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1. Lesson Description
2. Classroom and Time Management
3. Materials and Teacher Preparation
4. Assessment
5. Technical Skills Guide
 1. Lesson Description
Period of time required for lesson:
7 days, 55 minutes each day
Overall goal of the lesson:
The goal of this lesson is for students to be able to deliver a presentation that clearly demonstrates how ethnic and cultural composition of the delegates shaped the Bill of Rights. Students will draw parallels to their student Bill of Rights. They will use specific examples to show how the ethnic composition of their own school delegates and school population shaped it and how such factors could influence bills in other schools across the nation.
Rationale for the lesson:
This lesson addresses the social studies standards for eighth grade as it pertains to explaining central issues and problems of the past and placing people and events in a matrix of time and place, as well as distinguishing facts, supported inferences, and opinions in the text.
Students will also address and use the language arts standard for the eighth grade in writing persuasively about and issue and delivering a well-organized formal report by employing traditional rhetorical strategies and demonstrating command of standard English.
In addition, students will address the mathematic standards for the eighth grade in studying population samples, making predictions from data, and assessing the validity of the argument based on the results.
Student academic outcome objectives:
| Students will be able to: |
| illustrate and discuss in their presentation the underlying principles of
the U.S. Bill of Rights and defend their choices for their own Bill of Rights |
| discuss the impact their school's population had on the development of
the student Bill of Rights |
| use statistical sampling techniques to extend data and make predictions
to determine how relevant their own Bill of Rights is to other American students |
| synthesize information in the creation of the slide show |
| write a persuasive presentation with detailed evidence, examples, and
reasoning that differentiate between evidence and opinion |
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Student social outcome objectives:
| Students will be able to: |
| learn how to listen and respect opposing points of view and negotiate to arrive at a consensus |
| practice peer presentation and good listening skills. |
| critique peer work constructively |
| work together in the design of the slide show and give constructive criticism to peer who created individual slides |
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Student technical skills outcome objectives:
| Students will learn how to: |
| use and animate slide transitions |
| create effects for objects |
| understand how to animate objects |
| export a presentation to a file |
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Prerequisite Academic Skills:
| Students should: |
| know how to create a grammatically correct paragraph that presents clear and supported ideas |
| have determined the population composition of their school and other schools as well as the United States |
| know how to synthesize important information from the newsletter, as well as determine relevant statistics in support of their arguments. |
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Prerequisite Social Skills:
| Students should know how to: |
| work cooperatively in a group as well as be familiar with the roles the teacher assigns |
| brainstorm and how to contribute to a group discussion |
| ask relevant questions |
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Prerequisite Technical Skills:
| Students should know how to: |
| select a template |
| select a background and presentation medium |
| create additional slides |
| select a transition speed |
| enter graphics into a slide |
| create a text in a slide |
| edit a slide |
| arrange a slide |
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 2. Classroom and Time Management
Group Management:
Students will work in the same heterogeneous groups as in previous lessons. They will decide as a group which individual newsletter sections they will sythesize. They will also determine how to use the date gathered on the population composition of U.S. Schools to support their arguments about the relevance of their Bill of Rights. Each slide should contain parts from the newsletter or statistics, graphs, and charts to support their arguments. Students should keep these ideas in mind:
- Justification for the students Bill of Rights and how it will shape the school.
- The ethnic, social, and gender composition of the original delegation of the Bill of Rights, the schools delegates ethnic, social, and gender composition, and how these factors affected both documents.
- The population composition of their school and other schools in the country and how they arrived at these statistics.
Each group will decide how the content will be divided up. In addition, the students will design their own layout and be responsible for the creation and placement of graphics. Students can decide who will be responsible for which section, allowing for accountability in the group.
Technology Management:
Students should have a common work folder where they have read and write privileges for collaboration. They should also work on one computer to collect data and graphics from Internet research.
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| The slide show will be brought together in one computer. |
| Students will write the slide content using StarWriter.
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| Students will design their layout scheme on paper and decide who develops each slide and the sequential order. |
| Students will choose graphics to incorporate in their slides and use them in their presentation. |
| Students will decide and design the title of their slide show. |
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Time Management:
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Day |
Event |
| 1 |
Students receive instructions on how to create the slide show and what information should be synthesized.
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| 2-4 |
Students decide on the information to synthesize and write it out. After brainstorming the entire aspect of their slide show, they should work on designing the slide show and the title page.
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| 5-6 |
Students create the slide show |
| 6-7 |
Students will be assessed on their individual and group work. |
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 3. Materials and Teacher Preparation
As included with the Technical Skills Guide.
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 4. Assessment
Students will be graded on both their individual and group work. In terms of group work they will be evaluated on how well the group worked together and whether all the components were included. Each students individual slide in the presentation will be their individual grade.
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 5.  Technical Skills Guide -StarOffice(zipped - 458 Kb)
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