

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Critical Thinking Strategies:_ **__<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Students will demonstrate knowledge of fairness by analyzing the rights that are guaranteed by the Bill of Rights. ___

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Interdisciplinary Approach: __Students will read, write, discuss and create visual representations of each amendment of the Bill of Rights__.

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Student Portfolios:

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Technology-Based Instruction **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">:_ _

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Project-Based Learning:

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Collaborative Learning: **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">_Students will work in pairs.

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Socratic Discussion:_

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Student Self-Assessment **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">:___Exit Tickets___

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Multiple Intelligences **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">: TLWBATread, write, work collaboratively, discuss with partner and with the entire class and create a visual representation of each of the 10 Bill of Rights. _

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Student-Centered Classroom **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">:_Students will be given a copy of the Bill of Rights, and will be asked to respond orally, in written form, and by creating a visual representation.

== Teacher Self-Assessment:___Teacher will ask students to respond to essential questions throughout the lesson and teacher will ask students to complete an exit ticket at the conclusion of the__ __lesson__.__ ==

Research-Based Learning:
**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Understanding by Design **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">_This activity will help students to better understand the essential questions and the critical thinking standard – fairness. Students will better understand their rights guaranteed by the Bill of Rights. _

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Essential Questions/Big Ideas **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">:___Teacher will constantly refer to essential question and critical thinking standard – fairness - throughout the entire lesson.__

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Power Standards **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">: __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;"> NJCCCS Power Standards - 6.1.12.A.2b – Constitution and Bill of Rights ___ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">_

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Other:_ __<span style="color: black; font-family: 'Arial','sans-serif';"> Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinking: using critical vocabulary; S-35 Exploring Implications and Consequences __ __ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Suggested Web Sites: <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">accesseric.org/index.html (Eric) <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">http://www.state.nj.us/education/ (NJ Dept. of Ed.) <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">criticalthinking.org (Critical Thinking) <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 9pt;">http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf (UBD)
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 * ||  ||||||||  <span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">[|Title : Bill of Rights]   ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">[|Teacher : Ashley, Willola]  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">[|Begin Date : 03/17/2011]   ||  <span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">[|End Date : 03/25/2011]   ||  <span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">[|Subject : US History I – Ashley& Cadena]   ||

**<span style="color: black; font-family: 'Arial','sans-serif';">Recognition Network (the what of learning) **

__<span style="color: black; font-family: 'Arial','sans-serif';">Objective: __<span style="color: black; font-family: 'Arial','sans-serif';"> TLWBAT analyze the Bill of Rights to understand their importance to the U.S. and how they protect the rights of the people. <span style="color: black; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">__Essential Question__: How are the rights of the people protected by/from the Constitution? <span style="color: black; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">__Critical Thinking Standards__: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.1.12 A.1 - Analyze how historical events shape the modern world.]  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.1.12 A.2 - Formulate questions and hypotheses from multiple perspectives, using multiple sources.]  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.1.12 A.3 - Gather, analyze, and reconcile information from primary and secondary sources to support or reject hypotheses.]  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.1.12 A.4 - Examine source data within the historical, social, political, geographic, or economic context in which it was created, testing credibility and evaluating bias.]  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.2.12 E.6 - Investigate a global challenge (e.g., hunger, AIDS, nuclear defense, global warming) in depth and over time, predict the impact if the current situation does not change, and offer possible solutions.]  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.2.12 E.7 - Participate in events to acquire understanding of complex global problems (e.g., Model United Nations, international simulations, field trips to government sites).]  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.2.12 E.8 - Justify an opinion or idea about a global issue while showing respect for divergent viewpoints.]  ||

**<span style="color: black; font-family: 'Arial','sans-serif';">Representation – **<span style="color: black; font-family: 'Arial','sans-serif';">Students will examine a textbook copy of the Bill of Rights and the DMAE student handbook online via E-Chalk. **<span style="color: black; font-family: 'Arial','sans-serif';">Expression – **<span style="color: black; font-family: 'Arial','sans-serif';">Students will complete graphic organizers comparing and contrasting. They will also create a visual representation of the Bill of Rights. **<span style="color: black; font-family: 'Arial','sans-serif';">Engagement – **<span style="color: black; font-family: 'Arial','sans-serif';">Students will discuss giving up some of the Bill of Rights and will discuss amending the current school discipline policy.

**<span style="color: black; font-family: 'Arial','sans-serif';">Strategic Network (The How of Learning) **

<span style="color: black; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been put on the board, student will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS teacher will ask: "Which of these 10 would you be willing to give up? Which of these 10 would you not be willing to give up? Which would you fight for, die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of Rights effect Ms. Ashley and you in our personal lives? Compare and Contrast the Bill of Rights to the rights enjoyed at the EPSD.
 * || <span style="color: black; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">Students will create a visual representation of each amendment of the Bill of Rights (10 total). These visuals must accurately show the amendment in use. Visuals must be in color and labeled with the appropriate amendment number on it. ||  ||

**<span style="color: black; font-family: 'Arial','sans-serif';">Representation **<span style="color: black; font-family: 'Arial','sans-serif';"> – Read, Discuss, Write, use laptops to access DMAE student handbook **<span style="color: black; font-family: 'Arial','sans-serif';">Expression **<span style="color: black; font-family: 'Arial','sans-serif';"> – Discussion (with partners, entire class and with teachers) and visual representations **<span style="color: black; font-family: 'Arial','sans-serif';">Engagement **<span style="color: black; font-family: 'Arial','sans-serif';"> – Discussion such as “Compare and Contrast the Bill of Rights with the rights enjoyed at the EPSD; Which Bill of Rights would you be willing to give up, negotiate, or not..” Students will discuss school wide discipline policies – pros and cons.

**<span style="color: black; font-family: 'Arial','sans-serif';">Affective Network (The Why of Learning) **

**<span style="color: black; font-family: 'Arial','sans-serif';">Representation **<span style="color: black; font-family: 'Arial','sans-serif';">– Students will view and read a copy of the Bill of Rights and access the EPSD student handbook(via E-Chalk) to see the similarities and differences of rights and to demonstrate learning. **<span style="color: black; font-family: 'Arial','sans-serif';">Expression **<span style="color: black; font-family: 'Arial','sans-serif';"> - Students will complete graphic organizer and create a visual representation of all Bill of Rights to demonstrate learning. **<span style="color: black; font-family: 'Arial','sans-serif';">Engagement **<span style="color: black; font-family: 'Arial','sans-serif';">– Students will engage in spirited discussions about giving up one or more of the Bill of Rights and discuss the pros and cons of the school discipline policy practices

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; margin: 0in 0in 24pt;">I chose to re-create a recent lesson about the Bill of Rights. You will notice that I addressed the “what,” the “how,” and the “why” of learning by using at least two means of representation, expression, and engagement. My reflection is brief because I want to make sure that this information is posted. If you choose to read further, you will notice that this lesson was taught on yesterday in my US History I class.

**DWIGHT MORROW HIGH SCHOOL** __**PRE-OBSERVATION CONFERENCE FORM**__

= Name__:___Willola M. Ashley =

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Grade/Class:Nine and Ten/ US History I_

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Date of Observation:_3/25/2011

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Period to be observed:___2__

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Please complete this form and send/present at the pre-observation meeting:

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">1. **Instructional Objectives**:TLWBATanalyze the Bill of Rights to understand their importance. **__<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Essential Question __**__<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">: How are the rights of the people protected by/from the Constitution? Critical Thinking Standards: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights? __<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">_ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">2. **Procedures/Activities**: Do Now: “Choose one right you think you have in this school.” //Anticipatory Set//: Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been placed on the board, students will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS Teacher Ashley will ask: “Which of these 10 Bill of Rights would you be willing to give up? Which of these rights would you not be willing to give up? Which would you fight for or die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of rights effect Ms. Ashley and you in your personal lives? Compare and Contrast the Bill of Rights with the rights you enjoy in the EPSD? //Day Two// - Students will create a visual representation of each amendment on the Bill of Rights (10 total). These visuals must accurately show the amendments in use. Visuals must be in color and labeled with the appropriate amendment number on it. //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Teach Skill //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">: Students will analyze historical empathy, foreign relations, war and peace. The will be able to better understand the relevance of the essential question and the Critical Thinking Standard (Fairness) – “How are the rights of the people protected by/from the Constitution? Why is it important to know what rights are guaranteed by the Bill of Rights? <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">TLWBAT complete and exit ticket explaining three major things learned in class today at the conclusion of the class._ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">3. **Materials:** __Textbooks, paper, pens/pencils, desktop computer with projector, and art supplies.__ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">4.**Assessments:** Do Now Activity, Collaboration Skills, Oral Presentations, Exit Tickets <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">5. **Previous lesson objectives within the past 1or 2 days:** __TLWBAT analyze the Bill of Rights to understand their importance to the US and how they protect the rights of the people.__

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">6. **Core Curriculum Content Standards**: __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic __ __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinkgs: using critical vocabulary; S-35 Exploring Implications and Consequences __ __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">NJCCCS Power Standards - 6.1.12.A.2b Constitution and Bill of Rights __ ||
 * || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.1.12 A.1 - Analyze how historical events shape the modern world. __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.1.12 A.2 - Formulate questions and hypotheses from multiple perspectives, using multiple sources. __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.1.12 A.3 - Gather, analyze, and reconcile information from primary and secondary sources to support or reject hypotheses. __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.1.12 A.4 - Examine source data within the historical, social, political, geographic, or economic context in which it was created, testing credibility and evaluating bias. __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.4.12 E.6 - Compare and contrast the major philosophical and historical influences on the development of the Constitution (e.g., Washington's Farewell Address (1796), Locke's Second Treatise, the ideas of Alexander Hamilton, James Madison, Thomas Jefferson, and William Paterson). __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.4.12 E.7 - Describe the early evolution of the system of government and political parties in the United States (e.g., presidential elections of 1792, 1796, 1800). __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.4.12 E.8 - Discuss the implementation of the federal government under the United States Constitution during the presidency of George Washington. __ ||  ||
 * **__<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Additional Objectives/Standards __**__<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;"> : __

**__<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">RECOMMENDED STRATEGIES UTILIZED: __**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">(please circle and elaborate)

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Critical Thinking Strategies:_ **__<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Students will demonstrate knowledge of fairness by analyzing the rights that are guaranteed by the Bill of Rights. ___

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Interdisciplinary Approach: __Students will read, write, discuss and create visual representations of each amendment of the Bill of Rights__.

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Student Portfolios:

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Technology-Based Instruction **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">:_ _

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Project-Based Learning:

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Collaborative Learning: **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">_Students will work in pairs.

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Socratic Discussion:_

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Student Self-Assessment **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">:___Exit Tickets___

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Multiple Intelligences **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">: TLWBATread, write, work collaboratively, discuss with partner and with the entire class and create a visual representation of each of the 10 Bill of Rights. _

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Student-Centered Classroom **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">:_Students will be given a copy of the Bill of Rights, and will be asked to respond orally, in written form, and by creating a visual representation.

== Teacher Self-Assessment:___Teacher will ask students to respond to essential questions throughout the lesson and teacher will ask students to complete an exit ticket at the conclusion of the__ __lesson__.__ ==

Research-Based Learning:
**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Understanding by Design **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">_This activity will help students to better understand the essential questions and the critical thinking standard – fairness. Students will better understand their rights guaranteed by the Bill of Rights. _

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Essential Questions/Big Ideas **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">:___Teacher will constantly refer to essential question and critical thinking standard – fairness - throughout the entire lesson.__

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Power Standards **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">: __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;"> NJCCCS Power Standards - 6.1.12.A.2b – Constitution and Bill of Rights ___ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">_

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Other:_ __<span style="color: black; font-family: 'Arial','sans-serif';"> Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinking: using critical vocabulary; S-35 Exploring Implications and Consequences __ __ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Suggested Web Sites: <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">accesseric.org/index.html (Eric) <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">http://www.state.nj.us/education/ (NJ Dept. of Ed.) <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">criticalthinking.org (Critical Thinking) <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 9pt;">http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf (UBD)
 * || ||
 * ||  ||||||||  <span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">[|Title : Bill of Rights]   ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">[|Teacher : Ashley, Willola]  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">[|Begin Date : 03/17/2011]   ||  <span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">[|End Date : 03/25/2011]   ||  <span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">[|Subject : US History I – Ashley& Cadena]   ||

**<span style="color: black; font-family: 'Arial','sans-serif';">Recognition Network (the what of learning) **

__<span style="color: black; font-family: 'Arial','sans-serif';">Objective: __<span style="color: black; font-family: 'Arial','sans-serif';"> TLWBAT analyze the Bill of Rights to understand their importance to the U.S. and how they protect the rights of the people. <span style="color: black; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">__Essential Question__: How are the rights of the people protected by/from the Constitution? <span style="color: black; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">__Critical Thinking Standards__: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.1.12 A.1 - Analyze how historical events shape the modern world.]  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.1.12 A.2 - Formulate questions and hypotheses from multiple perspectives, using multiple sources.]  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.1.12 A.3 - Gather, analyze, and reconcile information from primary and secondary sources to support or reject hypotheses.]  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.1.12 A.4 - Examine source data within the historical, social, political, geographic, or economic context in which it was created, testing credibility and evaluating bias.]  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.2.12 E.6 - Investigate a global challenge (e.g., hunger, AIDS, nuclear defense, global warming) in depth and over time, predict the impact if the current situation does not change, and offer possible solutions.]  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.2.12 E.7 - Participate in events to acquire understanding of complex global problems (e.g., Model United Nations, international simulations, field trips to government sites).]  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.2.12 E.8 - Justify an opinion or idea about a global issue while showing respect for divergent viewpoints.]  ||

**<span style="color: black; font-family: 'Arial','sans-serif';">Representation – **<span style="color: black; font-family: 'Arial','sans-serif';">Students will examine a textbook copy of the Bill of Rights and the DMAE student handbook online via E-Chalk. **<span style="color: black; font-family: 'Arial','sans-serif';">Expression – **<span style="color: black; font-family: 'Arial','sans-serif';">Students will complete graphic organizers comparing and contrasting. They will also create a visual representation of the Bill of Rights. **<span style="color: black; font-family: 'Arial','sans-serif';">Engagement – **<span style="color: black; font-family: 'Arial','sans-serif';">Students will discuss giving up some of the Bill of Rights and will discuss amending the current school discipline policy.

**<span style="color: black; font-family: 'Arial','sans-serif';">Strategic Network (The How of Learning) **

<span style="color: black; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been put on the board, student will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS teacher will ask: "Which of these 10 would you be willing to give up? Which of these 10 would you not be willing to give up? Which would you fight for, die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of Rights effect Ms. Ashley and you in our personal lives? Compare and Contrast the Bill of Rights to the rights enjoyed at the EPSD.
 * || <span style="color: black; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">Students will create a visual representation of each amendment of the Bill of Rights (10 total). These visuals must accurately show the amendment in use. Visuals must be in color and labeled with the appropriate amendment number on it. ||  ||

**<span style="color: black; font-family: 'Arial','sans-serif';">Representation **<span style="color: black; font-family: 'Arial','sans-serif';"> – Read, Discuss, Write, use laptops to access DMAE student handbook **<span style="color: black; font-family: 'Arial','sans-serif';">Expression **<span style="color: black; font-family: 'Arial','sans-serif';"> – Discussion (with partners, entire class and with teachers) and visual representations **<span style="color: black; font-family: 'Arial','sans-serif';">Engagement **<span style="color: black; font-family: 'Arial','sans-serif';"> – Discussion such as “Compare and Contrast the Bill of Rights with the rights enjoyed at the EPSD; Which Bill of Rights would you be willing to give up, negotiate, or not..” Students will discuss school wide discipline policies – pros and cons.

**<span style="color: black; font-family: 'Arial','sans-serif';">Affective Network (The Why of Learning) **

**<span style="color: black; font-family: 'Arial','sans-serif';">Representation **<span style="color: black; font-family: 'Arial','sans-serif';">– Students will view and read a copy of the Bill of Rights and access the EPSD student handbook(via E-Chalk) to see the similarities and differences of rights and to demonstrate learning. **<span style="color: black; font-family: 'Arial','sans-serif';">Expression **<span style="color: black; font-family: 'Arial','sans-serif';"> - Students will complete graphic organizer and create a visual representation of all Bill of Rights to demonstrate learning. **<span style="color: black; font-family: 'Arial','sans-serif';">Engagement **<span style="color: black; font-family: 'Arial','sans-serif';">– Students will engage in spirited discussions about giving up one or more of the Bill of Rights and discuss the pros and cons of the school discipline policy practices

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; margin: 0in 0in 24pt;">I chose to re-create a recent lesson about the Bill of Rights. You will notice that I addressed the “what,” the “how,” and the “why” of learning by using at least two means of representation, expression, and engagement. My reflection is brief because I want to make sure that this information is posted. If you choose to read further, you will notice that this lesson was taught on yesterday in my US History I class.

**DWIGHT MORROW HIGH SCHOOL** __**PRE-OBSERVATION CONFERENCE FORM**__

= Name__:___Willola M. Ashley =

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Grade/Class:Nine and Ten/ US History I_

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Date of Observation:_3/25/2011

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Period to be observed:___2__

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Please complete this form and send/present at the pre-observation meeting:

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">1. **Instructional Objectives**:TLWBATanalyze the Bill of Rights to understand their importance. **__<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Essential Question __**__<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">: How are the rights of the people protected by/from the Constitution? Critical Thinking Standards: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights? __<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">_ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">2. **Procedures/Activities**: Do Now: “Choose one right you think you have in this school.” //Anticipatory Set//: Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been placed on the board, students will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS Teacher Ashley will ask: “Which of these 10 Bill of Rights would you be willing to give up? Which of these rights would you not be willing to give up? Which would you fight for or die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of rights effect Ms. Ashley and you in your personal lives? Compare and Contrast the Bill of Rights with the rights you enjoy in the EPSD? //Day Two// - Students will create a visual representation of each amendment on the Bill of Rights (10 total). These visuals must accurately show the amendments in use. Visuals must be in color and labeled with the appropriate amendment number on it. //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Teach Skill //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">: Students will analyze historical empathy, foreign relations, war and peace. The will be able to better understand the relevance of the essential question and the Critical Thinking Standard (Fairness) – “How are the rights of the people protected by/from the Constitution? Why is it important to know what rights are guaranteed by the Bill of Rights? <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">TLWBAT complete and exit ticket explaining three major things learned in class today at the conclusion of the class._ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">3. **Materials:** __Textbooks, paper, pens/pencils, desktop computer with projector, and art supplies.__ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">4.**Assessments:** Do Now Activity, Collaboration Skills, Oral Presentations, Exit Tickets <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">5. **Previous lesson objectives within the past 1or 2 days:** __TLWBAT analyze the Bill of Rights to understand their importance to the US and how they protect the rights of the people.__

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">6. **Core Curriculum Content Standards**: __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic __ __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinkgs: using critical vocabulary; S-35 Exploring Implications and Consequences __ __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">NJCCCS Power Standards - 6.1.12.A.2b Constitution and Bill of Rights __ ||
 * || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.1.12 A.1 - Analyze how historical events shape the modern world. __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.1.12 A.2 - Formulate questions and hypotheses from multiple perspectives, using multiple sources. __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.1.12 A.3 - Gather, analyze, and reconcile information from primary and secondary sources to support or reject hypotheses. __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.1.12 A.4 - Examine source data within the historical, social, political, geographic, or economic context in which it was created, testing credibility and evaluating bias. __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.4.12 E.6 - Compare and contrast the major philosophical and historical influences on the development of the Constitution (e.g., Washington's Farewell Address (1796), Locke's Second Treatise, the ideas of Alexander Hamilton, James Madison, Thomas Jefferson, and William Paterson). __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.4.12 E.7 - Describe the early evolution of the system of government and political parties in the United States (e.g., presidential elections of 1792, 1796, 1800). __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.4.12 E.8 - Discuss the implementation of the federal government under the United States Constitution during the presidency of George Washington. __ ||  ||
 * **__<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Additional Objectives/Standards __**__<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;"> : __

**__<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">RECOMMENDED STRATEGIES UTILIZED: __**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">(please circle and elaborate)

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Critical Thinking Strategies:_ **__<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Students will demonstrate knowledge of fairness by analyzing the rights that are guaranteed by the Bill of Rights. ___

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Interdisciplinary Approach: __Students will read, write, discuss and create visual representations of each amendment of the Bill of Rights__.

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Student Portfolios:

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Technology-Based Instruction **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">:_ _

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Project-Based Learning:

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Collaborative Learning: **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">_Students will work in pairs.

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Socratic Discussion:_

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Student Self-Assessment **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">:___Exit Tickets___

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Multiple Intelligences **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">: TLWBATread, write, work collaboratively, discuss with partner and with the entire class and create a visual representation of each of the 10 Bill of Rights. _

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Student-Centered Classroom **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">:_Students will be given a copy of the Bill of Rights, and will be asked to respond orally, in written form, and by creating a visual representation.

== Teacher Self-Assessment:___Teacher will ask students to respond to essential questions throughout the lesson and teacher will ask students to complete an exit ticket at the conclusion of the__ __lesson__.__ ==

Research-Based Learning:
**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Understanding by Design **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">_This activity will help students to better understand the essential questions and the critical thinking standard – fairness. Students will better understand their rights guaranteed by the Bill of Rights. _

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Essential Questions/Big Ideas **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">:___Teacher will constantly refer to essential question and critical thinking standard – fairness - throughout the entire lesson.__

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Power Standards **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">: __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;"> NJCCCS Power Standards - 6.1.12.A.2b – Constitution and Bill of Rights ___ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">_

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Other:_ __<span style="color: black; font-family: 'Arial','sans-serif';"> Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinking: using critical vocabulary; S-35 Exploring Implications and Consequences __ __ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Suggested Web Sites: <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">accesseric.org/index.html (Eric) <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">http://www.state.nj.us/education/ (NJ Dept. of Ed.) <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">criticalthinking.org (Critical Thinking) <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 9pt;">http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf (UBD) v
 * || ||
 * ||  ||||||||  <span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">[|Title : Bill of Rights]   ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">[|Teacher : Ashley, Willola]  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">[|Begin Date : 03/17/2011]   ||  <span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">[|End Date : 03/25/2011]   ||  <span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">[|Subject : US History I – Ashley& Cadena]   ||

**<span style="color: black; font-family: 'Arial','sans-serif';">Recognition Network (the what of learning) **

__<span style="color: black; font-family: 'Arial','sans-serif';">Objective: __<span style="color: black; font-family: 'Arial','sans-serif';"> TLWBAT analyze the Bill of Rights to understand their importance to the U.S. and how they protect the rights of the people. <span style="color: black; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">__Essential Question__: How are the rights of the people protected by/from the Constitution? <span style="color: black; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">__Critical Thinking Standards__: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.1.12 A.1 - Analyze how historical events shape the modern world.]  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.1.12 A.2 - Formulate questions and hypotheses from multiple perspectives, using multiple sources.]  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.1.12 A.3 - Gather, analyze, and reconcile information from primary and secondary sources to support or reject hypotheses.]  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.1.12 A.4 - Examine source data within the historical, social, political, geographic, or economic context in which it was created, testing credibility and evaluating bias.]  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.2.12 E.6 - Investigate a global challenge (e.g., hunger, AIDS, nuclear defense, global warming) in depth and over time, predict the impact if the current situation does not change, and offer possible solutions.]  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.2.12 E.7 - Participate in events to acquire understanding of complex global problems (e.g., Model United Nations, international simulations, field trips to government sites).]  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.2.12 E.8 - Justify an opinion or idea about a global issue while showing respect for divergent viewpoints.]  ||

**<span style="color: black; font-family: 'Arial','sans-serif';">Representation – **<span style="color: black; font-family: 'Arial','sans-serif';">Students will examine a textbook copy of the Bill of Rights and the DMAE student handbook online via E-Chalk. **<span style="color: black; font-family: 'Arial','sans-serif';">Expression – **<span style="color: black; font-family: 'Arial','sans-serif';">Students will complete graphic organizers comparing and contrasting. They will also create a visual representation of the Bill of Rights. **<span style="color: black; font-family: 'Arial','sans-serif';">Engagement – **<span style="color: black; font-family: 'Arial','sans-serif';">Students will discuss giving up some of the Bill of Rights and will discuss amending the current school discipline policy.

**<span style="color: black; font-family: 'Arial','sans-serif';">Strategic Network (The How of Learning) **

<span style="color: black; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been put on the board, student will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS teacher will ask: "Which of these 10 would you be willing to give up? Which of these 10 would you not be willing to give up? Which would you fight for, die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of Rights effect Ms. Ashley and you in our personal lives? Compare and Contrast the Bill of Rights to the rights enjoyed at the EPSD.
 * || <span style="color: black; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">Students will create a visual representation of each amendment of the Bill of Rights (10 total). These visuals must accurately show the amendment in use. Visuals must be in color and labeled with the appropriate amendment number on it. ||  ||

**<span style="color: black; font-family: 'Arial','sans-serif';">Representation **<span style="color: black; font-family: 'Arial','sans-serif';"> – Read, Discuss, Write, use laptops to access DMAE student handbook **<span style="color: black; font-family: 'Arial','sans-serif';">Expression **<span style="color: black; font-family: 'Arial','sans-serif';"> – Discussion (with partners, entire class and with teachers) and visual representations **<span style="color: black; font-family: 'Arial','sans-serif';">Engagement **<span style="color: black; font-family: 'Arial','sans-serif';"> – Discussion such as “Compare and Contrast the Bill of Rights with the rights enjoyed at the EPSD; Which Bill of Rights would you be willing to give up, negotiate, or not..” Students will discuss school wide discipline policies – pros and cons.

**<span style="color: black; font-family: 'Arial','sans-serif';">Affective Network (The Why of Learning) **

**<span style="color: black; font-family: 'Arial','sans-serif';">Representation **<span style="color: black; font-family: 'Arial','sans-serif';">– Students will view and read a copy of the Bill of Rights and access the EPSD student handbook(via E-Chalk) to see the similarities and differences of rights and to demonstrate learning. **<span style="color: black; font-family: 'Arial','sans-serif';">Expression **<span style="color: black; font-family: 'Arial','sans-serif';"> - Students will complete graphic organizer and create a visual representation of all Bill of Rights to demonstrate learning. **<span style="color: black; font-family: 'Arial','sans-serif';">Engagement **<span style="color: black; font-family: 'Arial','sans-serif';">– Students will engage in spirited discussions about giving up one or more of the Bill of Rights and discuss the pros and cons of the school discipline policy practices

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; margin: 0in 0in 24pt;">I chose to re-create a recent lesson about the Bill of Rights. You will notice that I addressed the “what,” the “how,” and the “why” of learning by using at least two means of representation, expression, and engagement. My reflection is brief because I want to make sure that this information is posted. If you choose to read further, you will notice that this lesson was taught on yesterday in my US History I class.

** DWIGHT MORROW HIGH SCHOOL ** __** PRE-OBSERVATION CONFERENCE FORM **__

= Name__:___Willola M. Ashley =

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Grade/Class:Nine and Ten/ US History I_

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Date of Observation:_3/25/2011

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Period to be observed:___2__

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Please complete this form and send/present at the pre-observation meeting:

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">1. **Instructional Objectives**:TLWBATanalyze the Bill of Rights to understand their importance. **__<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Essential Question __**__<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">: How are the rights of the people protected by/from the Constitution? Critical Thinking Standards: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights? __<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">_ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">2. **Procedures/Activities**: Do Now: “Choose one right you think you have in this school.” //Anticipatory Set//: Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been placed on the board, students will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS Teacher Ashley will ask: “Which of these 10 Bill of Rights would you be willing to give up? Which of these rights would you not be willing to give up? Which would you fight for or die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of rights effect Ms. Ashley and you in your personal lives? Compare and Contrast the Bill of Rights with the rights you enjoy in the EPSD? //Day Two// - Students will create a visual representation of each amendment on the Bill of Rights (10 total). These visuals must accurately show the amendments in use. Visuals must be in color and labeled with the appropriate amendment number on it. //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Teach Skill //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">: Students will analyze historical empathy, foreign relations, war and peace. The will be able to better understand the relevance of the essential question and the Critical Thinking Standard (Fairness) – “How are the rights of the people protected by/from the Constitution? Why is it important to know what rights are guaranteed by the Bill of Rights? <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">TLWBAT complete and exit ticket explaining three major things learned in class today at the conclusion of the class._ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">3. **Materials:** __Textbooks, paper, pens/pencils, desktop computer with projector, and art supplies.__ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">4.**Assessments:** Do Now Activity, Collaboration Skills, Oral Presentations, Exit Tickets <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">5. **Previous lesson objectives within the past 1or 2 days:** __TLWBAT analyze the Bill of Rights to understand their importance to the US and how they protect the rights of the people.__

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">6. **Core Curriculum Content Standards**: __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic __ __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinkgs: using critical vocabulary; S-35 Exploring Implications and Consequences __ __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">NJCCCS Power Standards - 6.1.12.A.2b Constitution and Bill of Rights __ ||
 * || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.1.12 A.1 - Analyze how historical events shape the modern world. __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.1.12 A.2 - Formulate questions and hypotheses from multiple perspectives, using multiple sources. __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.1.12 A.3 - Gather, analyze, and reconcile information from primary and secondary sources to support or reject hypotheses. __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.1.12 A.4 - Examine source data within the historical, social, political, geographic, or economic context in which it was created, testing credibility and evaluating bias. __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.4.12 E.6 - Compare and contrast the major philosophical and historical influences on the development of the Constitution (e.g., Washington's Farewell Address (1796), Locke's Second Treatise, the ideas of Alexander Hamilton, James Madison, Thomas Jefferson, and William Paterson). __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.4.12 E.7 - Describe the early evolution of the system of government and political parties in the United States (e.g., presidential elections of 1792, 1796, 1800). __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.4.12 E.8 - Discuss the implementation of the federal government under the United States Constitution during the presidency of George Washington. __ ||  ||
 * **__<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Additional Objectives/Standards __**__<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;"> : __

**__<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">RECOMMENDED STRATEGIES UTILIZED: __**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">(please circle and elaborate)

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Critical Thinking Strategies:_ **__<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Students will demonstrate knowledge of fairness by analyzing the rights that are guaranteed by the Bill of Rights. ___

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Interdisciplinary Approach: __Students will read, write, discuss and create visual representations of each amendment of the Bill of Rights__.

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Student Portfolios:

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Technology-Based Instruction **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">:_ _

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Project-Based Learning:

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Collaborative Learning: **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">_Students will work in pairs.

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Socratic Discussion:_

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Student Self-Assessment **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">:___Exit Tickets___

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Multiple Intelligences **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">: TLWBATread, write, work collaboratively, discuss with partner and with the entire class and create a visual representation of each of the 10 Bill of Rights. _

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Student-Centered Classroom **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">:_Students will be given a copy of the Bill of Rights, and will be asked to respond orally, in written form, and by creating a visual representation.

== Teacher Self-Assessment:___Teacher will ask students to respond to essential questions throughout the lesson and teacher will ask students to complete an exit ticket at the conclusion of the__ __lesson__.__ ==

Research-Based Learning:
**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Understanding by Design **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">_This activity will help students to better understand the essential questions and the critical thinking standard – fairness. Students will better understand their rights guaranteed by the Bill of Rights. _

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Essential Questions/Big Ideas **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">:___Teacher will constantly refer to essential question and critical thinking standard – fairness - throughout the entire lesson.__

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Power Standards **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">: __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;"> NJCCCS Power Standards - 6.1.12.A.2b – Constitution and Bill of Rights ___ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">_

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Other:_ __<span style="color: black; font-family: 'Arial','sans-serif';"> Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinking: using critical vocabulary; S-35 Exploring Implications and Consequences __ __ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Suggested Web Sites: <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">accesseric.org/index.html (Eric) <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">http://www.state.nj.us/education/ (NJ Dept. of Ed.) <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">criticalthinking.org (Critical Thinking) <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 9pt;">http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf (UBD)
 * || ||
 * ||  ||||||||  <span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">[|Title : Bill of Rights]   ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">[|Teacher : Ashley, Willola]  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">[|Begin Date : 03/17/2011]   ||  <span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">[|End Date : 03/25/2011]   ||  <span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">[|Subject : US History I – Ashley& Cadena]   ||

**<span style="color: black; font-family: 'Arial','sans-serif';">Recognition Network (the what of learning) **

__<span style="color: black; font-family: 'Arial','sans-serif';">Objective: __<span style="color: black; font-family: 'Arial','sans-serif';"> TLWBAT analyze the Bill of Rights to understand their importance to the U.S. and how they protect the rights of the people. <span style="color: black; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">__Essential Question__: How are the rights of the people protected by/from the Constitution? <span style="color: black; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">__Critical Thinking Standards__: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.1.12 A.1 - Analyze how historical events shape the modern world.]  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.1.12 A.2 - Formulate questions and hypotheses from multiple perspectives, using multiple sources.]  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.1.12 A.3 - Gather, analyze, and reconcile information from primary and secondary sources to support or reject hypotheses.]  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.1.12 A.4 - Examine source data within the historical, social, political, geographic, or economic context in which it was created, testing credibility and evaluating bias.]  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.2.12 E.6 - Investigate a global challenge (e.g., hunger, AIDS, nuclear defense, global warming) in depth and over time, predict the impact if the current situation does not change, and offer possible solutions.]  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.2.12 E.7 - Participate in events to acquire understanding of complex global problems (e.g., Model United Nations, international simulations, field trips to government sites).]  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.2.12 E.8 - Justify an opinion or idea about a global issue while showing respect for divergent viewpoints.]  ||

**<span style="color: black; font-family: 'Arial','sans-serif';">Representation – **<span style="color: black; font-family: 'Arial','sans-serif';">Students will examine a textbook copy of the Bill of Rights and the DMAE student handbook online via E-Chalk. **<span style="color: black; font-family: 'Arial','sans-serif';">Expression – **<span style="color: black; font-family: 'Arial','sans-serif';">Students will complete graphic organizers comparing and contrasting. They will also create a visual representation of the Bill of Rights. **<span style="color: black; font-family: 'Arial','sans-serif';">Engagement – **<span style="color: black; font-family: 'Arial','sans-serif';">Students will discuss giving up some of the Bill of Rights and will discuss amending the current school discipline policy.

**<span style="color: black; font-family: 'Arial','sans-serif';">Strategic Network (The How of Learning) **

<span style="color: black; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been put on the board, student will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS teacher will ask: "Which of these 10 would you be willing to give up? Which of these 10 would you not be willing to give up? Which would you fight for, die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of Rights effect Ms. Ashley and you in our personal lives? Compare and Contrast the Bill of Rights to the rights enjoyed at the EPSD.
 * || <span style="color: black; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">Students will create a visual representation of each amendment of the Bill of Rights (10 total). These visuals must accurately show the amendment in use. Visuals must be in color and labeled with the appropriate amendment number on it. ||  ||

**<span style="color: black; font-family: 'Arial','sans-serif';">Representation **<span style="color: black; font-family: 'Arial','sans-serif';"> – Read, Discuss, Write, use laptops to access DMAE student handbook **<span style="color: black; font-family: 'Arial','sans-serif';">Expression **<span style="color: black; font-family: 'Arial','sans-serif';"> – Discussion (with partners, entire class and with teachers) and visual representations **<span style="color: black; font-family: 'Arial','sans-serif';">Engagement **<span style="color: black; font-family: 'Arial','sans-serif';"> – Discussion such as “Compare and Contrast the Bill of Rights with the rights enjoyed at the EPSD; Which Bill of Rights would you be willing to give up, negotiate, or not..” Students will discuss school wide discipline policies – pros and cons.

**<span style="color: black; font-family: 'Arial','sans-serif';">Affective Network (The Why of Learning) **

**<span style="color: black; font-family: 'Arial','sans-serif';">Representation **<span style="color: black; font-family: 'Arial','sans-serif';">– Students will view and read a copy of the Bill of Rights and access the EPSD student handbook(via E-Chalk) to see the similarities and differences of rights and to demonstrate learning. **<span style="color: black; font-family: 'Arial','sans-serif';">Expression **<span style="color: black; font-family: 'Arial','sans-serif';"> - Students will complete graphic organizer and create a visual representation of all Bill of Rights to demonstrate learning. **<span style="color: black; font-family: 'Arial','sans-serif';">Engagement **<span style="color: black; font-family: 'Arial','sans-serif';">– Students will engage in spirited discussions about giving up one or more of the Bill of Rights and discuss the pros and cons of the school discipline policy practices

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; margin: 0in 0in 24pt;">I chose to re-create a recent lesson about the Bill of Rights. You will notice that I addressed the “what,” the “how,” and the “why” of learning by using at least two means of representation, expression, and engagement. My reflection is brief because I want to make sure that this information is posted. If you choose to read further, you will notice that this lesson was taught on yesterday in my US History I class.

**DWIGHT MORROW HIGH SCHOOL** __**PRE-OBSERVATION CONFERENCE FORM**__

= Name__:___Willola M. Ashley =

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Grade/Class:Nine and Ten/ US History I_

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Date of Observation:_3/25/2011

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Period to be observed:___2__

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Please complete this form and send/present at the pre-observation meeting:

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">1. **Instructional Objectives**:TLWBATanalyze the Bill of Rights to understand their importance. **__<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Essential Question __**__<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">: How are the rights of the people protected by/from the Constitution? Critical Thinking Standards: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights? __<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">_ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">2. **Procedures/Activities**: Do Now: “Choose one right you think you have in this school.” //Anticipatory Set//: Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been placed on the board, students will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS Teacher Ashley will ask: “Which of these 10 Bill of Rights would you be willing to give up? Which of these rights would you not be willing to give up? Which would you fight for or die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of rights effect Ms. Ashley and you in your personal lives? Compare and Contrast the Bill of Rights with the rights you enjoy in the EPSD? //Day Two// - Students will create a visual representation of each amendment on the Bill of Rights (10 total). These visuals must accurately show the amendments in use. Visuals must be in color and labeled with the appropriate amendment number on it. //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Teach Skill //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">: Students will analyze historical empathy, foreign relations, war and peace. The will be able to better understand the relevance of the essential question and the Critical Thinking Standard (Fairness) – “How are the rights of the people protected by/from the Constitution? Why is it important to know what rights are guaranteed by the Bill of Rights? <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">TLWBAT complete and exit ticket explaining three major things learned in class today at the conclusion of the class._ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">3. **Materials:** __Textbooks, paper, pens/pencils, desktop computer with projector, and art supplies.__ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">4.**Assessments:** Do Now Activity, Collaboration Skills, Oral Presentations, Exit Tickets <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">5. **Previous lesson objectives within the past 1or 2 days:** __TLWBAT analyze the Bill of Rights to understand their importance to the US and how they protect the rights of the people.__

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">6. **Core Curriculum Content Standards**: __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic __ __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinkgs: using critical vocabulary; S-35 Exploring Implications and Consequences __ __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">NJCCCS Power Standards - 6.1.12.A.2b Constitution and Bill of Rights __ ||
 * || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.1.12 A.1 - Analyze how historical events shape the modern world. __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.1.12 A.2 - Formulate questions and hypotheses from multiple perspectives, using multiple sources. __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.1.12 A.3 - Gather, analyze, and reconcile information from primary and secondary sources to support or reject hypotheses. __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.1.12 A.4 - Examine source data within the historical, social, political, geographic, or economic context in which it was created, testing credibility and evaluating bias. __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.4.12 E.6 - Compare and contrast the major philosophical and historical influences on the development of the Constitution (e.g., Washington's Farewell Address (1796), Locke's Second Treatise, the ideas of Alexander Hamilton, James Madison, Thomas Jefferson, and William Paterson). __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.4.12 E.7 - Describe the early evolution of the system of government and political parties in the United States (e.g., presidential elections of 1792, 1796, 1800). __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.4.12 E.8 - Discuss the implementation of the federal government under the United States Constitution during the presidency of George Washington. __ ||  ||
 * **__<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Additional Objectives/Standards __**__<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;"> : __

**__<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">RECOMMENDED STRATEGIES UTILIZED: __**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">(please circle and elaborate)

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Critical Thinking Strategies:_ **__<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Students will demonstrate knowledge of fairness by analyzing the rights that are guaranteed by the Bill of Rights. ___

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Interdisciplinary Approach: __Students will read, write, discuss and create visual representations of each amendment of the Bill of Rights__.

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Student Portfolios:

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Technology-Based Instruction **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">:_ _

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Project-Based Learning:

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Collaborative Learning: **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">_Students will work in pairs.

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Socratic Discussion:_

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Student Self-Assessment **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">:___Exit Tickets___

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Multiple Intelligences **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">: TLWBATread, write, work collaboratively, discuss with partner and with the entire class and create a visual representation of each of the 10 Bill of Rights. _

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Student-Centered Classroom **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">:_Students will be given a copy of the Bill of Rights, and will be asked to respond orally, in written form, and by creating a visual representation.

== Teacher Self-Assessment:___Teacher will ask students to respond to essential questions throughout the lesson and teacher will ask students to complete an exit ticket at the conclusion of the__ __lesson__.__ ==

Research-Based Learning:
**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Understanding by Design **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">_This activity will help students to better understand the essential questions and the critical thinking standard – fairness. Students will better understand their rights guaranteed by the Bill of Rights. _

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Essential Questions/Big Ideas **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">:___Teacher will constantly refer to essential question and critical thinking standard – fairness - throughout the entire lesson.__

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Power Standards **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">: __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;"> NJCCCS Power Standards - 6.1.12.A.2b – Constitution and Bill of Rights ___ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">_

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Other:_ __<span style="color: black; font-family: 'Arial','sans-serif';"> Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinking: using critical vocabulary; S-35 Exploring Implications and Consequences __ __ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Suggested Web Sites: <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">accesseric.org/index.html (Eric) <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">http://www.state.nj.us/education/ (NJ Dept. of Ed.) <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">criticalthinking.org (Critical Thinking) <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 9pt;">http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf (UBD)
 * || ||
 * ||  ||||||||  <span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">[|Title : Bill of Rights]   ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">[|Teacher : Ashley, Willola]  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">[|Begin Date : 03/17/2011]   ||  <span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">[|End Date : 03/25/2011]   ||  <span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">[|Subject : US History I – Ashley& Cadena]   ||

**<span style="color: black; font-family: 'Arial','sans-serif';">Recognition Network (the what of learning) **

__<span style="color: black; font-family: 'Arial','sans-serif';">Objective: __<span style="color: black; font-family: 'Arial','sans-serif';"> TLWBAT analyze the Bill of Rights to understand their importance to the U.S. and how they protect the rights of the people. <span style="color: black; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">__Essential Question__: How are the rights of the people protected by/from the Constitution? <span style="color: black; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">__Critical Thinking Standards__: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.1.12 A.1 - Analyze how historical events shape the modern world.]  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.1.12 A.2 - Formulate questions and hypotheses from multiple perspectives, using multiple sources.]  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.1.12 A.3 - Gather, analyze, and reconcile information from primary and secondary sources to support or reject hypotheses.]  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.1.12 A.4 - Examine source data within the historical, social, political, geographic, or economic context in which it was created, testing credibility and evaluating bias.]  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.2.12 E.6 - Investigate a global challenge (e.g., hunger, AIDS, nuclear defense, global warming) in depth and over time, predict the impact if the current situation does not change, and offer possible solutions.]  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.2.12 E.7 - Participate in events to acquire understanding of complex global problems (e.g., Model United Nations, international simulations, field trips to government sites).]  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">[|6.2.12 E.8 - Justify an opinion or idea about a global issue while showing respect for divergent viewpoints.]  ||

**<span style="color: black; font-family: 'Arial','sans-serif';">Representation – **<span style="color: black; font-family: 'Arial','sans-serif';">Students will examine a textbook copy of the Bill of Rights and the DMAE student handbook online via E-Chalk. **<span style="color: black; font-family: 'Arial','sans-serif';">Expression – **<span style="color: black; font-family: 'Arial','sans-serif';">Students will complete graphic organizers comparing and contrasting. They will also create a visual representation of the Bill of Rights. **<span style="color: black; font-family: 'Arial','sans-serif';">Engagement – **<span style="color: black; font-family: 'Arial','sans-serif';">Students will discuss giving up some of the Bill of Rights and will discuss amending the current school discipline policy.

**<span style="color: black; font-family: 'Arial','sans-serif';">Strategic Network (The How of Learning) **

<span style="color: black; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been put on the board, student will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS teacher will ask: "Which of these 10 would you be willing to give up? Which of these 10 would you not be willing to give up? Which would you fight for, die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of Rights effect Ms. Ashley and you in our personal lives? Compare and Contrast the Bill of Rights to the rights enjoyed at the EPSD.
 * || <span style="color: black; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">Students will create a visual representation of each amendment of the Bill of Rights (10 total). These visuals must accurately show the amendment in use. Visuals must be in color and labeled with the appropriate amendment number on it. ||  ||

**<span style="color: black; font-family: 'Arial','sans-serif';">Representation **<span style="color: black; font-family: 'Arial','sans-serif';"> – Read, Discuss, Write, use laptops to access DMAE student handbook **<span style="color: black; font-family: 'Arial','sans-serif';">Expression **<span style="color: black; font-family: 'Arial','sans-serif';"> – Discussion (with partners, entire class and with teachers) and visual representations **<span style="color: black; font-family: 'Arial','sans-serif';">Engagement **<span style="color: black; font-family: 'Arial','sans-serif';"> – Discussion such as “Compare and Contrast the Bill of Rights with the rights enjoyed at the EPSD; Which Bill of Rights would you be willing to give up, negotiate, or not..” Students will discuss school wide discipline policies – pros and cons.

**<span style="color: black; font-family: 'Arial','sans-serif';">Affective Network (The Why of Learning) **

**<span style="color: black; font-family: 'Arial','sans-serif';">Representation **<span style="color: black; font-family: 'Arial','sans-serif';">– Students will view and read a copy of the Bill of Rights and access the EPSD student handbook(via E-Chalk) to see the similarities and differences of rights and to demonstrate learning. **<span style="color: black; font-family: 'Arial','sans-serif';">Expression **<span style="color: black; font-family: 'Arial','sans-serif';"> - Students will complete graphic organizer and create a visual representation of all Bill of Rights to demonstrate learning. **<span style="color: black; font-family: 'Arial','sans-serif';">Engagement **<span style="color: black; font-family: 'Arial','sans-serif';">– Students will engage in spirited discussions about giving up one or more of the Bill of Rights and discuss the pros and cons of the school discipline policy practices

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; margin: 0in 0in 24pt;">I chose to re-create a recent lesson about the Bill of Rights. You will notice that I addressed the “what,” the “how,” and the “why” of learning by using at least two means of representation, expression, and engagement. My reflection is brief because I want to make sure that this information is posted. If you choose to read further, you will notice that this lesson was taught on yesterday in my US History I class.

**DWIGHT MORROW HIGH SCHOOL** __**PRE-OBSERVATION CONFERENCE FORM**__

= Name__:___Willola M. Ashley =

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Grade/Class:Nine and Ten/ US History I_

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Date of Observation:_3/25/2011

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Period to be observed:___2__

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Please complete this form and send/present at the pre-observation meeting:

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">1. **Instructional Objectives**:TLWBATanalyze the Bill of Rights to understand their importance. **__<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Essential Question __**__<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">: How are the rights of the people protected by/from the Constitution? Critical Thinking Standards: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights? __<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">_ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">2. **Procedures/Activities**: Do Now: “Choose one right you think you have in this school.” //Anticipatory Set//: Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been placed on the board, students will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS Teacher Ashley will ask: “Which of these 10 Bill of Rights would you be willing to give up? Which of these rights would you not be willing to give up? Which would you fight for or die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of rights effect Ms. Ashley and you in your personal lives? Compare and Contrast the Bill of Rights with the rights you enjoy in the EPSD? //Day Two// - Students will create a visual representation of each amendment on the Bill of Rights (10 total). These visuals must accurately show the amendments in use. Visuals must be in color and labeled with the appropriate amendment number on it. //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Teach Skill //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">: Students will analyze historical empathy, foreign relations, war and peace. The will be able to better understand the relevance of the essential question and the Critical Thinking Standard (Fairness) – “How are the rights of the people protected by/from the Constitution? Why is it important to know what rights are guaranteed by the Bill of Rights? <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">TLWBAT complete and exit ticket explaining three major things learned in class today at the conclusion of the class._ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">3. **Materials:** __Textbooks, paper, pens/pencils, desktop computer with projector, and art supplies.__ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">4.**Assessments:** Do Now Activity, Collaboration Skills, Oral Presentations, Exit Tickets <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">5. **Previous lesson objectives within the past 1or 2 days:** __TLWBAT analyze the Bill of Rights to understand their importance to the US and how they protect the rights of the people.__

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">6. **Core Curriculum Content Standards**: __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic __ __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinkgs: using critical vocabulary; S-35 Exploring Implications and Consequences __ __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">NJCCCS Power Standards - 6.1.12.A.2b Constitution and Bill of Rights __ ||
 * || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.1.12 A.1 - Analyze how historical events shape the modern world. __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.1.12 A.2 - Formulate questions and hypotheses from multiple perspectives, using multiple sources. __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.1.12 A.3 - Gather, analyze, and reconcile information from primary and secondary sources to support or reject hypotheses. __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.1.12 A.4 - Examine source data within the historical, social, political, geographic, or economic context in which it was created, testing credibility and evaluating bias. __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.4.12 E.6 - Compare and contrast the major philosophical and historical influences on the development of the Constitution (e.g., Washington's Farewell Address (1796), Locke's Second Treatise, the ideas of Alexander Hamilton, James Madison, Thomas Jefferson, and William Paterson). __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.4.12 E.7 - Describe the early evolution of the system of government and political parties in the United States (e.g., presidential elections of 1792, 1796, 1800). __ ||
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">• __ || __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">6.4.12 E.8 - Discuss the implementation of the federal government under the United States Constitution during the presidency of George Washington. __ ||  ||
 * **__<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Additional Objectives/Standards __**__<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;"> : __

**__<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">RECOMMENDED STRATEGIES UTILIZED: __**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">(please circle and elaborate)

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Critical Thinking Strategies:_ **__<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Students will demonstrate knowledge of fairness by analyzing the rights that are guaranteed by the Bill of Rights. ___

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Interdisciplinary Approach: __Students will read, write, discuss and create visual representations of each amendment of the Bill of Rights__.

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Student Portfolios:

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Technology-Based Instruction **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">:_ _

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Project-Based Learning:

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Collaborative Learning: **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">_Students will work in pairs.

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Socratic Discussion:_

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Student Self-Assessment **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">:___Exit Tickets___

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Multiple Intelligences **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">: TLWBATread, write, work collaboratively, discuss with partner and with the entire class and create a visual representation of each of the 10 Bill of Rights. _

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Student-Centered Classroom **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">:_Students will be given a copy of the Bill of Rights, and will be asked to respond orally, in written form, and by creating a visual representation.

== Teacher Self-Assessment:___Teacher will ask students to respond to essential questions throughout the lesson and teacher will ask students to complete an exit ticket at the conclusion of the__ __lesson__.__ ==

Research-Based Learning:
**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Understanding by Design **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">_This activity will help students to better understand the essential questions and the critical thinking standard – fairness. Students will better understand their rights guaranteed by the Bill of Rights. _

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Essential Questions/Big Ideas **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">:___Teacher will constantly refer to essential question and critical thinking standard – fairness - throughout the entire lesson.__

**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Power Standards **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">: __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;"> NJCCCS Power Standards - 6.1.12.A.2b – Constitution and Bill of Rights ___ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">_

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Other:_ __<span style="color: black; font-family: 'Arial','sans-serif';"> Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinking: using critical vocabulary; S-35 Exploring Implications and Consequences __ __ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; margin: 0in 0in 0pt;">Suggested Web Sites: <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">accesseric.org/index.html (Eric) <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">http://www.state.nj.us/education/ (NJ Dept. of Ed.) <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">criticalthinking.org (Critical Thinking) <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 9pt;">http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf (UBD) v