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"Of a gifted teacher (she) has an unfailing heart and eye for magical classrooms and who loses sleep over any sliver of work at less than the highest quality". Carol Ann Tomlinson,

The Differentiated Classroom

DRAFT: This module has unpublished changes.
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DRAFT: This module has unpublished changes.

 

This unit provided a great learning experience for my students. It was motivational, engaging and fun!  My students were so used to the five paragraph essay that they had trouble understanding the concept of factual writing as in a newspaper article. I used models and scaffolding to push them through a new and challenging type of writing. I also spent  time with some students after school and during free time to help them understand the difference between opinion and fact in the writing process. In the end it was worth all my time and effort. 

  

Non-FictionUnit - Individual Freedoms

Unit Objectives:

  • Students will be able to extract factual information from a source and use the information in another context.
  • Students will be able to write a newspaper article using factual information.
  • Students will be able to differentiate between fact and opinion.
  • Students will be able to write a persuasive formal letter.

 Unit Materials:

 

The Bill of Rights

Bill of Rights Analysis

Tinker vs. Des Moines Independent Community Schools

Bill of Rights Rap Song from Educational Rap.com

Various other factual articles

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Bill of Rights

Can They Do That?

Read the following paragraph and discuss with your partner whether or not the State of Wisconsin can force the Amish girl back into school.

Then write one paragraph (as a team) about your decision and the reason(s) for your decision using the Bill of Rights to back up your answer.

Until the early 1970’s, children in Wisconsin were required to attend school until they were 16. But members of the Amish religion did not want their children to attend school after grade 8. Instead, the Amish wanted children to stay in their communities, learning the jobs they would have as adults.  When one 15-year-old girl didn’t return to school after finishing grade 8, state officials tried to force her parents to send her to school. Can they do that?

 

 

I asked this question as a critical thinking question. I wanted my students to think about what was involved in this type of decision - the right to free practice of religion or the need to obey the laws of the state. The results and the back up unanimously favored freedom of religion.

 

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Letter to the Superintendent of Schools in Methuen Due 4/12

 

 

Each student wrote a one page formal letter to the Superintendent Scannell requesting that she and the School Committee not change the school calendar and vacation schedule to year-round schooling.

 

They needed to have the following in the letter:

 

                   Proper addresses

                   Salutation

                   3 paragraph minimum body of letter

                   Proper closing

                   Signature

 

Remember this is a PERSUASIVE letter in the formal style. You must use your REASONS to substantiate your belief that this curfew will not be good for the students and the community. You also need to inform the Superintendent and School Committeethat you have plans (protesting, car washes etc.) that will inform the public how the change would be harmful to the welfare of the community.

                  

The letters need to be neat, single spaced and properly formatted. The attached rubric is to be used for grading purposes. You will need the following attached to your letter:

 

                Final letter

                Rough Draft with peer edit

                Free Speech worksheet with brainstorming notes

                Rubric

 

** No name= Lose three points!

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Student Bill of Rights  - 30 points

 

This is your final project for this unit. It will be done in a group and I expect everyone to participate!

 

Objective:

  • Based on what we have read and your knowledge of the Bill of Rights, you and your group must come up with a Student Bill of Rights that you feel reflects the needs of the student body at the CGS.

 

Process:

  • Each group will come up with 6-8 ideas for Student Rights.
  • Each idea needs to be clearly written and explained. This means that one short line such as “The right to chew gum” is not acceptable. The “Right” must be clearly and concisely described, be well stated and relate to a significant idea or value.
  • On a separate piece of paper each “Right” must be supported with at least one paragraph explaining the following:
    • Why the group chose this particular “Right”.
    • Why is this “Right” important and/or necessary to the students at the CGS?
    • How will this benefit the students in the future?
    • This must be signed by all students in the group.
  • The group will design the “Bill” using the materials provided.
    • The design will include:
      • Any pictures, designs or drawings
      • The listing of the Rights completely written

 Outcome:

  • Each group will produce a finished Bill of Rights, present it to the class and be prepared to respond to any questions asked by the teacher(s) and the students in the classroom.
  • EVERY STUDENT MUST PARTICIPATE IN THE PROJECT

 You will be graded as a group on the following:

 

  • The value and significance of your “Rights”
  • How your “Rights” are written for understanding
  • Proper use of grammar, punctuation and sentence structure.
  • Creativity of the final product
  • How well the group works together
  • Oral Presentation
  • Peer Evaluation

 When you pass in the project on Friday April 15, it must include:

 

  • The finished “Student Bill of Rights”
  • Your packet which should be passed in as a group. It must include:
    • All of the group notes used to come up with the “Rights”
    • The final draft of your Bill support paragraphs, written in ink or typed neatly and signed by all members of the group.
    • Each person’s packet with the Rubric.
    • Make sure you have your name and group number on your packet.

 

  

 

 

Name:_______________________________Group:____________

 

Use the following Rubric:

 

 

Significance of the Right

Understanding the Right

Proper grammar and usage

Creativity

Oral Presentation

How  well the group works

5

The Rights contain significant content and meaning for the benefit of all students.

 

Student shows an understanding of the right and the reason for its importance. Attention paid to details.

There are no grammar or usage errors. The Bill is written using sophisticated language and vocabulary.

The final Bill shows the students used their imagination and creativity.

All student(s) use a clear voice, correct pronunciations and respond well to questions.

The group is organized, everyone participates, and are engaged, insightful and supportive.

 

 

 

 

 

 

 

3

The Rights contain some significant content for the benefit of all students, but lacks meaning

 

Student shows some understanding of the right and the reason for its importance. Little attention paid to details.

There are some grammar & usage errors. The Bill is written using basic language  and vocabulary.

The final Bill shows the students did not put much time into using their imagination and creativity.

Some of the student(s) use a clear voice, correct pronunciations and respond well to questions.

The group is not very organized, everyone does not participate though they are engaged, and supportive.

 

 

 

 

 

 

 

1

The Rights contain little significant content for the benefit of all students, and  lacks meaning

 

Student shows little understanding of the right and the reason for its importance. No attention paid to details.

There are lots of grammar & usage errors. The Bill is written using poor language  and basic vocabulary.

The final Bill shows the students did not put any time into using their imagination and creativity.

Student(s)  mumble and do not use a clear voice, correct pronunciations or respond well to questions.

The group is not organized, everyone does not participate nor are they engaged, or supportive.

 

 

Grade: ______________ /30

 

Notes:

 

 

 

 

DRAFT: This module has unpublished changes.
DRAFT: This module has unpublished changes.

One of the parts of this unit my students liked the best was the Bill of Rights Rap Song, which also included some assessment worksheets in the package. Please take a moment to listen to the song.

 

 

 

LYRICS

To be used with RRR song “Bill of (Your) Rights”

CHORUS

It's the Bill of Rights, it's the bill of your rights

It's time to take your knowledge up to unfamiliar heights

The thrill of your life, just like riding a bike

You're never, never, never going to forget the Bill of Rights

(×2)

VERSE I

The right to free speech and religion and press

Are guaranteed by Amendment One

Amendment Number Two says it's true, that it's all up to you

If you choose to possess a gun

The government can't force you to house and feed a soldier

Says Amendment Number Three

Amendment Number Four we adore says without a warrant

Your stuff can’t be searched or seized

CHORUS

It's the Bill of Rights, it's the bill of your rights

It's time to take your knowledge up to unfamiliar heights

The thrill of your life, just like riding a bike

You're never, never, never going to forget the Bill of Rights

(×2)

VERSE II

Amendment Number Five says the court can’t try you

With evidence they already used

It also says that nobody can make you self-incriminate

You're allowed to stay silent if you choose.

Amendment Number Six won't let the criminal clock tick

The rights of the accused continue here, and then

Amendment Number Seven gives you one plus eleven:

A right to a trial by a jury of your peers

If it's cruel and unusual punishment

It's ruled out by Amendment Eight

Amendment Number Nine says that other rights are fine

And Ten gives the rest to the states

CHORUS

It's the Bill of Rights, it's the bill of your rights

It's time to take your knowledge up to unfamiliar heights

The thrill of your life, just like riding a bike

You're never, never, never going to forget the Bill of Rights

 

 

 

 

Rhythm Rhyme Results Bill of (Your) Rights

“Bill of (Your) Rights” by Rhythm Rhyme Results | www.educationalrap.com 1

LYRICS WORD SCRAMBLE

To be used with lyrics to RRR song “Bill of (Your) Rights”

Unscramble the words in (parentheses). Some answers have more than one word.

Chorus

It's the Bill of Rights, it's the bill of your rights

It's time to take your knowledge up to unfamiliar heights

The thrill of your life, just like riding a bike

You're never, never, never going to forget the Bill of Rights.

(×2)

Verse I

The right to free 1._____________ (echesp) and 2. ____________ (oirinegl)

and 3. ______ (esrps)

Are guaranteed by Amendment One

Amendment Number Two says it's true, that it's all up to you

If you choose to possess a 4. _____ (ngu)

The government can't force you to house and feed a soldier

Says Amendment Number 5. _________ (eetrh)

Amendment Number Four we adore says without a 6. __________ (trawran)

Your stuff can’t be 7. _____________________ (redaeshc) searched or

8. ________ (eiedsz)

Verse II

Amendment Number 9.________ (ievf) says the court can’t try you

With 10.________________________ (ecevedni) evidence they already used

It also says that nobody can make you

11.___________________________________________ (tr-inasenimeiclf)

You're allowed to stay silent if you choose.

Amendment Number Six won't let the criminal clock tick

The 12. _____________ (irthsg) rights of the accused continue here, and then

Amendment Number Seven gives you one plus 13.____________ (leneve)

A right to a 14. ___________ (ralti) by a 15. __________ (yjur) of your peers

If it's cruel and unusual 16. ____________________________ (meptnnishu)

It's ruled out by Amendment 17. ________ (ethgi)

Amendment Number 18. ________ (inne) says that other 19. ___________

(sihtgr) are fine

And Ten gives the rest to the 20. _______ (astets)

DRAFT: This module has unpublished changes.