Identifying the 5 freedoms listed in the 1st Amendment
1 Bellringer/Attention Getter
Teacher will have a Kahoot review game set-up on the SmartBoard, so that students may login immediately when entering class. Once all students are in the game, the teacher will start the review game. Questions will be based on the previous day's lesson for review.
Students will enter the Kahoot pin as they enter class. Once all students are in the game, they will answer questions on their iPad.
2 Direct Instruction
The teacher will give an example on the board of a real-life situation that adheres to one of the five freedoms. One example may be, "A local newspaper reporter opens criticizes the town's mayor." The teacher will ask the students to raise their hand and call on a student to correctly identify which freedom that belongs to.
Students will try to figure out which freedom the example on the board exemplifies.
3 Guided Practice
-have the students divide themselves into pairs or small group
-give each pair/small group an answer page, in which they must correctly write down their answers
-explain to students that they will be going on a mini-scavenger hunt around the room and in the hallway in which there are clues posted around in which they need to scan the QR codes in order to get the question. They then must figure out which freedom it is and write down the answer on their key. They must scan the other code to get to the next location.
Students will divide themselves up into pair or small groups. They will use their iPads to go on a scavenger hunt using the QR reader to give them their questions and clues.
Once all students are finished, the teacher will go over the correct answers and answer any questions. The teacher will then throw a ball to random a few random students and ask them what they learned today as a brief formative assessment.
Students will self-check their scavenger hunt answers and correct any mistakes.
Key Standards Supported
Reading History/Social Studies
|RH.6-8: Key Ideas and Details|
|RH.6-8.1||Cite specific textual evidence to support analysis of primary and secondary sources.|
|RH.6-8.2||Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.|
|RH.6-8.3||Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).|
|Craft and Structure|
|RH.6-8.4||Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.|
|RH.6-8.5||Describe how a text presents information (e.g., sequentially, comparatively, causally).|
|RH.6-8.6||Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).|
|Integration of Knowledge and Ideas|
|RH.6-8.7||Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.|
|RH.6-8.8||Distinguish among fact, opinion, and reasoned judgment in a text.|
|RH.6-8.9||Analyze the relationship between a primary and secondary source on the same topic.|
|Range of Reading and Level of Text Complexity|
|RH.6-8.10||By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.|