EGP 335.

535 Lesson Plan

Dr. Leaman, Spring 2017

Lesson Plan Details We The Students, Opening Lesson Plan, Group 1

Expected Duration (55 minutes)
Social Sciences
Concepts:
o Constitution, classroom rules, government
Vocabulary and operational definition:
o Constitution: set of rules that determines how our country is run
o Rules: statement that tells you what is allowed or not allowed
o Vote: expression of how you feel given a certain situation
Skills
o Define the Constitution
o Cooperate with peers and create classroom rules
Goals of Lesson
o Gain civic efficacy & social understanding
o Become an informed citizen

Integration of Learning Outcomes/Objectives

Students will be able to describe what the Constitution is.
Students will be able to construct their own Classroom Constitution.
Students will be able to defend the rules they created.

Standards PA Civics, History, Economics, Geography & NCSS Themes I - X with

subthemes
Standard - 5.1.4.D: Identify key ideas about government found in significant documents:
United States Constitution.
Standard - 5.1.4.B: Explain rules and laws for the classroom, school, community, and
state.
Theme 6: Power, Authority & Governance
Theme 4: Individual Development & Identity

*Hand out graphic organizers to students with an IEP, or ELL students before beginning the
lesson.

Anticipatory Set
Raise your hand if you have ever thought of what you would do if you were the President
of the United States.
Would there be any rules you would change?
What about new rules you would add?
Before we can create these new rules, we must first understand how our government got
to where we are today!
 The teacher will explain that the Constitution is a document that is very important to our
country. The teacher will play the YouTube video and tell students to write down at least
two interesting facts they learn from the video.
o Make sure that the students know they dont need to completely understand all of
the information quite yet, because the Constitution is something they will look at
in multiple different lessons throughout the unit. The goal today is just to get a
general understanding.
o Show video : https://www.youtube.com/watch?v=30OyU4O80i4

Procedures
1. So based on the video we just watched, what is the Constitution?
2. As a class, students will discuss what they think the Constitution is
a. A set of rules that determines how our country is run by the government
b. Informs citizens of their rights
3. The teacher will write a definition created by the class in their own words
a. The teacher informs students that they will learn much more about the
Constitution over the next couple weeks in our unit
4. Students will talk about the purpose of having the Constitution
a. Why is it necessary?
b. Since it was written a long time ago, do we still see it apply to use today?
c. What would happen if we didnt have the Constitution?
5. Students will then get out their iPads (each student has a number on the cart, so students
will get their number and bring it back to their seat)
6. Students will use an app that is already familiar to them called WordCloud
7. Boys and girls, we are going to use the app WordCloud that we were introduced to last
week. I would like you to think of the word rules and build a WordCloud for it. You can
think of what we just learned about the Constitution, but you can also think in more
general terms too. The goal is to come up with at least 20 words that have to do with the
word rule. You can include rule but that does NOT count in the 20!
a. The teacher will remind students that words can be whatever comes to mind when
they think about rules. It could be a specific rule they know, synonyms, or even
anonyms of the word.
b. They must have a reasoning behind why they chose the word that they did though.
8. The teacher will display her example on the board. However, so students cannot just use
the words the teacher uses, the teacher will explain that she created a WordCloud with the
word school as the base word
9. The teacher will allow the students about 10 minutes to complete their own WordCloud.
The WordCloud must include at least 20 words.
a. For students with a GIEP, the teacher will come around and hand them an
alternative assignment (below). Students will be required to pick a rule that they
dont agree with, give 3 supporting details on why it should not be a rule, and then
come up with an alternative rule.
10. When finished, students must submit their WordCloud to Google Classroom
11. The teacher will then call on 10 students to give one word that they chose to put on their
WordCloud and give a brief explanation as to why they chose that word.
a. The teacher will choose the 10 students from a jar of popsicle sticks that includes
each students name.
b. The drawing of 10 is random, so each student must have a word ready
12. Each word a student answers with will be recorded on the SmartBoard so that there are
no repeats.
13. The teacher asks students about the importance of rules
a. Where do we see that rules are important?
b. Why do we think it is important to have rules in our country?
c. Why is it important to have rules in the classroom?
i. Based on students responses, the teacher will ask What would happen
if there were no rules there?
14. Explain why the founders established the Constitution based on what they envisioned for
the United States. As a class, discuss how we envision our class will operate and what our
class will look like. They will then discuss how we as a classroom community will
accomplish that goal.
a. Do you think everyone should be treated fairly in our class?
i. How do you feel when you are not treated fairly?
b. Who in the classroom should have the right to vote for our rules?
i. How do you feel when you are left out of something?
c. The teacher will continue to write students responses on a piece of chart paper.
15. Students will brainstorm attributes that their classroom should represent
a. These will be listed on a piece of chart paper
16. The teacher will explain that today, we are going to make our own Constitution. We will
call it the Classroom Constitution. The teacher will pull out the Classroom Constitution
 chart paper. It will already have, We the students of (teachers name), in order to form a
perfect classroom will
a. It will include rules that we must follow as a class.
17. The teacher will model how to think of and create a rule. The classroom as a group will
create the first rule of the Classroom Constitution together.
a. There is one thing we must remember when making rules. We always want to
make the positive statement a rule instead of a negative statement. So if I say, we
should be kind to on another, it sounds a lot better than saying We should not hit
each other. Focus on what we should do rather than what we should not do.
b. Okay, so lets take for example that, in our classroom, I think everyone should be
treated fairly. Because one time, I was treated unfairly, and it didnt make me feel
good about myself. So I will make rule number 1, We should treat every person
who walks through the door with respect. Raise your hand if you agree with this
rule.
c. If 75% of students vote yes, the vote passes. If less than 75% vote yes, the teacher
will ask the students who didnt vote for the rule why, and ask what we can do to
make it sound better. The class will then vote again until they come to an
agreeance on the rule.
18. Then, students will then break off into five groups and write their own article of the
Classroom Constitution containing at least 5 rules
a. Friends, we are going to split into groups and come up with our own rules to add
to our Classroom Constitution. I would like to each group to come up with 5 rules
just so that if another group shares their rule before you and its the same, you
can pick another one to share.
b. The teacher will give students 10-15 minutes to complete this process.
19. Groups will present to the class their best, or favorite rule and the teacher will propose a
vote.
20. The vote will decide whether to add the article to the Classroom Constitution or not.
a. If voted no, the class can revise the article together and come to consensus.
b. If the majority votes yes, by a majority vote of 75%, one representative of the
group will write on the chart paper.
21. Once there are six total rules on the chart paper, the teacher will leave it hanging up in the
classroom.
22. All students will take a turn signing the classroom constitution and explain why they are
signing based on a specific rule. The teacher can model first by saying, I, (name), am
signing, based on this (specific part) of our Constitution because. Note: The teacher
will explain to the student that he/she should realize the importance of every rule, but
they should pick one rule specifically that is one they favor or agree with more than any
other rule.
a. For ELL students, the teacher will allow students to have a brief conversation
about why they chose the rule they did outside the normally scheduled Social
Studies block.
b. For students with speech impairments, while signing the Classroom Constitution,
if they do not feel comfortable speaking to the class about what rule to sign, the
teacher will allow them to write the information down instead.
Differentiation
ELL students- ELL students will be allowed to create a WordCloud in their native
language. The teacher will take the WordCloud to the ESL teacher and have the teacher
translate those words in English so that the teacher can grade them. Students will also be
given a graphic organizer before hand so they can categorize new vocabulary words.
There is extra space in the graphic organizer so that if students are unfamiliar with
another word, they can write it down and research it as well. The student is given the
vocabulary word and required to find the part of speech, and write a sentence for it as
well as drawing a picture and recording the word in his/her native language. The
organizer may be used while completing the exit slip. For students who are not yet
comfortable with speaking English, the teacher will allow students to have a brief
conversation about why they chose the rule they did outside the normally scheduled
Social Studies block.
Students with a GIEP- While other students are completing the WordCloud, the teacher
will go up to students with GIEPs and hand them a sheet of paper. On this paper is an
alternate assignment. This assignment is for students to choose a goal that they dont
believe in and give three supporting details (backed up by a reference) on why the rule
should not be effective any longer. Students will type up their response on their iPad and
submit it to Google Classroom at the same time as other students. If the student needs
more time, extra time out of class will be granted.
Students with an IEP- For students with an IEP, they will be required to come up with 20
words for their WordCloud, as the other classmates, but they will be allowed extra time to
complete the assignment if needed. Students will also be given a graphic organizer during
the lesson to help them stay on task and organize their notes accordingly. Students will be
required to define each vocabulary note, draw a picture and give a sentence in the correct
context to go with it. The graphic organizer will structure the entire lesson so students
will know exactly where they are in the lesson at all times. The organizer may also be
used while completing the exit slip. For students with speech impairments, while signing
the Classroom Constitution, if they do not feel comfortable speaking to the class about
what rule to sign, the teacher will allow them to write the information down instead.

Closure
Students will complete an Exit Ticket. In that response, students will be required to describe
what the Constitution is, an interesting fact they learned today, and something they would like to
know more about. The exit slip will not be graded, but used to guide instruction for subsequent
lessons. Students with an IEP or ELLs will be allowed to use their graphic organizers while
completing the exit slip.

Formative/Summative Assessment of Students (P-12)

Formative Assessment: Students will complete the exit slip given by the teacher
describing what the Constitution is, something they learned, and something they would
like to know more about.
Formative Assessment: During group work, the teacher will walk around and monitor
students to make sure that each student is participating and taking part in the discussion
about the Classroom Constitution.
 Summative Assessment: The teacher will listen to each student as they sign the Classroom
Constitution and listen to their reasoning on why they sign the document. Each student is
required to defend a rule as they sign it, and may not sign the document if they cannot yet
defend the rule.

Materials/Equipment
Student Materials
Chart paper (blank)
Chart paper (labeled Classroom Constitution)
Markers
iPads
YouTube video
Notebook Paper
Pencils
Exit Ticket

Teacher Notes with references included

Technology
Computer (YouTube video pulled up)
App: WordCloud
iPads

Reflection on Planning
Write your reflection on the plan, its development, and ways to improve it.
What are the potential successes?
What are your concerns for lesson implementation?

Global Current Event:

http://www.cnbc.com/2017/03/16/bank-of-england-votes-8-1-to-hold-interest-rate-at-025-
percent.html

Voting for rules of a country, or what will take place, happens frequently. The Bank of England
voted to hold the interest rate at 0.25. This vote was won by an 8-1 ratio favoring keeping the
interest rate as it was. The rate of 0.25 is very low, and considered an all-time low for England.
 Lesson Plan Element Point Value
40 points total

Lesson Plan Details 2

Integration of Learning Outcomes/Objectives 3

Standards PA Civics, History, Economics, Geography & NCSS 3

Theme/subtheme

Anticipatory Set 2

Procedures 6

Differentiation 2

Closure 2

Formative/Summative Assessment of Students (P-12) 3

Materials/Equipment , Citation of Sources 2

Technology

Reflection on Planning

Teacher Content Notes 10

Global Current Event 5

 (G.O. for ELL Students)

Name:

Date:

Part of Word in Native Definition Picture Use it in a

Speech Language sentence
Constitution

Rules

Vote
 (G.O.) for Students with IEPs)
Name:

Date:

Write down 2 interesting facts you learned from the video.

1.

2.

Definition Picture Use the word in a

sentence
Constitution

Rules
Vote

My Rule:

Why this should NOT be a rule:

1.

2.

3.

An alternative rule that I have created:

Exit Ticket:
1. Describe what the Constitution is:

2. Explain one fact you learned today that you found interesting.

3. Explain something that you would like to learn more about in regards to the Constitution.
 (for students with a GIEP instead of WordCloud)

Can you think of a rule that just should not exist? Does it relate to you personally? One that
your parent or guardian has given you? Or is it bigger? Is it one that the government has
created?

Your goal today is to find one rule that you dont agree with, and submit three supporting details
telling my why this rule should not be effective.

As well as, an alternative to that rule in YOUR OWN words.

Dont just choose a random rule! Pick one that means something to you!

Here is the format, but type it and submit it to our Google Classroom!
Name:

Date:

Exit Ticket

1. Describe what the Constitution is:

2. Explain one fact you learned today that you found interesting.

3. Explain something that you would like to learn more about in regards to the Constitution.

Name:

Date:

Exit Ticket
1. Describe what the Constitution is:

2. Explain one fact you learned today that you found interesting.

3. Explain something that you would like to learn more about in regards to the Constitution.

EGP 335-80
Teacher Notes

The Constitution
Definition:
o Set of rules that guides how a country, state, or other political organization works
(Constitution, 2017)
o Informs citizens of their rights
o Supreme law of the land (Additional Amendments, 2017)
o The laws of the Constitution outdo any laws determined by states. Therefore, laws
created by the state may in no means go against the laws of the Constitution.
Delegates from twelve of the thirteen states (Rhode Island was not in attendance) went to
Philadelphia for the Constitutional Convention and the purpose was to create a new form
of government
o 55 total that attended
Written during the Philadelphia Convention, which is now known as the Constitutional
Convention. The convention took place from May 25 to September 17, 1787 (The
Constitution of the, n.d.)
Signed on September 17, 1787 which was the final day of the convention
During the Convention, delegates had a hard time coming to a agreement, so many
different plans were offered and thought of. These plans included
o The Virginia Plan, which favored larger states and declared that government
should be based on the size of a states population (Maisel, 2003)
o The New Jersey Plan, which favored smaller states and indicated that regardless
of state size, all states should have the same representation in government
(Maisel, 2003)
o It took a while to come to a compromise because not everyone liked one plan,
until the Connecticut Compromise was reached. This suggested a bicameral (two
house) legislature, now known as Congress (Maisel, 2003)
 The House of Representatives would be elected according to the
population of each state, while the Senate would be elected by each state
no matter their size (Maisel, 2003)
39 delegates signed the document and 3 delegates did not. The rest of the delegates, 14 of
them, had left.
o The 3 who refused to sign did not believe that the Constitution was a good idea
for the nation.
In order to become effective, 9 out of 13 states were required to ratify it (Maisel, 2003)
The Federalist, was an essay posted in the newspapers to try and sway Massachusetts,
New York and Virginia to ratify the Constitution, because they were larger states whose
vote was needed
Anti-Federalists were those that were against the Constitution. They believed if ratified,
the Constitution would be too powerful (Maisel, 2003)
The Constitution was finally ratified on June 21, 1788
o New Hampshire was the final state (the 9th)
o New York and Virginia followed, making the count 11 out of the 13 states
The Preamble describes why the Constitution was written:
o We the People of the United States, in Order to form a more perfect Union,
establish Justice, insure domestic Tranquility, provide for the common defence,
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 of the, n.d.)
The Bill of Rights were added in 1791
o These were the first 10 amendments of the Constitution
o These were established to guarantee certain privileges to citizens that the
government could not take away (Maisel, 2003)
7 Articles of the Constitution (each article explains how the government works and
election processes)
o Article I- deals with the legislative branch
o Article II- process of election of the President and Vice President
o Article III- deals with the judicial branch
o Article IV- how states and government relate to each other
o Article V- deals with amendments & changes that may occur over time
o Article VI- maintain laws set by the Constitution
o Article VII- confirms the establishment of the Constitution (The Articles of the,
2017)
The Constitution determines how the government is run
o Splits government into three branches: Legislative, Executive and Judicial
o Legislative Branch
Makes laws (Three Branches of, 2017)
Made up of Congress, the Senate, and the House of Representatives
o Executive Branch
Carries out laws (Three Branches of, 2017)
Made up of the President, Vice President, and the Cabinet
 o Judicial Branch
Evaluates laws (Three Branches of, 2017)
Made up of the Supreme Court, and other federal courts
In order to propose amendments, at least 2/3 of each house of Congress and of the
states must be in favor
The Constitution has been amended 17 times since the initial agreeance of the Bill of
Rights, so to this day, there are 27 amendments
o Last change was made in 1992 this amendment was one that was talked about
in 1791, but took until 1992 to be accepted

References:

Additional Amendments of the Constitution. (2017). Retrieved March 23, 2017, from
https://www.billofrightsinstitute.org/founding-documents/additional-amendments/.

Constitution. (2017). Retrieved March 23, 2017, from

http://kids.britannica.com/elementary/article-352996/constitution.

Maisel, L. (2003). The U.S. Constitution: An Overview. Retrieved March 23, 2017, from
https://www.scholastic.com/teachers/articles/teaching-content/us-constitution-overview/.

Mount, S. (2010). The Constitution for Kids (4th-7th Grade) - The U.S. Constitution Online.
Retrieved March 23, 2017, from https://www.usconstitution.net/constkids4.html.

The Articles of the Constitution. (2017). Retrieved March 23, 2017, from
http://www.scholastic.com/browse/article.jsp?id=7466.

The Constitution of the United States: Fast Facts. (n.d.). Retrieved March 23, 2017, from
https://constitutioncenter.org/learn/educational-resources/historical-documents/constitution-fast-
facts.

Three Branches of Government. (2017, March 6). Retrieved March 23, 2017, from
https://kids.usa.gov/three-branches-of-government/index.shtml.