The US Constitution Thematic Unit

Jeanne Asberry

Guidelines for Planning Interdisciplinary Unit

1. Formulate a goal statement that indicates the principles or concepts to be understood at the completion of the lesson.

The purpose of this lesson is to explain how and why the U.S. Government was created, purpose of having a Constitution, understand federal versus state powers, and why the Bill of Rights exist.

2. Select the primary content base that will be the catalyst for instruction

The primary content will be the U.S. Constitution-

SS.5.C.1.1: Explain how and why the United States government was created.

SS.5.C.1.2: Define a constitution, and discuss its purposes.

SS.5.C.1.5: Describe how concerns about individual rights led to the inclusion of the Bill of Rights in the U.S. Constitution.

SS.5.C.3.1: Describe the organizational structure (legislative, executive, judicial branches) and powers of the federal government as defined in Articles I, II, and III of the U.S. Constitution.

3. Identify events, discoveries, and writings within other disciplines that relate to the primary content base in a meaningful way.

Social Studies/Language Arts/Vocabulary- Information-US Constitution http://www.enchantedlearning.com/history/us/documents/constitution/Information/Differentiation-The US Constitution Videohttp://www.timeforkids.com/photos-video/video/tfk-explains-us-constitution-103921Information-Book-The US Constitution and Bill of Rights by Megan SchmidtFormative Assessment/Differentiation-Story web to use with reading- dailyteachingtools.com /free-graphic-organizers-w.htmlFormative assessment-enchantedlearning.com/history/US/documents/constitution/cloze-cloze activity on history of US Constitution and Three Branches of GovernmentDifferentiation/Instructional Variety-Computer/LED Projector

Social Studies/Math-Information-Book-The US Constitution and Bill of Rights by Megan Schmidt Information and Formative Assessment-Bill of Rights and Three Branches/teacher-generated word problems-http://www.ducksters.com/history/us_bill_of_rights.php-

http://www.ducksters.com-

http://www.timeforkids.com/photos-video/video/tfk-explains-us-constitution-103921

http://www.enchantedlearning.com/history/us/documents/constitution/

http://www.cpalms.org/Public/PreviewStandard/Preview/3085



Information-Time for Kids Explains the Branches of Government videohttp://www.timeforkids.com/photos-video/video/time-kids-explains%E2%80%A6-branches-government-397116Information-The Bill of Rights History- https://www.youtube.com/watch?v=Ceb1wkSamG4Formative Assessment/Differentiation-Green printer paper for foldablesDifferentiation/Instructional Variety-Computer and LED Projector

Social Studies/GeographyInformation-13 original colonies-http://www.landofthebrave.info/facts-about-13-colonies.htmInformation-John Adams(Massachusetts), Benjamin Franklin(Pennsylvania), Alexander Hamilton(New York),Thomas Jefferson(Virginia), James Madison(Virginia), and George Washington(Virginia) The students will use the following websites for information on Framers https://www.constitutionfacts.com/us-founding-fathers/about-the-founding-fathers/. Information-John Jay(New York) go to http://www.americaslibrary.gov/jb/colonial/jb_colonial_johnjay_2.htmlAccelerated Learner-Video- Formative Assessment-Rubric- http://sjspeandhealth.weebly.com/uploads/1/3/7/0/13700485/webquestrubric.pdfFormative Assessment-Story web- dailyteachingtools.com /free-graphic-organizers-w.htmlDifferentiation/Instructional Variety-Computer and LED ProjectorStars with 13 original coloniesCut outs with Framers’ facesVelcroUS Map

Social Studies/Science/ArtInformation-Foldable from Tuesday for a review on the organization of the US constitution and elections.Information-Video-The Electoral College-https://www.youtube.com/watch?v=W9H3gvnN468Differentiation/Instructional Variety-Computer and LED ProjectorConstruction Paper for campaign posters and graphsWater color and paint brushesColored pencilsScissorsGlue

Social Studies/Writing

4. Determine the key points of intersection between disciplines that correspond to the established terminal goal.

A. US Constitution/Language Arts/Vocabulary- LAFS.5.L.3.6 Acquire and use accurately general academic and domain-specific words and phrases as found in grade level appropriate

https://www.youtube.com/watch?v=W9H3gvnN468

http://sjspeandhealth.weebly.com/uploads/1/3/7/0/13700485/webquestrubric.pdf

http://www.americaslibrary.gov/jb/colonial/jb_colonial_johnjay_2.html

https://www.constitutionfacts.com/us-founding-fathers/about-the-founding-fathers/

https://www.youtube.com/watch?v=Ceb1wkSamG4

http://www.timeforkids.com/photos-video/video/time-kids-explains%E2%80%A6-branches-government-397116


texts, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Students must be able to recall 80% vocabulary on a cloze activity after a reading on the history of the US Constitution from the enchantedlearning.com website.

B. US Constitution and Math- MAFS.K12.MP.1.1 : Make sense of problems and persevere in solving them. Students will solve nine word problems based on facts from www.ducksters.com website.

C. US Constitution and Geograpy- SS.5.G.1.5: Identify and locate the original thirteen colonies on a map of North America. Brief study of seven founding fathers and their colonies. Students become familiar with some signers of the US Constitution.

D. US Constitution/Science/Art-SC.5.N.1.1: Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.VA.5.O.3.1 : Create meaningful and unique works of art to effectively communicate and document a personal voice. Voting in elections is commonplace for America. Students will have their own mock election where they create advertisements, decorate the room like a campaign headquarters. Not only will they create art work, but also choose parties, running mates, and candidates. The students will then analyze the voting data to determine the winner.

E. US Constitution and Writing- LAFS.5.W.2.4 : Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. LAFS.K12.W.2.5 : Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Students create a classroom Constitution and Bills of Rights

5. Formulate instructional objectives- History/Social Science-explain how the US Constitution was created and also explain why the US Constitution was created.

Social Studies/Language Arts/Vocabulary- After reading from the Enchanted Learning website, students will explain the purpose of the US Constitution in order to recall at least 80% of the vocabulary on a cloze activity.Social Studies/Math-While reading from the website www.duckster.com about the organizational structure of the US Government, the students will solve at least 8 out of 9 word problems correctly based on facts from the website. Social Studies/Geography- After being given several websites to locate the Framer’s states (13 original colonies), students will construct a cohesive PowerPoint of at least three facts during a webquest.Social Studies/Science/Art- After a review of the election processes of the US Constitution, students will analyze voting data from a correctly labeled, well-organized, bar graph during a mock election.

http://www.duckster.com/




http://www.ducksters.com/

Social Studies/Writing- After a review of the structure, powers, and Bill of Rights in the US Constitution, students will correctly design a classroom Constitution and Bill of Rights while in small groups and then as a whole group (Possible summative assessment).

6. Identify the necessary prerequisite knowledge-Describe how Florida's Constitution protects the rights of citizens and provides for structure, function, and purpose of state government (SS.4.C.1.1). Identify the three branches of government (legislative, judicial, and executive) of government in Florida and the powers of each (SS.4.C.3.1). Math-Make sense of problems and persevere in solving them (MAFS.K12.MP.1.1). Art-Role play and decorate-Use of art-making process, analysis, and discussions to identify the connections between art and other disciplines*(VA.4.C.6). Create art to promote awareness of school and/or community concerns (VA.4.F.3.1). Create an original scene or monologue based on a historical event or person (TH.4.C.3.2). Define the elements of a selected scene that creates an effective presentation of an event or person (TH.4.C.3.3). Geography-Utilize technology resources to gather information from primary and secondary sources (SS.3.A.1.2). Vocabulary-Define terms related to the social sciences (SS.3.A.1.3). English/Lang Arts-Use of knowledge of language and its conventions when writing, speaking, reading, or listening (LAFS.4.L.2.3). Demonstrate command of conventions of standard English, capitalization, punctuation and spelling when writing.

7. Formulate instructional strategies that will compel students to use their knowledge in one discipline to better understand and appreciate another.

Day 1-Soc Studies/Language Arts/Vocabulary-Direct Instruction and guided practice (create cheer)-Use of LED projector and enchantedleanring.com website. Students will echo read the info and complete a cloze activity for formative assessment. The teacher has provided a story web for students to complete notes.

Day 2-Social Studies/Geography- Direct instruction-minilesson on founding fathers (some quick facts about them) and states they represented (create cheer) Indirect instruction-webquest activity-students will follow directions given to them by the teacher. While in small groups, they will list three facts about seven of the founding fathers and their states. The students will then share their new knowledge in a think-pair-share (use cheer). Teacher is facilitating and circulating the room

Day 3-Social Studies/Math-Direct Instruction, guided practice (create cheer)- use of www.duckster.com to discuss powers, structure and purpose of US Constitution. Begin lesson with three questions to activate prior knowledge(use cheer for connections). Students will create a foldable from the info on the duckster website (turn and talk to shoulder buddy). The teacher will provide some questions for a quick knowledge check. Small groups-students complete a teacher-generated word problems based on the facts from duckster.com

Day 4-Social Studies/Science/Art- Direct Instruction (create cheer). Students will form groups of four to review story maps/webs on organizational structure of US Constitution, video(The Electoral College) and discussion of election process. While in groups students select a materials person. Person gathers construction paper, scissor, and glue. Students collaborate to create their own campaign advertisements, decorate the room and nominate class officers. After a nomination of class officers, there will be short speeches and a final vote. Students will create and analyze a bar graph to determine the winner (use cheer).

Day 5-Social Studies/Writing-Direct Instruction (create cheer). Students will form small groups of four students (home group) to review foldables, story maps, and webs from Monday, Tuesday, and Wednesday. A materials person has already been selected to gather chart paper and story maps. The teacher will provide the students with copies of kid friendly Constitutions and Bill of Rights. From their home group, students will perform a stand up, hand up, pair up to compare list of ideas for the classroom Constitution and Bill of Rights. After about three rounds of stand up, hand up, pair up the students will return to their home groups. As a whole class the group will construct a whole class Constitution and Bill of Rights. Teacher will use the computer and LED Projector to display ideas. The classroom Constitution and Bill of Rights will be hung on chart paper in the classroom (use cheer)

Thematic Unit Outline

Grade 5:

Unit Topic: The U.S. Constitution Interdisciplinary Unit

Course/Subject: Interdisciplinary

Approximate Time Required: One week

1. Main Purpose of the UnitThe purpose of this lesson is to explain how and why the U.S. Government was created, the purpose of having a Constitution, understand federal versus state powers, and why the Bill of Rights exist.

2. Performance ObjectivesThe student will be able to:

Social Studies/Language Arts- After reading from the Enchanted Learning website, students will explain the purpose of the US Constitution in order to recall at least 80% of the vocabulary on a cloze activity.

SS.5.C.1.1: Explain how and why the United States government was created.

SS.5.C.1.2: Define a constitution, and discuss its purposes. LAFS.5.L.3.6: Acquire and use accurately general academic and domain-specific words and phrases as found in grade level appropriate texts, including those that signal




contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Social Studies/Math-While reading from the website www.duckster.com about the organizational structure of the US Government, the students will solve at least 8 out of 9 word problems correctly based on facts from the website.



MAFS.K12.MP.1.1 : Make sense of problems and persevere in solving them.

Social Studies/Geography- After being given several websites to locate the Framer’s states (13 original colonies), students will construct a cohesive PowerPoint of at least three facts during a webquest.SS.5.C.3.1: Describe the organizational structure (legislative, executive, judicial branches) and powers of the federal government as defined in Articles I, II, and III of the U.S. Constitution.

SS.5.G.1.5: Identify and locate the original thirteen colonies on a map of North America.

Social Studies/Science/Art- After a review of the election processes of the US Constitution, students will analyze voting data from a correctly labeled, well-organized, bar graph during a mock election.








SS.5.C.2.5 :Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society

SC.5.N.1.1: Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

VA.5.O.3.1 : Create meaningful and unique works of art to effectively communicate and document a personal voice

Social Studies/Writing-After a review of the structure, powers, and Bill of Rights in the US Constitution, students will correctly design a classroom Constitution and Bill of Rights while in small groups and then as a whole group (Possible summative assessment).



LAFS.5.W.2.4 : Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

LAFS.K12.W.2.5 :Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Prior Knowledge

The student should already know or understand the following:

SS.4.C.1.1 :Describe how Florida's Constitution protects the rights of citizens and provides for structure, function, and purpose of state government

SS.4.C.3.1 : Identify the three branches of government (legislative, judicial, and executive) of government in Florida and the powers of each

MAFS.K12.MP.1.1: Math-Make sense of problems and persevere in solving them VA.4.C.6: Art-Role play and decorate-Use of art-making process, analysis, and

discussions to identify the connections between art and other disciplines VA.4.F.3.1 : Create art to promote awareness of school and/or community concerns





TH.4.C.3.2 :Create an original scene or monologue based on a historical event or person. TH.4.C.3.3: Define the elements of a selected scene that creates an effective presentation of an event or person.

SS.3.A.1.2 : Geography-Utilize technology resources to gather information from primary and secondary sources.

SS.3.A.1.3 : Vocabulary-Define terms related to the social sciences LAFS.4.L.2.3 : English/Lang Arts-Use of knowledge of language and its conventions

when writing, speaking, reading, or listening.3. Content Outline

A. Monday-Social Studies/Language Arts1. How was the US Constitution created?2. What is the purpose of the U.S. Constitution.3. Why do we have a US Constitution4. Vocabulary words5. Cloze activity directions and rubric

B. Tuesday-Social Studies/Math1. Organization Structure of the US Constitution2. Powers of the federal and state government3. Bill of Rights4. Word Problems directions and rubric

C. Wednesday-Social Studies/Geography1. 13 Original Colonies2. 7 of the Founding Fathers3. Webquest directions and rubric

D. Thursday-Social Studies/Science/Art1. Review of organizational structure of the US Constitution2. Powers of federal and state government3. Basic civic and political responsibilities such as election/campaign process4. Campaign advertisements5. Charts to collect voting data and rubric

E. Friday1. Review of organizational structure of US Constitution2. Powers of federal and state government3. Bill of Rights4. Address what clear and coherent writing is.5. How small groups will collaborate, but receive individual grades6. Whole class constitution and Bill of Rights directions and rubric

4. Procedures and Activities Mon-Soc Stud/Language Arts-Direct Instruction and guided practice (create cheer)-Use

of LED projector and enchantedleanring.com website. Students will echo read the info

and complete a cloze activity for formative assessment. The teacher has provided a story web for students to complete notes.

Tues- Social Studies/Math-Direct Instruction, guided practice (create cheer)- use of www.duckster.com to discuss powers, structure and purpose of US Constitution. Begin lesson with three questions to activate prior knowledge(use cheer for connections). Students will create a foldable from the info on the duckster website (turn and talk to shoulder buddy). As a whole group, the class will complete interactive quizzes on duckster.com. Small groups-students complete a teacher-generated word problems based on the facts from duckster.com

Wed- Social Studies/Geography- Direct instruction-minilesson on founding fathers (some quick facts about them) and states they represented (create cheer). The teacher will model a think aloud by asking four questions while holding a Framer’s(delegate) face and colony he represents. The teacher will then explain the objective of constructing a “cohesive” PowerPoint during a Webquest. Class is then divided into seven groups of three to cover seven of 55 Framers (delegates). The teacher then explains the rubric and defines “cohesive” while showing a sample cohesive PowerPoint. Students question and teacher response time. Indirect instruction-The two websites for the webquest are given. The seven Framers and colonies are on the students’ desk with velcro. A US Map has velcro on it so that students can locate and stick the Framer’s faces to the colonies. The teacher will cover all other colonies not researched by students. Each group will be given 5 minutes to present their PowerPoint to the class. The teacher hands each student a story web to take notes during the presentation. Preprinted exit ticket addressing the essential questions. The teacher facilitates and circulates.

Thurs-Social Studies/Science/ Art-Direct Instruction (create cheer). Students will form groups of 4 to review story maps/webs on organizational structure of US Constitution, video and discussion of election process. While in groups students select a materials person. Person gathers construction paper, scissor, and glue. Students collaborate to create their own campaign advertisements, decorate the room campaign headquarters and nominate class officers. After a nomination of class officers, there will be short speeches and a final vote. Students will create a chart or pie graph of votes to be done individually. The teacher will circulate to ensure that students are on task and facilitate.

Fri- Social Studies/Writing- Direct Instruction (create cheer). Students will form small groups of four students (home group) to review foldables, story maps, and webs from Monday, Tuesday, and Wednesday. A materials person has already been selected to gather chart paper, and story maps. The teacher will provide the students with copies of kid friendly Constitutions and Bill of Rights. From their home group, students will

perform a stand up, hand up, pair up to compare list of ideas for the classroom Constitution and Bill of Rights. After about three rounds of stand up, hand up, pair up the students will return to their home groups. As a whole class the group will construct a whole class Constitution and Bill of Rights. Teacher will use the computer and LED Projector to display ideas. The classroom Constitution and Bill of Rights will be hung on chart paper in the classroom (use cheer).

5. Instructional Aids and Resources

Social Studies/Language Arts/Vocabulary- Information-US Constitution

http://www.enchantedlearning.com/history/us/documents/constitution/ Information/Differentiation-The US Constitution Video

http://www.timeforkids.com/photos-video/video/tfk-explains-us-constitution-103921 Information-Book-The US Constitution and Bill of Rights by Megan Schmidt Formative Assessment/Differentiation-Story web to use with reading-

dailyteachingtools.com /free-graphic-organizers-w.html Formative assessment-enchantedlearning.com/history/US/documents/constitution/cloze-

cloze activity on history of US Constitution and Three Branches of Government Formative Assessment-Rubric-Rubistar.4teachers.org Differentiation/Instructional Variety-Computer/LED Projector

Social Studies/Math- Information and Formative Assessment-Bill of Rights and Three Branches/teacher-

generated word problems-http://www.ducksters.com/history/us_bill_of_rights.php- Information-Time for Kids Explains the Branches of Government video-


Information-The Bill of Rights History- https://www.youtube.com/watch?v=Ceb1wkSamG4

Formative Assessment/Differentiation-Green printer paper for foldables Formative Assessment-Rubric-Rubistar.4teachers.org Differentiation/Instructional Variety-Computer and LED Projector

Social Studies/Geography Information-13 original colonies-http://www.landofthebrave.info/facts-about-13-

colonies.htm Information-John Adams(Massachusetts), Benjamin Franklin(Pennsylvania), Alexander

Hamilton(New York),Thomas Jefferson(Virginia), James Madison(Virginia), and George Washington(Virginia) The students will use the following websites for information on Framers https://www.constitutionfacts.com/us-founding-fathers/about-the-founding-fathers/.

Information-John Jay(New York) go to

http://www.ducksters.com-








http://www.enchantedlearning.com/history/us/documents/constitution/

http://www.americaslibrary.gov/jb/colonial/jb_colonial_johnjay_2.html Accelerated Learner-Video-Life in the Colonies https://www.youtube.com/watch?

v=wrR3Kxd24Hs Formative Assessment-Rubric-

http://sjspeandhealth.weebly.com/uploads/1/3/7/0/13700485/webquestrubric.pdf Formative Assessment-Story web- dailyteachingtools.com /free-graphic-organizers-

w.html Differentiation/Instructional Variety-Computer and LED Projector Star cut outs with 13 original colonies Cut outs with Framers’ faces Velcro US Map

Social Studies/Science/Art Information-Foldable from Tuesday for a review on the organization of the US

constitution and elections. Information-Video-The Electoral College-https://www.youtube.com/watch?

v=W9H3gvnN468 Formative Assessment- Rubric-Rubistar.4teachers.org Differentiation/Instructional Variety-Computer and LED Projector Art and/or Graph Materials-Construction Paper for campaign posters and graphs,

water color paintbrushes, colored pencils, scissors and glue

Social Studies/Writing Information-foldables, story webs and maps from Monday, Tuesday, and Wednesday Information-Bill of Rights: video 3 min and 34 sec. (https://www.youtube.com/watch?

v=yYEfLm5dLMQ) Information-Preamble video: 3 min. (https://www.youtube.com/watch?v=yHp7sMqPL0g ) Summative Assessment and Idea-Lesson Plan including Preamble and Class

Constitution Summative Assessment: Adapted from (http://www.crfc.org/teaching-materials/we-students-writing-class-constitution)

Chart Paper Rubric-Rubistar.4teachers.org

6. Assessment and EvaluationDevelop/borrow a rubric to grade these.A. Cloze ActivityB. Math Word Problem C. Webquest ActivityD. Bar Graphs of Vote and Campaign Advertisements

https://www.youtube.com/watch?v=yHp7sMqPL0g

https://www.youtube.com/watch?v=yYEfLm5dLMQ





https://www.youtube.com/watch?v=wrR3Kxd24Hs


http://www.americaslibrary.gov/jb/colonial/jb_colonial_johnjay_2.html

E. Individual Contribution/Small Group/ Classroom Constitution and Bill of Rights

USFSM FORMAL LESSON PLAN FORMAT

Candidate Name Jeanne N Asberry Date 4/14/2016

Lesson TitleThe US Constitution Thematic Unit-Language Arts/Vocabulary

Grade 5

Florida Standards

SS.5.C.1.1 : Explain how and why the United States government was created.

SS.5.C.1.2 : Define a constitution, and discuss its purposes.

LAFS.5.L.3.6 : Acquire and use accurately general academic and domain-specific words and phrases as found in grade level appropriate texts, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

LAFS.5.L.3.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

Arts Standards N/A

Essential Question

Why was the United States government created?What is a constitution and why do we have it?

Type of lesson New knowledge




AssessmentSummative (include a tool or data you’ll gather)

N/A

Formative (include specific ways to measure and document progress)

Students will complete a cloze activity consisting of US Constitution vocabulary words taken from enchantedlearning.com. Students should be able to recall at least 80% vocabulary words from the reading. Teacher will be circulating to make sure students are on tasks.

Learning Objectives

Objective(s)

After reading from the Enchanted Learning website, students will explain the purpose of the US Constitution in order to recall at least 80% of the vocabulary in a cloze activity.

Prior Knowledge

SS.4.C.1.1-Describe how Florida’s Constitution protects the rights of citizens and provides for structure, function, and purpose of state government.SS.3.A.1.3-Vocabulary-define terms related to the social sciences.LAFS.4.L.2.3-Use of knowledge of language and its conventions when writing, speaking, reading, and listening

Complexity Level 1: Recall on Webb’s DOK so the the task is not too difficult

VocabularyFathers(delegates), People, Branches, Judicial, Legislative, Executive, President, Rights, defense, speech, power, changes, states, written, 27, ratified, Union, 1788, preamble, amendment,

Instructional Design Framework

Direct instruction, guided practice, modeling, and independent work

Differentiation How will you handle progressing, proficient, and exemplary knowledge and skill levels? How will you implement appropriate and allowable instructional accommodations:

Varying Exceptionalities-The teacher during the lesson is conducting guided practice. Modeling, step by step instructions, and have them repeat the instructions.

Diverse Learners- Cultural-teacher will observe students to identify task orientation and ensure that all students are on task. Teacher will communicate expectations.

Multiple Intelligences- Visual-video on The U.S. Constitution, Kinesthetic-Video and story web.

English Language Learners –story web and video,

guidance and modeling. Will also use peer pair Accelerated Learners- will watch video and then given

the cloze activity, directions, and vocabulary; this student may be able to complete the cloze assignment with little guidance or modeling from the teacher. Teacher is still there to assist when necessary.

High Poverty- teacher will speak in formal register, monitor progress, model asking questions.

Technology Integration

The U.S. Constitution Videohttp://www.timeforkids.com/photos-video/video/tfk-explains-us-constitution-103921 Enchanted Learninghttp://www.enchantedlearning.com/history/us/documents/constitution/LED Projector

Materials and Resources

Book-The US Constitution and Bill of Rights by Megan SchmidtStory web to use with reading- dailyteachingtools.com /free-graphic-organizers-w.htmlUS Constitution and cloze activity as formative assessment- http://www.enchantedlearning.com/history/us/documents/constitution/The US Constitution Videohttp://www.timeforkids.com/photos-video/video/tfk-explains-us-constitution-103921Rubric-Rubistar.4teachers.org

Approximate Time Frame

1 hour

Instructional Delivery and Facilitation Gradual Release ProcessOpening

(2-3 minutes)

Before the opening of this lesson the teacher has already placed laminated stars with state names(13 original colonies) and story web on the student’s desk. The two essential questions are on the board. The class is already in groups of four. Two copies of Constitution are also hanging on the wall.





While the teacher rings a mini bell on the desk:“ Hear ye, Hear ye all delegates of the the first US Constitutional Convention to meet for a video on the US Constitution.”

Teacher begins video from website Time for Kids (2 min and 46 seconds)

For the following learners, this lesson will employ the following instructional strategies:

Varying Exceptionalities- The teacher during the lesson is conducting guided practice. Modeling, and step by step instructions. Diverse Learners- Cultural-teacher will observe students to identify task orientation and ensure that all students are on task. Teacher will communicate expectations. Multiple Intelligences- Visual-video on The U.S. Constitution and story web, Kinesthetic-Video, story web, and “turn and talk.”English Language Learners –story web and video, guidance and modeling. Will also use peer pair. Copy of Constitution will be placed on two walls.Accelerated Learners- will watch video. Complete the following- Imagine that you are one of the delegates to the Constitutional Convention, would you be in favor

Students should all be seated in preparation for video and to take notes on story web.

Barriers: Developmental, language, and the lack of experience may all be barriers for some students. These barriers may hinder the student from comprehending the concept or structure of US Constitution.

Students are in their seats preparing to watch the video and taking notes on the story web.

of a strong government or weak government? Why?High Poverty-teacher will speak in formal register, monitor progress, model asking questions.

Development “Now delegates while I have your attention, today we will start our US Constitution unit. By the end of the lesson today, you should have new knowledge of how the US Constitution was created, the purpose of the US Constitution, and why we have a US Constitution. It is important that you listen and take notes as there is a cloze(fill in the blank) activity at the end of this lesson. ”

“Are there any questions?” “Please raise your hands.”

Teacher Responses:1. “Cloze activity is a fill in

the blank exercise.”2. “The stars will be useful in

Wednesday’s, but each of them are one of the 13 original colonies. These are the states that the delegates(framers) represented”

3. “Yes, the story webs are to be used with the readings for today. Take as many

Students are sitting listening to teacher state the objective.

Students can ask questions like:

1. “What is a cloze activity?”

2. “What are these stars with the states on our desk?”

3. “Will we use these story webs today?”

4. “What are delegates?”

notes as you like. I will even give you some important parts to write down. So tune in.”

4. “During the reading the term delegates will be discussed and written down.”

“It is time for us to begin reading. Before we do, I have created a cheer for new knowledge and I want everyone to stand and copy our cheer for today.”

Teacher models new cheer: Two snaps in the air and says “great job”

The teacher clicks on the link to enchantedlearning.com

“Again as we are reading the information, please take your notes on the story web. As I read one line, you will then repeat after me like an echo. I may even call on some students to read individually, so be on the look out.”

“Students please turn to your shoulder buddy and using your notes, talk to them about what you just learned from the reading. After each person shares, give them a two snaps in the air and “great job” cheer.”

Modeling: “Turn and Talk”

Students mimic the teacher as the cheer is demonstrated.

Students are following along with the reading, taking notes, and echo reading.

Students conduct a “turn and talk” to shoulder buddy, sharing their notes one at a time. They both give each other the two snaps in the air and great job cheer.”

The teacher will stop for a brief discussion, clarifications, and questions after the reading. (This is also bathroom and water break time.)

“We have just read an overview of the US Constitution. I will now read a book entitled, The US Constitution and Bill of Rights by Megan Schmidt. Feel free to take notes again. If you come across a fact that you already have written down, place a check next to it.”

(The book is projected on the LED projector.)

The teacher looks up from the projector to make sure everyone is on task.

Teacher begins reading the book, calling on some students to read (drawing a popsicle out of a cup) and discussing key details for students to add to notes not found on website (Teacher will not cover the section on the Bill of Rights as this is part of Tuesday’s lesson)

“Students please “turn and talk to your “across the table buddy”, taking turns and then make sure you give todays cheer.”

Student Questions: Questions will vary based on the reading. Students are also using time to take bathroom and/or water breaks.

Students are listening to the teacher read and checking for key details they may already have and are to place a check next to that detail.

Some students are reading aloud after their name was drawn from a cup while the other students listen and continue to add notes.

All students will perform another “turn and talk” with across the table buddy about details from the book and give

“Now that we have all this new knowledge and you have shared your knowledge, it is time to discuss vocabulary. Has anyone written any words down on your story webs that you are not familiar with?”

(Teacher is creating a word bankon the computer. It is being projected on the LED screen as the teacher types.)

The teacher will add some more words or numbers to the list that are part of the cloze activity such as: President, Rights, defense, speech, changes, states, written, 27, Union, 1788, first, approved(ratified), People, and Benjamin.

The teacher hands out a copy of the cloze activity for students to complete and addresses the terms in the word bank. The teacher then reads the activity one time for the whole group.

“Students you may use your notes only, as this work is independent. After, we will have an open discussion of this exercise.”(Teacher explains the rubric)Modeling: Think Aloud on the first blank of the cloze only, then

the two snaps and “great job” cheer. Student responses will vary, but the following may be part of the student generated list:“ratified”“amendment”“framers, founding fathers, (delegates)”“bill”“convention”“Preamble”“Articles of Confederation”“bicameral”“Legislative”“Judicial”“Executive”“separation of power”“checks and balances”

Students are looking and skimming the cloze activity. They then follow along as the teacher is reading.

Students will provide their responses on the cloze activity.From top to bottom of activity, student responses should be the following:“written” “founding” “first” “President” “Benjamin” “approved” “1788” “power”

students must complete the work independently.

Teacher circulates the room to ensure students are on task and see if they need scaffolding.

“People” “Union” “defense” “branches” “legislative” “executive” “judicial” “changes” “Rights” “speech” “27”

Closing the Lesson

(3-5 minutes)

Teacher generated Exit TicketsWhy was the United States government created?What is a constitution and why do we have it?Teacher calls on three students to give a response.

Students will complete exit tickets:Student responses: “The US government was created to: replace the Articles of Confederation”“have a strong Congress”“money”“taxes”The Constitution is______and we have it because__________.“Supreme law, it has three branches.”“framework for our government, protects citizens”

Questions From Blooms Taxonomy of the Cognitive Domain or

Level 1: Recall Webb’s DOK/Level 2: Comprehension-Why was the United States government created?

Level 1: Recall Webb’s DOK/Level 1: Knowledge:What is a

Webb’s Depth of Knowledge

constitution and why do we have it?

Accelerated Learner-Level 4: Extended Knowledge Webb’s DOK/Level 6: Evaluation Blooms- Imagine that you are one of the delegates to the Constitutional Convention, would you be in favor of a strong government or weak government? Why?

Home Extension

Social Studies /Language Arts/Vocabulary- US Constitution Cloze Activity Rubric

Teacher Name: Ms. Asberry Student Name: ________________________________________

CATEGORY 8-10 5-7 2-4 0-1

Vocabulary Placement

Student correctly identified 16-20 vocabulary terms in a cloze activity.




Comprehension

Student fully understands the use of context clues to correctly identify where the vocabulary terms belong in the text.

Student has a basic understanding of the use of context clues to correctly identify where vocabulary terms belong in the text.

Student shows limited understanding of the use of context clues to correctly identify where vocabulary terms belong in the text.

Student had difficulty understanding the use of context clues to correctly identify where vocabulary terms belong in the text.

Word Bank:

FathersPeople

branchesJudicial

Legislative

ExecutivePresident

Rightsdefensespeech

powerchangesstates

written27

approvedBenjamin

Union1788first

The Constitution of the United States is a document that outlines the basis of the Federal (national) government of the USA. It was ________________________________ in 1787 at the "Constitutional Convention" held in Philadelphia, Pennsylvania. The 55 men at the convention are called the "Founding ________________________________" of the USA, and are also known as the "framers of the Constitution." Some of the more famous of the framers are George Washington (the ________________________________ President of the USA), James Madison (the fourth ________________________________ of the USA), ________________________________ Franklin and Alexander Hamilton.

The US Constitution was ratified (________________________________) on June 21, ___________________________. It replaced the earlier set of rules, the Articles of Confederation (which were written in 1781, but gave Congress very little ________________________________).

The Preamble of the Constitution is the short introduction to the Constitution; it explains that the document proposes to establish a more perfect government complete with justice, tranquility, and liberty. It states, "We the ________________________________ of the United States, in Order to form a more perfect ________________________________, establish Justice, insure domestic Tranquility, provide for the common ________________________________, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America."

The Constitution sets up the US government as a republic with three ________________________________ of government: the ________________________________ branch (which makes the national laws and consists of Congress), the ________________________________ branch (headed by the President), and the ________________________________ branch (which interprets the Constitution and laws, and consists of judges in courts). The Constitution sets up the power balance between ________________________________ and the Federal government, details how to add new states to the USA, tells how the Constitution can be amended, and enumerates requirements for ratifying (approving) the Constitution by the states.

Many amendments (________________________________ to the Constitution) have been made throughout the years. The first 10 amendments, called the Bill of ________________________________, were added in 1791; the Bill of Rights preserves the rights of the people, including the freedom of ________________________________ and

religion, among others. So far, there have been ___________________________ amendments to the constitution.

The US Constitution has been the model for many countries' constitutions around the world. It is a great document that has withstood the test of time in creating a government that has functioned well for over 200 years while preserving individual liberty and justice.

USFSM ABBREVIATED LESSON PLAN FORMATCandidate:Jeanne N AsberryInstructional Design (ID) Framework, Type of lesson, and Content area: ID Framework(s): direct instruction, whole group and then small groupType of lesson: Review and New knowledgeContent area: Social/Studies and MathStandard(s):

NGSSS-SS.5.C.3.1: Describe the organizational structure (legislative, executive, judicial branches) and powers of the federal government as defined in Articles I, II, and III of the U.S. Constitution. SS.5.C.1.5: Describe how concerns about individual rights led to the inclusion of the Bill of Rights in the U.S. Constitution.Florida Standards- MAFS.K12.MP.1.1 : Make sense of problems and persevere in solving them

Objective: While reading facts from the website www.duckster.com about the organizational structure of the US Government, the students will solve at least 80% of some word problems correctly.

Formative Assessment : Math Word Problems, foldable, Teacher knowledge check, circulation to ensure students are on task and facilitation for assistance. Essential Question (s):How is the US Government arranged and what are its three branches? What are the Bill of Rights?Sequence of Activities (Gradual Release Process)Opening :The two essential questions are already on the board. Teacher walks over to a copy of the US Constitution and begins to read, “We the people of the United States in order to…. “Without shouting out, who can give me the name of the document we talked about yesterday and what the first part of the document is called?” The students are raising their hands while in their seats. The teacher calls upon three students. Student responses should be “the US Constitution and Preamble.” The teacher will create a cheer of Woo! You got it!Development: The lesson begins with students already in small groups of four with the same stars (13 original colonies) and a foldable (The Foldable will be used for notes on the book reading and two videos). The teacher models how to create a tri foldable. “Please label the first box legislative, second box executive, and the last judicial. On the other side, place Bill of Rights at the top.” “Students will watch videos, complete readings, and take notes on the foldable.” Branches of Government video (5 min 45 sec) and the Bill of Rights video on Youtube-The Liberty Kids (first 10 min only). “After watching the Liberty Kids video, why do you think we have a Bill of Rights?” Students then perform a “turn and talk” with their shoulder buddy to discuss the answer. After, both students do the cheer, which signals the teacher they have a response. The teacher will take three student responses and have students write them on the whiteboard. The teacher will then read the book “The US Constitution and Bill of Rights” Bill of Rights section only. There will be a brief discussion and bathroom/water breaks. The teacher will ask class for any new words to add to word bank. “After the reading from the Ducksters.com, the students will complete a math activity with facts from the website. Teacher begins to read the Bill of Rights section and then she draws popsicle sticks




for other students to read. As the teacher covers the three branches of government. The students are adding notes to foldable. “What are the three branches of government?” Students engage in a “turn and talk” with across the table buddy and do the cheer when ready. Student should raise their hand and respond with: “legislative, judicial, and executive branches” Teacher knowledge check-“True or false, the executive branch has more power than the other two.” “false.” What do you think would happen if we did not have a system of checks and balances?.” “How many houses are there in the US Government and what are they called?” “two houses and House of Representatives and Senate.” “What is another word for the two houses? “bicameral.” What are the powers of the three branches? “legislative-make the laws, executive-veto a law, and judicial-interprets the law.” “Do you think that having three branches of government is a good thing? Why or why not? Teacher hands out copy of math activity and explains the rubric and directions. Closing: Answer one of these riddles: I am the first 10 amendments to the US Constitution which protect basic right? All three of these branches keeps the government in check and well balanced?Materials: US Constitution in Plain English- http://www.twyman-whitney.com/constitutiontest/constitutionplainenglish.pdf http://www.ducksters.com/history/us_bill_of_rights.php detailed information on the Bills of Rights and three branches.Time for Kids Explains the Branches of Government videohttp://www.timeforkids.com/photos-video/video/time-kids-explains%E2%80%A6-branches-government-397116The Bill of Rights History- https://www.youtube.com/watch?v=Ceb1wkSamG4Math Activity for formative assessment based on facts from the Ducksters.comRubric Generator- Rubistar.4teachers.orgComputerLED ProjectorGreen printer paper for foldablesDry erase markers for studentsDifferentiation

Varying Exceptionalities- The teacher during the lesson is conducting guided practice, modeling, and step by step instructions.

Diverse Learners- Cultural diverse- teacher will observe students to identify task orientation and ensure that all students are on task. Teacher will communicate expectations.

Multiple Intelligences- Visual-video on The U.S. Constitution and story web, Kinesthetic-Video, story web, “turn and talk”, writing answer on whiteboard.

English Language Learners- The teacher during the lesson is conducting guided practice, modeling, and step- by- step instructions, and peer pair.

Accelerated Learners- After finishing the math activity, the student can reflect on the video by answering the following questions-What are some rights that you have at home and at school? Are there more rights that you would like to have and why?

High poverty- teacher will speak in formal register, monitor progress, model asking questions.

Technology Integration (including ESOL supports): Use of LED Projector, videos, and




http://www.ducksters.com/history/us_bill_of_rights.php

http://www.twyman-whitney.com/constitutiontest/constitutionplainenglish.pdf

internet websites.Questions

Blooms Taxonomy of the Cognitive Domain: Level 6: Evaluation- why do you think we have a Bill of Rights? Do you think that having three branches of government is a good thing? Why or why not? Level 5:Synthesis What do you think would happen if we did not have a system of checks and balances? Level 1:Knowledge- True or false, the executive branch has more power than the other two? How many houses are there in the US Government and what are they called? What are some of the powers of the three branches? Accelerated Learner- Level 4: Analysis- What are some rights that you have at home and at school? Level 6: Evaluation-Are there more rights that you would like to have and why?

Bill of Rights and Three Branches of the US Constitution Word Problems

See if you can do some of these in your head. I dare you to go mental! If not try another strategy discussed in class to solve them. Have fun and remember you can use your shoulder buddy.

1. It was December 15, 1791 when the amendments were passed. How old are the amendments today? (1 pt.)

2. In 1789, there were 12 amendments to the Bill of Rights. Two of them were removed leaving the 10 current amendments. If I divide 10 by two, what famous amendment will I have? (1 pt.)

3. Imagine you are running for president at age 35. One of the requirements is that you must have lived in the United States for 14 years. What age would you have been 14 years ago? (1 pt)

4. There are 435 Representatives in the House and 100 members of the Senate. Of the total number of Representatives and Senators, 2/3 of their votes are needed to override the president’s veto. How many votes can override a president’s veto? (Round to the nearest whole number) (1 pt)

5. The Supreme Court receives 7500 requests to hear cases. They only consider 150, what is the ratio of cases considered to case request? (1 pt)

6. There are 435 total Representatives and two years have passed. Half of the Representatives are up for re-election. How many Representatives will be up for re-election? (Round to the nearest whole number!) (1 pt)

7. Senators are re-elected every six years. Complete the pattern for the next three six year terms. 2016, 2022, 2028, 2034, _____, _____,____ (1 pt)

8. President Obama’s assistant received a “Student Better Lunch” bill on August 10, 2015. The bill sat on the desk for two days. President Obama has 10 days to sign this bill into law. The assistant finally hands President Obama the bill, but he must go to Camp David for a basketball tournament with Shaquille O’Neal. The bill sits on President Obama’s desk for another five days. What date must the bill be signed into law by President Obama and will he be too late? Why or why not? Explain your answer. (2 pts)

9. You are senators from Florida and are paid $174,000 each year as reported in 2013. How much is this per month?(1 pt)

Math - Problem Solving : U.S. Constitution-Bill of Rights and Branches of Government Rubric

Teacher Name: Ms. Asberry

Student Name: ________________________________________

CATEGORY 8-10 5-7 2-4 0-1Completion Student completed

8-10 problems correctly.

Student completed 5-7 problems correctly.

Student completed 2-4 problems correctly.

Student completed little to no problems correctly.

Strategy/Procedures Typically, uses an efficient and effective strategy to solve the problem(s).

Typically, uses an effective strategy to solve the problem(s).

Sometimes uses an effective strategy to solve problems, but does not do it consistently.

Rarely uses an effective strategy to solve problem

Exit Tickets

Answer the following riddles:

I am the first 10 amendments to the US Constitution which protect basic rights, what am I? Can

you identify at least one of my amendments?

All three of these branches keeps the government in check and well balanced?

Exit Tickets





Exit Tickets





Exit Tickets





USFSM ABBREVIATED LESSON PLAN FORMATCandidate:Jeanne N Asberry

Instructional Design (ID) Framework, Type of lesson, and Content area: ID Framework(s): Direct instruction, guided practice, modeling, and small group assignmentType of lesson: New Knowledge and exploratory lesson/inquiryContent area: Social Studies/GeographyStandard(s): NGSSS-SS.5.C.3.1:Describe the organizational structure (legislative, executive, judicial branches) and powers of the federal government as defined in Articles I, II, and III of the U.S. Constitution. NGSSS- SS.5.G.1.5: Identify and locate the original thirteen colonies on a map of North America. Objective(s) After being given several websites to locate the Framer’s states (13 original colonies), students will construct a cohesive PowerPoint of at least three facts during a webquest.Formative Assessment :

PowerPoint presentation, story web, observation of groups to ensure they remain on tasks, facilitation and circulation around the room to assist groups as necessary.

Essential Question (s): Which of the 13 original colonies were the Framers of the US Constitution representing and where are these 13 original colonies located on the map of North America?Sequence of Activities (Gradual Release Process)Opening : Before lesson opening the essential questions are on the board-Which of the 13 original colonies were the Framers of the US Constitution representing and where are these 13 original colonies located on the map of North America? Teacher rings mini bell and calls “Here ye, Here ye all delegates come to order for the third meeting of the Constitutional Convention. Today’s topic will be the Framers(delegates) of the US Constitution and the 13 original colonies. Now its time to use those stars and new Framers’faces on your desk.” (Cheer-K-N-O-W-L-E-D-G-E, knowledge that’s me!) Students will use cheer after PowerPoint presentations.Development: Students watch as teacher models and performs a think aloud -Teacher picks up the face of a Framer (delegate) and says “Who is this person and what colony did he represent as a framer for the US Constitution? Where is this colony located on the US Map? What are three interesting facts about this Framer (delegate) and his colony?” “Today class we will explore websites and construct a PowerPoint to answer all these questions. You are divided into seven groups of three as we will cover seven of the Framers (delegates) of the US Constitution and their represented colonies.” The teacher explains the rubric for the PowerPoint. “I want a cohesive PowerPoint of at least three facts. Here is what I mean by cohesive-that you successfully use the internet links given to research information, the project is interesting and complete, your colors, letters, and pictures add to the presentation, and there is little to no grammar, spelling, and formatting error.” The teacher shows a model of a cohesive PowerPoint to the students. (Bathroom/water break and student questions).Student question-“What are examples of facts to include in the PowerPoint?” Teacher response-“Framer facts could be accomplishments, personal facts, or years as president (if served). For example, George Washington was president from 1732-1799. An accomplishment



was that he led colonial forces in the Revolutionary War. Personal fact: He did not have wooden teeth. They were actually made of lead, human, cattle, and hippopotamus teeth. These are the kinds of facts that are expected to be in your PowerPoint.” Teacher uses computer and LED Projector to create an inquiry and answer board. After, each group will present their PowerPoint (cheer). (delegates) John Adams(Massachusetts), Benjamin Franklin(Pennsylvania), Alexander Hamilton(New York),Thomas Jefferson(Virginia), James Madison(Virginia), and George Washington(Virginia) The students will use the following websites for information on Framers (https://www.constitutionfacts.com/us-founding-fathers/about-the-founding-fathers/). For John Jay(New York) go to (http://www.americaslibrary.gov/jb/colonial/jb_colonial_johnjay_2.html) and this websites for colonies- (http://www.landofthebrave.info/facts-about-13-colonies.htm) “Scroll down to Facts about the 13 Colonies box and click on the colony. From there scroll down the page to the Colony’s Fact file section and select any three facts to place in the PowerPoint. Try to place the facts in your own words.” The teacher will hand each student a story web to take notes during presentations. Student present all information and then we cheer after each group. As a whole group the other nine colonies will be located on a US map hanging in the class. The teacher will use the 13 colony site (http://www.landofthebrave.info/facts-about-13-colonies.htm) to briefly state some facts about the other nine colonies. Students may take more notes. Closing: Exit Ticket out the door preprinted by the teacher. Essential Questions-Which of the 13 original colonies were the Framers of the US Constitution representing and where are these 13 original colonies located on the map of North America? Each group has already appointed a captain who will identify the colony on the US Map and be able to name one of the seven framers that represented the colony, if applicable.Materials: Rubric- http://sjspeandhealth.weebly.com/uploads/1/3/7/0/13700485/webquestrubric.pdf13 original colonies-http://www.landofthebrave.info/facts-about-13-colonies.htmStars with 13 original coloniesVelcroCut outs with Framers’ facesComputerLED ProjectorUS MapStory webDifferentiationHow will you handle progressing, proficient, and exemplary knowledge and skill levels? How will you implement appropriate and allowable instructional accommodations:

Varying Exceptionalities-step by step directions, repetition and written instructions, guided practice, modeling, and use of small group.

Multiple Intelligences-Visual-LED projector, computer, internet, and story web, Kinesthetic-Use of tracing paper to trace the colony he/she is researching from the hanging US Map.

Diverse- teacher will observe students to identify task orientation and ensure that all students are on task. Teacher will communicate expectations.

English Language Learners- step by step directions, repetition and written


http://www.landofthebrave.info/facts-about-13-colonies.htm




instructions, guided practice, modeling, and use of small group Accelerated Learners- If finished with webquest early, student will view

https://www.youtube.com/watch?v=wrR3Kxd24Hs compare and contrast how their life is different from colonial life using a Venn diagram. Teacher will assist if necessary.

High Poverty- teacher will speak in formal register, monitor progress, model asking questions

Technology Integration (including ESOL supports): use of LED projector and internetBloom’s Questions-Level 1: Knowledge-Who is the Framer and what colony did he represent as a framer for the US Constitution? Where is this colony located on the US Map? What are three interesting facts about this Framer (delegate) and his colony?”- Students are constructing a PowerPoint presentation from a webquest and these questions are being used to aid them in synthesizing the kinds of information needed in the presentation.


USFSM ABBREVIATED LESSON PLAN FORMATCandidate:Jeanne N AsberryInstructional Design (ID) Framework, Type of lesson, and Content area: ID Framework(s): Direct instruction, cooperative learningType of lesson: Review, practice for masteryContent area: Social Studies/Science/ArtStandard(s):

NGSSS-SS.5.C.3.1: Describe the organizational structure (legislative, executive, judicial branches) and powers of the federal government as defined in Articles I, II, and III of the U.S. Constitution.

SS.5.C.2.5 :Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society

SC.5.N.1.1: Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

VA.5.O.3.1 : Create meaningful and unique works of art to effectively communicate and document a personal voice

Florida Standards-N/AObjective(s): After a review of the election processes of the US Constitution, students will analyze voting data from a correctly labeled, well-organized, bar graph during a mock election.Formative Assessment- graphs, facilitation, circulation, and monitoring to ensure students are on tasks.Essential Question (s): How can I use a bar graph to analyze voting data?Sequence of Activities (Gradual Release Process)Opening : Essential Question- How can I use a bar graph to analyze voting data? Students are already in groups with roles assigned. “Here ye, Here ye delegates, we have drafted this great document, now it is time to choose our great leader. Not a king, but a president.” (Cheer- V-O-T-E ).Development:. “Students please take out your foldables from your Social Studies folder.” The students will review foldables on organizational structure of US Constitution, video-The Electoral College- 5 min 21 sec (https://www.youtube.com/watch?v=W9H3gvnN468 ) and discussion of election process. Materials person- gathers construction paper, scissor, and glue. Students collaborate to create their own campaign advertisements, headquarters, and nominate class officers. One side of the room can be republicans and the other democrats. After 2 nominations for president, representative, and senator, there will be short speeches and a vote for all offices. The electoral college has the final vote for president . The electoral college will consist of four students whereby only half the vote is necessary for a winning president. The president will select his running mate. Students will create a bar graph of votes to be done individually and analyze the votes to determine the winners. The teacher is circulating to





ensure all students are on tasks and facilitating.Closing: Essential Question- How can I use a bar graph to analyze voting data? Based on their graphs, students can share their findings of the election or share their experience.Materials:Video—The Electoral College ( https://www.youtube.com/watch?v=W9H3gvnN468) Foldable from Tuesday for a review on the organization of the US constitution and elections.LED ProjectorComputerConstruction PaperScissorGlueBar Graph Rubric- Rubistar.4teachers.orgDifferentiationHow will you handle progressing, proficient, and exemplary knowledge and skill levels? How will you implement appropriate and allowable instructional accommodations:

Varying Exceptionalities-step by step directions, repetition and written instructions, model of a graph, and use of small group.Diverse Learners- Diverse- teacher will observe students to identify task orientation and ensure that all students are on task. Teacher will communicate expectations. Multiple Intelligences- Visual-LED projector, computer, internet, models of a graph, use of a bar graph Kinesthetic-Students will help decorate the room with campaign advertisements to resemble campaign headquarters.English Language Learners- step by step directions, repetition and written instructions, model of a graph, and use of peer pair.Accelerated Learners-Just in case student finishes quickly, the student may complete the following: Imagine you are the president’s assistant, you have just heard about a ban on cell phones in Florida schools. Do you think this ban was a smart decision? Why or why not?High Poverty- teacher will speak in formal register, monitor progress, model asking questions

Technology Integration (including ESOL supports): Questions

Blooms Taxonomy of the Cognitive Domain-): Level 4:Analysis-How do I use a graph to analyze voting data?Level 6: Evaluation for accelerated learner- Imagine you are the president’s assistant, you have just heard about a ban on cell phones in Florida schools. Do you think this ban was a smart decision? Why or why not?


Graphing : Bar Graph

CATEGORY 4 3 2 1Title Title clearly

relates to the information being graphed. It is printed at the top of the graph.

Title relates to the information being graphed and is printed at the top of the graph.

A title is present at the top of the graph.

A title is not present.

Labels Labels are neat and clear and accurately describe the information presented.

Labels are clear and describe the information presented.

The labels are present, but may not describe the information.

Labels are not present.

Units All units are described and are appropriately sized for the data set.

Most units are described and are appropriately sized for the data set.

All units are described but are not appropriately sized for the data set.

Units are neither described NOR appropriately sized for the data set.

Accuracy of Bars All bars are correct size and are easy to see. A ruler is used to neatly make the bars.

All bars are correct size and are easy to see.

All bars are correct size.

Bars are not correct size OR extra bars were included.

Neatness and Attractiveness

Exceptionally well designed, neat, and attractive. Colors that go well together are used to make the graph more readable. A ruler was used.

Neat and relatively attractive. A ruler was used to make the graph more readable.

Lines are neatly drawn but the graph appears quite plain.

Appears messy and "thrown together" in a hurry. Lines are visibly crooked.

USFSM FORMAL LESSON PLAN FORMAT

Candidate Name Jeanne N Asberry Date

Lesson TitleSummative-Classroom Constitution and Bill of Right

Grade 5th

Florida Standards



LAFS.5.W.2.4 : Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

LAFS.K12.W.2.5 :Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Arts Standards n/a

Essential Question

What are some rights that I would like to have or already have in my classroom as a student? What type of organizational structure and power would I like to see in my classroom?

Type of lessonNew Knowledge of vocabulary, review of the material from the week, and conceptual understanding

AssessmentSummative (include a tool or data you’ll gather)

Small and whole group Bill of Rights and Constitution

Formative (include specific ways to measure and document

Facilitate students while in groups and circulate to ensure students are on task.



progress)Learning Objectives

Objective(s)

After a review of the all information on the US Constitution for the week, students will correctly design a classroom Constitution and Bill of Rights while in small groups and then as a whole group.

Prior Knowledge

LAFS.4.W.1.1Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

b. Provide reasons that are supported by facts and details.c. Link opinion and reasons using words and phrases (e.g., for

instance, in order to, in addition).d. Provide a concluding statement or section related to the

opinion presented.LAFS.4.W.2.4Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Complexity

The writing and writing process will not be too difficult since students should have prior knowledge of writing about their opinion. However, the vocabulary will present somewhat of a challenge as it is the language of the 18th century. Level 3:Strategic Thinking and Complex Reasoning

VocabularyInsure domestic tranquility, perfect union, common defense, general welfare, liberty, posterity

Instructional Design Framework

Direct instruction, small group, stand-up, hand-up, pair-up, whole group

Differentiation How will you handle progressing, proficient, and exemplary knowledge and skill levels? How will you implement appropriate and allowable instructional accommodations:

Varying Exceptionalities- The teacher during the lesson is conducting guided practice. Modeling, and step by step instructions. Stand-up, hand-up, pair-upDiverse Learners- Cultural-teacher will observe students to identify task orientation and ensure that all students are on task. Teacher will communicate expectations. Multiple Intelligences- Visual-video on The U.S. Constitution and story web and foldables from the previous days. Kinesthetic-Stand-up, hand-up, pair-up.”English Language Learners –story web and video, modeling. Stand-up, hand-up, pair-up, and peer pair. Copy of Constitution and Bill of Rights on the deskAccelerated Learners- when done with generating ideasHigh Poverty-teacher will speak in formal register, monitor progress, model asking questions.

Technology Integration

LED Projectorcomputer

Materials and Resources

Bill of Rights: video 3 min and 34 sec. (https://www.youtube.com/watch?v=yYEfLm5dLMQ) Preamble video: 3 min.(https://www.youtube.com/watch?v=yHp7sMqPL0g )Lesson Plan including Preamble and Class Constitution Summative Assessment: Adapted from (http://www.crfc.org/teaching-materials/we-students-writing-class-constitution)Chart PaperRubric-Rubistar.4teachers.org

Approximate Time Frame

1 hour

Instructional Delivery and Facilitation Gradual Release ProcessOpening

(2-3 minutes)

Before Opening: Essential Questions are on the board-What are some rights that I would like to have or already have in my classroom as a student? What type of organizational structure and power would I like to see in my classroom? Copies of kid friendly

https://www.youtube.com/watch?v=yHp7sMqPL0g


US Constitution and Bill of Rights are already on the desk and hung around the room and students are already in groups of four with roles selected (home group).

Opening: “Here ye, Here ye, all delegates meeting is now in session to draft a classroom copy of the US Constitution and Bill of Rights. Please take out your story webs and foldables from this week’s lessons as we will review them and some new vocabulary. Thank you for following directions.”

Teacher observes the room to ensure everyone is on task.

Students are in their seats ready to proceed with lesson looking at copies of US Constitution and Bill of Rights.

Students are going through their desk and taking out the story webs and foldables from Monday-Wednesday.

Development For the following learners, this lesson will employ the following instructional strategies:

Varying Exceptionalities- The teacher during the lesson is modeling and using step by step instructions. Foldables and story websDiverse Learners- Cultural-teacher will observe students to identify task orientation and ensure that all students are on task. Teacher will communicate expectations. Multiple Intelligences- Visual-foldables and story webs, Kinesthetic- story web and

foldables, and stand-up, hand-up, pair-up.English Language Learners –video, story web, and foldables, modeling. Will also use peer pair. Copy of Constitution will be placed on two walls.Accelerated Learners- After adding sharing ideas with the group this learner can complete this question: Do you think the classroom constitution and bill of rights will be followed in class? Why or why not? High Poverty-teacher will speak in formal register, monitor progress, model asking questions.

The teacher has the following handouts: Preamble, Constitution framework and Bill of Rights-with question-What rights do you think are important to have in school or class?

“Students please take out your story webs and foldables from Monday, Tuesday, and Wednesday and review the information on the structure and purpose of the US Constitution and Bill of Rights. You have 10 minutes to review. Feel free to discuss the information with all group members.” (Teacher is circulating).

After the ten minutes pass.

Transition-“Delegates, may I have

Barrier: The vocabulary used within the preamble will present some challenges.

The materials person will gather and distribute all handouts to their homegroup.

Students are discussing the material from the previous days.

Students have the Preamble handout in front of them and

your attention please? On your desk is a handout on the Preamble. There are phrases that may be unfamiliar to you, so we will go over them. After we will watch two short videos on the Preamble and Constitution (3 min) and Bill of Rights(3 min 34 sec).”

“After watching the video and reviewing your materials, what do the words to the Preamble mean to you?

To form a more perfect Union means:

Establish Justice means:

Insure domestic Tranquility means:Provide for the common defence means:Promote the general Welfare means:Secure the blessings of liberty to ourselves and our Posterity means:

“This Preamble, Constitution, and Bill of Rights sheets are for you to brainstorm ideas for the classroom Preamble. While you are at your seat, discuss your ideas for a Preamble, Constitution, and Bill of Rights with your homegroup for 10 minutes. Jot them down on the paper. Please be aware that I will collect these papers and grade them. Use capital letters and punctuation.” The teacher waits

are looking over the words and phrases.

Students responses may be the following, but answers will vary:“To have a better United States, with no king.”“Branches of government, we have a judicial system.”“Safe, peaceful class or place to live.”“protection from hurt, harm, or danger.”“well being of citizens would be taken care of”“No unfair laws and being judged unfairly.”

Students are in their homegroup jotting down ideas for their Preamble, Constitution, and Bill of Rights.

10 minutes and explains the rubric.

Modeling-Teacher selects one student from their group to help model a stand-up, hands-up, pair-up strategy.

Transition-“You will now perform a stand-up, hands-up, pair-up. You will have 5 minutes to find a person with their hand up and pair with them and quickly exchange some ideas for the Preamble, Constitution, and Bill of Rights. (Teacher sets timer). We will rotate one more time (teacher sets timer for another 5 min) before everyone returns to their homegroup.” (Teacher is observing and circulating, ensuring students are on task).

“All delegates, please return to your homegroup. Now, I would like you to prioritize your list of ideas for the Preamble, Constitution, and Bill of Rights. By prioritize, I mean pick your favorite four ideas from each person in the group ( 1 idea per person) starting with the Preamble first, then the article to the Constitution, and last the Bill of Rights. Organize these ideas and the recorder for the group can use a marker to write them on the chart paper.”

(Bathroom/water break and questions). Teacher is answering

One student is helping teacher and all the rest of the students are watching the teacher model the new strategy.

Students are performing a stand-up, hands-up, pair-up strategy twice to exchange ideas for the classroom Preamble, Constitution and Bill of Rights.

Students return to their homegroup to discuss their list, organize them, and record their ideas onto the chart paper.

Students take a bathroom/water

questions and assisting students who may need further scaffolding

Transition-“Now that your group has agreed upon a group Preamble, Constitution, and Bill of Rights, we will now take the ideas on the chart paper and make one classroom document and then sign it to say we all agree.”

The teacher is using the LED projector and computer to make notes about the students ideas for the Preamble. The class votes on which ideas they want for the Preamble and the teacher writes it down on chart paper. The same procedure is done for the Constitution and Bill of Rights.

The Classroom Constitution and Bill of Rights will be hung up outside the classroom by the door.

break and ask questions if needed.

All students are back in their seats and begin to read the group ideas for the Preamble, Constitution, and Bill of Rights.

Students are reading their charts and voting on ideas they want in the Constitution and Bill of Rights for the classroom.

Closing the Lesson

(3-5 minutes)

Essential questions: What are some rights that I would like to have or already have in my classroom as a student? What type of organizational structure and power would I like to see in my classroom? Questions will be placed on pre printed exit tickets.

Students will fill out a preprinted exit ticket.

Questions From Blooms Taxonomy of the

Bill of Rights handout-Level 6: Evaluation Bloom’s- What rights do you think are important to have in school or class? Accelerated

Cognitive Domain or Webb’s Depth of Knowledge

Learner-Level 6: Evaluation Bloom’s- Do you think the classroom constitution and bill of rights will be followed in class? Why or why not? After watching the Preamble video, what do you think the words or phrases mean? Level 5: Synthesis Bloom’s- What are some rights that I would like to have or already have in my classroom as a student? What type of organizational structure and power would I like to see in my classroom?

Home Extension

Rubric for Classroom Constitution and Bill of Rights

Making A Poster : Classroom Constitution and Bill of Rights

CATEGORY 4 3 2 1Use of Class Time

Mechanics

Required Elements

Student Contribution

Teacher Name: Ms. Asberry

Student Name: ________________________________________

Used time well during each class period. Focused on getting the project done. Never distracted others.

Used time well during each class period. Usually focused on getting the project done and never distracted others.

Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.

Did not use class time to focus on the project OR often distracted others.

Capitalization and punctuation are correct throughout the Constitution and Bill of Rights

There is 1 error in capitalization or punctuation.

There are 2 errors in capitalization or punctuation.

There are more than 2 errors in capitalization or punctuation.

The Constitution and Bill of Rights includes all required elements as well as additional information.

All required elements are included on the Constitution and Bill of Rights

All but 1 of the required elements are included on the Constitution and Bill of Rights

Several required elements were missing.

Student participated and contributed ideas to the group effectively.

Student participated and contributed to the group.

Student participated, but gave little contribution.

Student had trouble contributing and/or participating in the group.

Classroom Ready Resource

Name

Preamble to the U.S. ConstitutionThe Preamble is the introduction to the U.S. Constitution. It says:We the People of the United States, in Order to form a more perfectUnion, establish Justice, insure domestic Tranquility, provide for thecommon defence, promote the general Welfare, and secure theBlessings of Liberty to ourselves and our Posterity, do ordain andestablish this Constitution for the United States of America.

The above phrases from the Preamble describe purposes or functions of government.Translate each phrase below into everyday language:

To form a more perfect Union means:

Establish Justice means:

Insure domestic Tranquility means:

Provide for the common defence means:

Promote the general Welfare means:

Secure the blessings of liberty to ourselves and our Posterity means:

Adapted from VOICE and A More Perfect Union. Copyright © 2004, 2006, 2012 Constitutional Rights Foundation Chicago. May be reproduced for classroom use only.

Classroom Ready ResourceName

Our Class Constitution- Use this paper to brainstorm ideas for a group/classroom Constitution

We the Students of

Article 1.

Article 2.

Article 3.

Article 4.

Article 5. Our class, whenever a group of students or our Teacher request it, shallpropose Amendments to this Constitution. These Amendments shall be validwhen two-thirds of the Class and our Teacher approve them.

Done on the Day of in the YearIn Witness whereof We have hereunto subscribed our Names,

Classroom Resource

Bill of Rights-Use this paper to brainstorm ideas for a group/classroom Bill of Rights.

1

2

3

4

5

6

7

8

9

10.

Documents

The US Constitution Thematic Unit