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.
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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.
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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:
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Introduction/Connection: Recap AOC Weaknesses |
DIRECT INSTRUCTION: Convention Graphic Organizer
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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: Recap Convention, Positions of Federalists/Anti-Federalists
Guided Reading |
INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:
Choose a side: Federalists vs. Anti Federalists Propaganda Poster (differentiated product/method; collab pairs )
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 |
