Lesson Plan

Teacher : C Hinson

Course/ Subject: American Government 

Date of Instruction:  

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3,4,5, 8,10

American Government Standards: 

SSCG3 (a).Analyze debates during the drafting of the Constitution, including the Three-Fifths Compromise, the Great Compromise, and the Commerce Clause.

Learning Target:

I will analyze the debates during the drafting of the Constitution, including the Three-Fifths Compromise, the Great Compromise, and the Commerce Clause. 

Success Criteria:

• I can identify the 5 issues that were debated during the drafting of the US Constitution 

• I can identify both sides of the issues debated during the drafting of the US Constitution

• I can determine the compromises that arose from the debates during the drafting of the US Constitution such as: 

• The Great Compromise 

• Commerce Compromise

• Slave Trade Compromise 

• Three-Fifths Compromise 

• Creating the Electoral College

Introduction/Connection: 

Recap AOC Weaknesses

DIRECT INSTRUCTION:

Convention Graphic Organizer

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7. 8,10

GUIDED PRACTICE:  

 Crash Course video: Convention

Guided Reading

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

Comparing the Plans at Convention

Achieve Article (differentiated by lexile): “Stubborn Rhode Island”

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8

SUMMARIZE/CHECK FOR UNDERSTANDING:

Teacher observation, student participation

Success Criteria Check off