ICommon Core Standard
• What common core standard(s) does this lesson address?
• How do you know the students need this lesson?
• Unpack the standard(s) by identifying the strategy(ies) or skill(s)
D.S.His.16.3-5. Use evidence to develop a claim about the past
Based on the student data that I’ve collected, it has become clear that students are not familiar with what laws are. This lesson intends to introduce what laws and their purposes are in America—why we had them in the first place and why we still have them today.
Lesson Objective
• Objectives must be
¬ specific-(clearly defined learning)
¬ measureable-(assess student achievement)
¬ aligned (with the CCSS)
¬ rigorous (written with verbs for expectations of high rigor)
¬ posted
¬ shared aloud with students
3 min
Objective: students will create a KWL …show more content…
• How will the data inform tomorrow’s lesson?
Students will answer the questions “why were laws created in America? Why do laws still exist?” in one written paragraph of 6-8 sentences, and additionally illustrate their work as a means of assessment.
I will collect this as a means of understanding about why students can infer that laws were created in America and why they still exist today. There could be a number of different responses here, and the question “why do laws still exist” will NOT have been discussed. Instead, this gives students a chance to further their thinking and make larger connections about law.
This will show how much students are able to infer about law in America. This question of why we have laws is complex and multifaceted, and will not be answered in one lesson. Instead, students will refer back to their original thoughts at the end of the unit to make any changes to their answers based on what they learned.
Differentiation: some students will not write as many sentences and spend more time on their illustration; some students will work in groups to complete this
• What common core standard(s) does this lesson address?
• How do you know the students need this lesson?
• Unpack the standard(s) by identifying the strategy(ies) or skill(s)
D.S.His.16.3-5. Use evidence to develop a claim about the past
Based on the student data that I’ve collected, it has become clear that students are not familiar with what laws are. This lesson intends to introduce what laws and their purposes are in America—why we had them in the first place and why we still have them today.
Lesson Objective
• Objectives must be
¬ specific-(clearly defined learning)
¬ measureable-(assess student achievement)
¬ aligned (with the CCSS)
¬ rigorous (written with verbs for expectations of high rigor)
¬ posted
¬ shared aloud with students
3 min
Objective: students will create a KWL …show more content…
• How will the data inform tomorrow’s lesson?
Students will answer the questions “why were laws created in America? Why do laws still exist?” in one written paragraph of 6-8 sentences, and additionally illustrate their work as a means of assessment.
I will collect this as a means of understanding about why students can infer that laws were created in America and why they still exist today. There could be a number of different responses here, and the question “why do laws still exist” will NOT have been discussed. Instead, this gives students a chance to further their thinking and make larger connections about law.
This will show how much students are able to infer about law in America. This question of why we have laws is complex and multifaceted, and will not be answered in one lesson. Instead, students will refer back to their original thoughts at the end of the unit to make any changes to their answers based on what they learned.
Differentiation: some students will not write as many sentences and spend more time on their illustration; some students will work in groups to complete this