University of West Alabama

5E Lesson Plan 2

Teacher: Kimberly Ray

Date: 11/12/19 – 11/15/19

Subject area/course/grade level: US History I – 10th Grade

Materials: Google Doc Slides for Interactive Notebook Assignment and Grading Rubric

Standards (State and ISTE Standards for Students):

Alabama Course of Study Standard

4. Describe the political system of the United States based on the Constitution of the United States.
• Interpreting the Preamble to the Constitution of the United States; separation of powers; federal system; elastic
clause; the Bill of Rights; and the Thirteenth, Fourteenth, Fifteenth, and Nineteenth Amendments as key elements of
the Constitution of the United States
• Describing inadequacies of the Articles of Confederation
• Distinguishing personalities, issues, ideologies, and compromises related to the Constitutional Convention and the
ratification of the Constitution of the United States, including the role of the Federalist papers
• Identifying factors leading to the development and establishment of political parties, including Alexander Hamilton's
economic policies, conflicting views of Thomas Jefferson and Alexander Hamilton, George Washington's Farewell
Address, and the election of 1800

ISTE Standards
Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts
and make meaningful learning experiences for themselves and others.
3a
Students plan and employ effective research strategies to locate information and other resources for their intellectual
or creative pursuits.
3b
Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
3c
Students curate information from digital resources using a variety of tools and methods to create collections of
artifacts that demonstrate meaningful connections or conclusions

Objectives: Students will be able to address the weaknesses of the Articles of Confederation and how the
US Constitution then set up the government of the United States.

Differentiation Strategies Kinesthetic learners will enjoy the hands-on use of the Google Docs. Auditory learners
will be given the opportunity to learn from listening to lecture and video. Visual learners will be able to see a
slideshow, video, and different websites. Students will also have the chance to collaborate with one another
throughout lesson to help with various special needs.

ENGAGEMENT:

Approved January, 2013

Introduction: This will be playing as students enter classroom
https://www.youtube.com/watch?v=UCJ2of4kx5E
Constitution Rap
EXPLORATION:
Students will be using Google Docs (making an interactive notebook) to research and complete activities on the
following items related to the US Constitution:
Constitution Illustrated Vocabulary
The Articles of Confederation
The Philadelphia Convention
**copy of blank Interactive Notebook will be attached at the end of the lesson plan**
Assessment: Using Exit Slips
EXPLANATION:
The following activities are to further explain & enhance knowledge of the US Constitution. Students will continue
using Google Docs (making an interactive notebook) on the following items related to the US Constitution:
Article 1 of the Constitution
Article 2 of the Constitution
Article 3 of the Constitution
Article 4 of the Constitution
Article 5 of the Constitution
Article 6-7 of the Constitution
Federalists, Anti-Federalists, & Ratification
The Bill of Rights
America’s Federal System

◼ Higher order thinking questions answered using Google Docs

1. In what ways did compromise play a critical role in the drafting of the Constitution? ANSWER: Large &
small states compromised; the Three-Fifths Compromise settled the issue of counting slaves
2. Briefly explain the separation of powers established by the Constitution? ANSWER: The executive, the
legislative, & the judicial branches prevent one branch from dominating the others.
3. Why did the states ratify the Constitution once a bill of rights was promised? ANSWER: they believed the
states & the individual rights of citizens were sufficiently protected
**copy of blank Interactive Notebook will be attached at the end of the lesson plan**
Assessment: Higher Order Questions turned in before leaving class
ELABORATION:

They will have completed their Interactive Notebook covering the US Constitution and submitted/shared it with me
thus showing their knowledge of the content and their technology proficiency.

Assessment: Grading of the Interactive Notebook using the Rubric below

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EVALUATION:
Rubric for Google Interactive Notebook

CATEGORY 4 3 2 1

Graphics/Pictures Graphics go well with the text Graphics go well with Graphics go well with Graphics do not go with
and there is a good mix of text the text, but there are the text, but there are the accompanying text or
5% Weight and graphics. so many that they too few appear to be randomly
distract from the text. chosen.
Score Earned:

Content – Accuracy All facts in the presentation are 99-90% of the facts in 89-80% of the facts in Fewer than 80% of the
accurate. the presentation are the presentation are facts in the presentation
60% Weight accurate. accurate. are accurate.

Score Earned:

Writing – Grammar There are no grammatical There are 1-2 There are 3-7 There are more than 8
mistakes in the presentation. grammatical mistakes grammatical mistakes grammatical mistakes in
20% Weight in the presentation in the presentation the presentation even
after feedback from even after feedback after feedback from
Score Earned: teacher. from teacher. teacher.

Attractiveness & The presentation has The presentation has The presentation has The presentation’s
exceptionally attractive attractive formatting well-organized formatting and
Organization
formatting and well-organized and well-organized information. organization of material
15% Weight information. information. are confusing to the
reader.
Score Earned:

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Screenshots of Interactive Notebook for US Constitution

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Sample of one of my student’s completed Interactive Notebook on the US Constitution

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Rubric for Student Assessment (A. Kyle)
Score Earned in Red

CATEGORY 4 3 2 1

Graphics/Pictures Graphics go well with the text Graphics go well with Graphics go well with Graphics do not go with
and there is a good mix of text the text, but there are the text, but there are the accompanying text or
5% Weight and graphics. so many that they too few appear to be randomly
distract from the text. chosen.
Score Earned: 4

Content – Accuracy All facts in the presentation are 99-90% of the facts in 89-80% of the facts in Fewer than 80% of the
accurate. the presentation are the presentation are facts in the presentation
60% Weight accurate. accurate. are accurate.

Score Earned: 4

Writing – Grammar There are no grammatical There are 1-2 There are 3-7 There are more than 8
mistakes in the presentation. grammatical mistakes grammatical mistakes grammatical mistakes in
20% Weight in the presentation in the presentation the presentation even
after feedback from even after feedback after feedback from
Score Earned: 2.5 teacher. from teacher. teacher.

Attractiveness & The presentation has The presentation has The presentation has The presentation’s
exceptionally attractive attractive formatting well-organized formatting and
Organization
formatting and well-organized and well-organized information. organization of material
15% Weight information. information. are confusing to the
reader.
Score Earned: 3.5

Technology Proficiency Rubric for Student (A. Kyle)

Through the use of Google Score 11/12/19-

3. Knowledge Constructor: Classroom Earned: 11/15/19
Students critically curate a variety of resources using Maximum
digital tools to construct knowledge, produce creative Points: 4
artifacts and make meaningful learning experiences
for themselves and others

3A Students plan and employ effective research Students are able to apply 4 out of 4 11/12/19-
strategies to locate information and other effective and safe strategies while 11/15/19
resources for their intellectual or creative pursuits. conducting their research.

3B Students evaluate Students are able to recognize the 4 out of 4 11/12/19-

the accuracy, perspective, credibility and relevance of reliability of digital resources. 11/15/19
information, media, data or other resources.
3C Students curate information from digital Students are able to collect 4 out of 4 11/12/19-
resources using a variety of tools and methods to information from digital sources 11/15/19
create collections of artifacts that using different online tools.
demonstrate meaningful connections or conclusions.

Approved January, 2013