Wegner – Lesson Plan for Teacher Leaders Fall 2013
Raytown: Secondary Lesson Plan
Unit: 4 / Relevance and Connection of US Government PrinciplesTitle of Lesson: / Text-Based Reading and Literacy Strategies with a focus / Related Task: / Effective Questioning
Grade/Course: / American Government 11th Grade / Lesson Length: / 50 minutes / Date: / 10/28/13
Materials: / Vocabulary:
Smartboard Lesson
Butcher Paper
Markers / Ratify, Execute, Federalism, Republican, Propose, Legislative, Executive, Judicial, Preamble, Constitution, Articles, Union, Justice, Domestic Tranquility, Common Defense, General Welfare, Liberty, and Posterity.
Integration of Technology: / Smartboard for notes
Timer for activities to keep students and teacher on track.
Prioritized Common Core State Standard(s):
RS 2 – Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text
WS 9 – Draw evidence from informational texts to support analysis, reflection, and research
Supporting Common Core State Standard(s):
None
Student Objective:
I will identify the 6 major principles of the Preamble of the U.S. Constitution.
I will collaborate with my peers to explain the 6 major principles of the Preamble of the U.S. Constitution.
I will identify and explain the 7 Articles of the U.S. Constitution.
Hook/Anticipatory Set/Essential Question: / Strategies:
Do Now–
-Students will read the Preamble to the Constitution and identify its 6 major principles.
- They will then get with their pre-assigned groups (corner up their desks) and each group will be assigned one of the 6 principles.
-Groups will be asked to explain their principle, give characteristics of their principle, and then provide examples and non-examples of their principle using the butcher paper and markers.
-Groups will then post their explanations on the wall and will share out their opinions to the rest of the class.
-Students will fill out their worksheets with this information as groups explain each principle
*Specific QUESTIONS students will be asked as the activity progresses:
-To clarify when students are asked to explain their answers– Can you elaborate on that point? Can you explain what you mean?
- The explore values and feelings – What is your reaction to this principle? Why is it important to you as a citizen? What would happen if this principle had not been included?
-To respond to one another – What do you think about what your classmate just said? Do you agree or disagree?
-To support their interpretation – What part of the text led you to that conclusion? / (TLAC – The Hook # 12 an Do Now #29)
- Frayer Model –
(TLAC Stretch it #3 and Take a Stand #21):
(TLAC – No Apology #5, and Break It Down #16)
(TLAC #18)
(TLAC – Pepper #24)
(TLAC Stretch it #3)
(TLAC – No Opt Out #1)
(TLAC – Exit Ticket #20)
Instruction (I Do):
-I will explain the anatomy of the Constitution using the lesson plan from I-Civics by breaking down the Preamble. My information will either support what the students came up with in the Do Now or will clarify and correct their conclusions.
-I will then explain the first three Articles of the Constitution (Legislative, Executive, and Judicial Branches) as well as Articles 4-7 via notes.
Guided Practice (We Do):
Anatomy of the Constitution Vocabulary and Powers Check for Understanding -Students will be given a check for understanding that includes vocabulary, multiple choice questions, Powers of the Branches matching, and Article match up from I-Civics.
-I will call on students at random to share their answers
*Specific QUESTIONS students will be asked as the activity progresses:
-To support their interpretation – What part of the text led you to that conclusion? Where did you find this answer in the Constitution?
Independent Practice (You Do):
-Students will then be given a Quiz over “Whose Job Is It” from I-Civics where they have to label different duties of the government as being the responsibility of the Legislative, Executive, or Judicial branch of government.
-They will have to list next to each duty where they found it in the text of the constitution.
Exit Ticket / Check for Understanding:
List and explain the 6 Principles of the Preamble of the US Constitution.
List and explain the purpose of each of the 7 Articles of the Constitution.
21st Century Skills: Critical Thinking/Questioning, Communication, Creativity, Collaboration
While some of these skills will be used more than others, all will be utilized to some extend with this lesson:
-Teamwork and collaboration;
-Initiative and leadership;
-Curiosity and imagination;
-Innovation and creativity;
-Critical thinking and problem solving;
-Flexibility and adaptability;
-Effective oral and written communication;
-Accessing and analyzing information
Categorize this lesson using the Rigor/Relevance Framework
Quadrants A-D:
Rationale:
A = Acquisition: Students gather and store bits of knowledge and information.
B = Application: Students use acquired knowledge to solve problems, design solutions, and complete work.
C = Assimilation: Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely
to analyze and solve problems and create unique solutions.
D = Adaptation: Students have the competence to think in complex ways and also apply knowledge and skills they have acquired.
Given that this is an introductory unit the Lesson is in Quadrants A and B as students are gathering information and applying what they have acquired to basic problem solving, categorizing, identification, and work completion. Activities from quadrants C and D will begin in the days that follow.
Name ______Date ______Hour ______
Preamble to the Constitution
Concept / Definition / Characteristics / Examples / Non-ExamplesName ______Date ______Hour ______
Articles of the Constitution Notes
A Brief Summary
Article I - ______
· Article 1 Section:
o 1 - ______
o 2 - ______
o 3 - ______
o 4 - ______
o 5 - ______
o 6 - ______
o 7 - ______
o 8 - ______
o 9 - ______
o 10 - ______
Article II - ______
· Article II Section:
o 1 - ______
o 2 - ______
o 3 - ______
o 4 - ______
Article III - ______
· Article III Section:
o 1 - ______
o 2 - ______
o 3 - ______
Article IV - ______
· Article IV Section:
o 1 - ______
o 2 - ______
o 3 - ______
o 4 - ______
Article V - ______
· ______
· ______
Article VI
· ______
· ______
Article VII
· ______