Five+Day+Unit+Plan



Teacher(s) Name: Nicole Sammaro Thematic Unit Theme/Title/Grade Level: Foundation Nation/ 2nd Grade Wiki space address: http://ucf2foundationnationf10t.wikispaces.com/ Daily Lesson Plan Day/Title: Day 1/ A Constitution? What do we need that for? What will students accomplish / be able to do at the end of this lesson? || The student will understand the term ‘constitution’ The student will understand the importance of having a constitution The student will understand key terms of the U.S. Constitution and other important documents The student will understand what resources are available and utilize them to obtain definitions || SS.2.C.1.2 – Explain the consequences of an absence of rules and laws SS.2.C.3.1 – Identify the Constitution as the document which establishes the structure, function, powers, and limits of American government LA.2.1.6.1 – The student will use new vocabulary that is introduced and taught directly LA.2.1.6.3 - The student will use context clues to determine meanings of unfamiliar words LA.2.1.6.9 – The student will determine meanings of unfamiliar words by using a dictionary and digital tools || Teacher Activities/Student Activities ·What best practice strategies will be implemented? ·How will you communicate student expectation? ·What products will be developed and created by students? || Students will participate in the pre-assessment survey using the ActivVote Keypads on the ActivBoard flipchart Teacher will read pages 6-13 of If You Were There When They Signed the Constitution for classroom read-aloud Teacher and students will participate in grand conversation discussing important parts of the story. “What is something you learned from this story?” “Who can tell me what they think a Constitution is in their own words?” Teacher and students will discuss what a constitution is and the importance of it “Who can tell me why they thought it was important to create a Constitution?” “Can anyone give me an example of rules that they have to follow in your own life?” Teacher will explain that there were a lot of big words in this story that we may not know what they mean Teacher will ask random students to explain certain key words that are already written on the board and record the answers that students are giving For words that students cannot provide answers to, the teacher will use the website [|www.wordcentral.com] as a resource for students to look up some of the remaining words Pre-made portfolios will be passed out to each student and they will be instructed to write their name on the front and draw a picture of something that they remember learning about from the story Pre-made ponytail band books will be passed out to students and they will be instructed to write “[Student name’s] Dictionary” on the front cover. The teacher will provide an example of a ponytail band dictionary book to the class to explicitly demonstrate how it should look and what students should be doing Students will also examine the rubric presented by the teacher to make sure that they understand what is being asked of them and how their dictionary should look at the end of the lesson For remaining words that do not have definitions, students will use children’s dictionaries (such as Merriam-Webster’s Primary Dictionary) to look up the definitions The teacher will encourage students to work with their “elbow” partner to use the resources available to find these definitions and to complete their personalized dictionaries Students will record the new words and definitions the class has learned on the appropriate page in their dictionary The teacher will explain that on the page opposite the side with lines, students can draw pictures of that particular word to help them better remember the meaning With the remaining time at the end of the lesson, the teacher will have the students come back together to discuss the new words they have learned. The teacher will ask for volunteers to share some of their findings and the definitions they recorded in their personalized dictionaries Students will place their personalized ponytail band book dictionaries into their portfolio, and the teacher will explain the benefit of these books, and that they can continue to add new words to it at anytime The lesson will end on grand conversation between teacher and students || Index cards Ponytail bands ActivBoard ActivVote Keypads Rubric for finished portfolios Rubric for personalized ponytail band dictionaries Children’s dictionary [|www.wordcentral.com] (online student dictionary) Merriam-Webster’s Primary Dictionary (with 700+ illustrations) || ·How will student learning be assessed? Authentic/Alternative assessments? ·Are you using a rubric? ·Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || Pre-Assessment: Students will take a brief, 15 question pre-assessment survey using the ActivVote keypads and the ActivBoard to gauge students’ prior knowledge and understanding of the U.S. Constitution, Founding Fathers, the Bill of Rights, the Preamble, and the branches of government. Post-Assessment: Students will take the same 15 question survey used in the pre-assessment to gauge students’ new knowledge and understanding of the U.S. Constitution, Founding Fathers, the Bill of Rights, the Preamble, and the branches of government. This will be used as the post-assessment and will be conducted at the end of the unit plan. The same pre- and post-assessment will be used to compare new knowledge that was acquired. Other informal, progress monitoring assessments will also be done throughout the unit such as teacher observations, grand conversations, and daily activities scored using rubrics. The final scoring of the student’s portfolio will also be assessed using a rubric, and will serve as the final post-assessment. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL/SLD: Accommodations for ESOL/SLD learners include: read-alouds, samples of the quality of work that is expected will be provided, rubrics will be explicitly explained, cooperative learning/group work, grand conversations, working with “elbow” partners, etc. Gifted/Talented: Accommodations for gifted/talented students include: time to work on the computer to create a PowerPoint/Kidspiration presentation demonstrating knowledge of the key terms and concepts they have learned, time to work on the computer using interactive websties provided by the teacher relating to concepts dealing with the Constitution, etc. || · Helpful and interactive websites: o [|http://www.usconstitution.net] o [] o [] o [] · Quality children’s literature: o The United States Constitution: A Graphic Adaptation by Jonathan Hennessey and illustrated by Aaron McConnell o We the People: The Story of Our Constitution by Lynne Cheney and illustrated by Greg Harlin o If You Were There When They Signed the Constitution by: Elizabeth Levy and illustrated by: Joan Holub · Ideas for homework: o Make a list of rules that they think are important for their classroom o Use three (3) words from their personalized dictionaries to write a short story of their own ||
 * Learning Objectives
 * NCSS Theme/Sunshine State Standards List each standard. Cutting and pasting from the website is allowed. These can be downloaded from the Florida Dept of Education [|http://flstandards.org]. || NCSS Theme- Theme VI - Power, Authority, and Governance
 * Student Activities & Procedures
 * Resources/Materials || If You Were There When They Signed the Constitution by Elizabeth Levy and Illustrated by Joan Holub
 * Assessment
 * Exceptionalities
 * Discussion Notes || Extension activities sent home to parents:

Teacher(s) Name: Andrea Buit Thematic Unit Theme/Title/Grade Level: Foundation Nation/ 2nd Grade Wiki space address: _**http://ucf2foundationnationf10t.wikispaces.com/**

Daily Lesson Plan Day/Title: 2nd day/ Founding Fathers What will students accomplish / be able to do at the end of this lesson? || · Students will work together in cooperative groups. · Students will understand the contributions of these Founding Fathers: Washington, Franklin, Madison, and Hamilton. · Students will understand the purpose of the U.S. Constitution. · Students will research information about the signers of the Constitution. || · LA.2.2.2.3: The student will distinguish among a variety of text (e.g., reference, practical/functional). · LA.2.5.2.4: The student will listen politely to oral presentations by classmates. · SS.2.C.3.1: Identify the Constitution as the document which establishes the structure, function, powers, and limits of American government. · SS.2.C.3.2: Recognize symbols, individuals, events, and documents that represent the United States. || Teacher Activities/Student Activities ·What best practice strategies will be implemented? ·How will you communicate student expectation? ·What products will be developed and created by students? || 1. Teacher will review previous knowledge of the Constitution learned from the previous lesson. Following questions will be asked: What document did you learn about in yesterday’s lesson? What is the Constitution? Why is it important to have a Constitution? 2. Teacher will review the key vocabulary terms learned from the previous lesson. 3. Teacher will then ask probing questions about the Founding Fathers to assess students’ previous knowledge. Following questions will be asked: Who wrote the constitution? What do you think we call these people that wrote the Constitution? How many people do you think wrote the Constitution? 4. Teacher will orally explain that the Founding Fathers are the 39 men who wrote the Constitution. 5. Teacher will introduce the interview activity by telling the students that they will have the chance to learn more about four Founding Fathers: Washington, Madison, Hamilton, and Franklin. 6. To demonstrate the activity, the teacher will use the Promethean board and a PowerPoint presentation to fill out an Interview a Founding Father worksheet. 7. Teacher will tell the students they are going to learn about Jonathan Dayton. 8. Teacher will read a biography on Jonathan Dayton (pages 51-53 in The Founders: The 39 Stories Behind the U.S. Constitution). 9. Teacher will fill out the Interview a Founding Father worksheet by having the students answer the questions orally. 10. Teacher will split the students into groups of 4. 11. The students will be assigned one of the four Founding Fathers. 12. Teacher will pass out the resources to be used to answer the worksheets. (Books, computers, Interview sheets) 13. After 10 minutes of group work, the teacher will have the students jigsaw. The teacher will put the students in different groups ensuring that there is one of each Founding Father present. 14. The students will discuss and fill out their Interview sheets for 15 minutes. 15. The teacher will discuss the answers for the Interview sheets for each Founding Father. 16. After the students have completed the interviews, the teacher will pass out the construction paper. The students will staple their Interview sheets into a book with the construction paper being the front and back covers. 17. If there is any free time, the teacher will allow the students to draw pictures of each Founding Father on their interview sheets. 18. At the end of the lesson, the teacher will collect the books. These will be placed in each student’s portfolio for the unit and will be used for post-assessment. || · 4 copies of The Founders: The 39 Stories Behind the U.S. Constitution by Dennis Brindell Fradin (one for each group) · James Madison by Brendan January · The Many Lives of Benjamin Franklin by Mary Pope Osborn · Who Was Ben Franklin by Dennis Brindell Fradin · A Picture Book of Benjamin Franklin by David A. Adler · Who Was George Washington by Roberta Edwards · George Washington: First President of the United States by Carol Greene · The Alexander Hamilton You Never Knew by James Lincoln Collier · 4 copies of A More Perfect Union: The Story of Our Constitution by Betsy and Guilio Maestro (one for each group) · 4 copies of We the People: The Story of our Constitution by Lynne Cheney · 4 copies of If You Were There When They Signed the Constitution… by Elizabeth Levy · National Constitution Center: Founders website [] · Constitution Day website [] · 4 computers with internet access (one for each group) · 4 copies of Interview a Founding Father worksheet for each student ([])
 * Learning Objectives
 * NCSS Theme/Sunshine State Standards List each standard. Cutting and pasting from the website is allowed. These can be downloaded from the Florida Dept of Education [|http://flstandards.org]. || · NCSS Theme: Theme VI Power, Authority, and Governance
 * Student Activities & Procedures
 * Resources/Materials || · Shh! We’re Writing the Constitution by Jean Fritz

· 2 pieces of construction paper for each student · Promethean Board · Computer to connect to Promethean Board · PowerPoint with Founding Fathers Worksheet on slides · Stapler || ·How will student learning be assessed? Authentic/Alternative assessments? ·Are you using a rubric? ·Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || Pre-Assessment: The pre-assessment will be given using the Promethean ActiVote during the first lesson of the unit. The students will be asked 3-4 questions taken from each of the daily lessons to pre-assess their knowledge on Foundation Nation. For this lesson, I would assess the students’ previous knowledge through asking guiding questions about the Founding Fathers. Post-Assessment: After the unit has been taught, the students will answer the same 3-4 questions from each lesson using the Promethean ActiVote. This post-assessment will show the teacher(s) if the students gained adequate knowledge in each subject from each lesson based on their improvement on the questions. For this lesson, I would assess the students’ knowledge and comprehension on the Founding Fathers through their responses to the interview worksheet. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL/SLD: The interview will be modeled for ESOL learners. Students who may have difficulty with extensive writing tasks and reading will be grouped with stronger writers and readers for research assignment. Different levels of books will be chosen for those who are low level readers. Written report will graded based on concept mastery for those students who are ESOL. In other words, the reports will not be graded on grammar. Gifted/Talented: Higher level reading books will be available for them to read. Gifted students can also be paired with other gifted students. They will be encouraged to answer the questions more in-depth and detailed. || · Before starting the unit, the teacher will have the groups picked out for the interview activity · Homework: The homework after this lesson would be for the students to write a personal letter to the Founding Father of their choice. In this letter, they can tell the historical figure about themselves, ask questions, and make suggestions for writing the Constitution. · I could extend the lesson by introducing other Founding Fathers of the Constitution. I would also let the students research a Founding Father that interests them. · This lesson could be turned into a unit through the extension. The students could research a Founding Father of their choice and put on an oral presentation for their parents and peers in class. ||
 * Assessment
 * Exceptionalities
 * Discussion Notes || · One week prior to the lesson: check out books from library, talk to media specialist about using computers, and print worksheets.

Teacher(s) Name: Freyza M. Acevedo Thematic Unit Theme/Title/Grade Level: Foundation Nation/ 2nd Grade Wiki space address: http://ucf2foundationnationf10t.wikispaces.com/ Daily Lesson Plan Day/Title: Day 3/ The Preamble & The Bill of Rights What will students accomplish / be able to do at the end of this lesson? || The student will understand every component of the Preamble The student will recall the importance of the Bill of Rights The student will be able to explain the key words in the Preamble The student will discuss and demonstrate how different rights protect the citizens. The student will plan and produce a “quilt” with the Preamble key sentences. || Sunshine State Standards List each standard. Cutting and pasting from the website is allowed. These can be downloaded from the Florida Dept of Education [|http://flstandards.org]. || NCSS Themes- Theme VI Power, Authority, and Governance Theme X Civic Ideals and Practices
 * Learning Objectives
 * NCSS Theme/

SS.2.C.1.2: Explain the consequences of an absence of rules and laws SS.2.C.3.1P: Identify the Constitution as the document which establishes the structure, function, powers and limits of American government. SS.2.C.3.2: Recognize symbols, individuals, events and documents that represent the United States. LA.2.1.6.3: The student will use context clues to determine meanings of unfamiliar words LA.2.1.6.9: The student will determine meanings of unfamiliar words by using a dictionary and digital tools. || Teacher Activities/Student Activities ·What best practice strategies will be implemented? ·How will you communicate student expectation? ·What products will be developed and created by students? || 1. The teacher will ask questions to verify the student’s previous knowledge about the importance of the Constitution and the Founding Fathers. Sample questions might include: “Who can mention a Founding Father and give information how he helped to write the Constitution?”, “What exactly is in the Constitution?”, Why is it so important that we learn about the Constitution?” “Does anybody know what a preamble is?” 2. Discuss how a preamble is a very important part of the Constitution because it showcases what the Founding Fathers wanted for the future of the United States. 3. Explain to the students that we will be learning about the Preamble of the Constitution and that we have different ways of saying it. 4. Show the Preamble Song video from the School House Rock. Also show the video about the students rapping the Preamble. (The video from the School House Rock serves in a way as a review because it gives dates and talks about the Constitution and the Founding Fathers and what they set out to do.) 5. The teacher should locate the words that students might have trouble defining which are contained in the Preamble. The Preamble will be shown a “quilt” with different pictures. The Preamble will also be written on the board for students to see. 6. Students will participate in a read aloud of “We the kids”. The preamble will be broken down in chunks so the students are able to understand every part. 7. Students will have access to the internet as well as dictionaries to put their definitions in their pony tail dictionaries. 8. The teacher already needs to have highlighted specific words like domestic, defense, welfare, posterity, ordain, and establish on the board. 9. Students will look at context clues in the book to make sense of what each sentence in the Preamble means. 10. To verify that the students have understood the Preamble, the teacher will explain that the students will also make their own Preamble “quilt” ( This “artifact” will be included on the portfolio for grading and to verify understanding of concepts) 11. The Preamble quilt will consist of different sections of the Preamble put together with pictures that symbolize every sentence. (This is a great strategy for ESOL students who can better visualize difficult words if there is a picture they can associate with) Each group will have a sentence that they need to portray on paper. One group will have “We the people of the United States of America”, another group will have “in order to form a more perfect union” and so forth. 12. Students will be divided in small groups of 4 to 5 so they can think of ideas on how to decorate their part of the Preamble. There will probably be about seven groups in the classroom. Students will participate in a think, pair, and share. Students will first think to themselves of ideas, then share them with their classmates. The teacher will go to every group to discuss ideas on what to incorporate in the design, and drawing of their sentences. 13. Students will be given a time frame to finish their drawings. 14. The teacher will make photocopies of the block designs to put on the portfolio. The final completed “quilt” will be displayed in the classroom for students to look at their work. 15. Students will stay in their groups for the remaining part of the lesson. 16. The teacher will summarize how the Preamble comes before the Constitution so now we will learn about a very important section of the Constitution. The teacher will verify the students’ knowledge by asking them if they know what the Bill of Rights is. The words bill and right will be defined so that students have an idea on what they are being asked. 17. The teacher can have a discussion with the students about the importance of knowing their rights. And the teacher should also verify if the students know any rights. The teacher can also bring examples from television series and movies. Questions asked to the students might include “How can rights protect the citizens?” “What rules or laws do you think are important to have?”. “What would happen if we didn’t have any rules or rights?” 18. The teacher will go over the importance on why the Bill of Rights was included to the Constitution. The teacher will also stress the importance of how and why these rights were accepted by the states. 19. Since the students are already in groups, the teacher will start to discuss the 10 amendments and give examples on how these rights can be used in everyday life. 20. The students will work in a group and role play/dramatize a situation where each right would come in place. 21. The teacher will go to every group to help out if they need ideas. 22. Each group will be in charge to portray a specific amendment. 23. The teacher can verify the students’ knowledge by asking what amendment has been portrayed as soon as every group finishes their part of the role play. 24. The lesson will end with the students talking about what they have learned with their “elbow” partners. || Brown paper cut in horizontal stripes for the Preamble Quilt Crayons, markers, coloring pencils Youtube videos: Preamble Song-School House Rock [] Youtube video: 6th graders rapping the Preamble [] Bilingual dictionaries Dictionaries Finished Preamble Quilt to model for students Bill of rights sectioned in papers already. Preamble to the Constitution Computer with internet access Scissors [] (Website that shows the Constitution and the Bill or rights) Tape or glue || ·How will student learning be assessed? Authentic/Alternative assessments? ·Are you using a rubric? ·Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || Pre-Assessment: Students will take a brief, 15-question pre-assessment survey using the ActivVote keypads and the ActivBoard to gauge students’ prior knowledge and understanding of the U.S. Constitution, Founding Fathers, the Bill of Rights, the Preamble, and the branches of government.
 * Student Activities & Procedures
 * Resources/Materials || Children’s literature- We the kids: The Preamble to the Constitution of the United States
 * Assessment

Post-Assessment: Students will take the same 15 question survey used in the pre-assessment to gauge students’ new knowledge and understanding of the U.S. Constitution, Founding Fathers, the Bill of Rights, the Preamble, and the branches of government. This will be used as the post-assessment and will be conducted at the end of the unit plan. The same pre- and post-assessment will be used to compare new knowledge that was acquired.

Other informal, progress monitoring assessments will also be done throughout the unit such as teacher observations, grand conversations, and daily activities scored using rubrics. The final scoring of the student’s portfolio will also be assessed using a rubric, and will serve as the final post-assessment. The artifact that will be added to the portfolio from this lesson will be the block section of the Preamble. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL/SLD: Bilingual dictionaries will be provided for students who need help. Teacher will use strategies including body language to explain the lesson. Visuals will be included so the students can make associations between the concept and words explained. Students will be paired in teams with students who have different abilities. A stronger English speaker will be paired with a LEP (Limited English Proficient) student so that the student can observe and ultimately produce the modeled language.
 * Exceptionalities

Students who have learning disabilities will have more time allowed to complete their part of the activities. The rubric can be modified for these students. They can get full credit as long as they show understanding and mastery of the concept taught. Students will also be able to interact with other students. They will work in cooperative groups to ensure that all students understand the material.

Gifted/Talented: Students will be given open ended assignments that will challenge them and keep their attention. Ideas can include researching law cases and explaining what rights are being protected. The teacher can also make sure the questions that are being asked in the homework are in depth and foster critical thinking. Students might also get adapted assignments that will make them focus on in more intricate and difficult parts of the assignment. The student can choose to skip the easier components. || 1) The U.S. Constitution and You written by Syl Sobel 2) A More Perfect Union: The story of our Constitution written by Betsy Maestro and illustrated by Giulio Maestro 3) A kid’s guide to America’s Bill of Rights: Curfews, Censorship and the 100 Pound Giant written by Kathleen Krull and illustrated by Anna Divito I can also research law cases that specifically deal with the 10 Amendments so that students can apply their knowledge to the real world.
 * Discussion Notes || Other books that can be used to expand this lesson and the unit plan:

Homework Ideas can include: 1) The teacher will come up with different scenarios and student must put which Amendment they can observe. 2) Students could also come up with their own song that must include the sentences of the Preamble so they could have a “karaoke session”. 3) Students can also choose a right that they think is important for them and they would have to explain why.

Parent Involvement: The teacher can coordinate with the parents so the parents know what the students are learning in the classroom. Parents and students could discuss rules that exist in their home and why were they created. There are websites that can be sent to the parents so the students can further their knowledge: [] [] []

Students can also “sign” their name along with the Founding Fathers in this website []

Activities & Games for students to play at their house: [] [] [] ||

Teacher(s) Name: Nicole Anderson Thematic Unit Theme/Title/Grade Level: Foundation Nation/ 2nd Grade Wiki space address: http://ucf2foundationnationf10t.wikispaces.com/_ Daily Lesson Plan Day/Title: Day 4/ Branches of Government

What will students accomplish / be able to do at the end of this lesson? || The student will know the different Branches of Government. The student will know what document to find information on the Branches of Government. The student will understand and be able to sort the duties of the 3 Branches of Government. The student will use technology (appropriate websites) to find information about the Branches of Government. The student will be able to answer questions about the Branches of Government. || SS.2.A.1.2-Utilize the media center, technology, or other informational sources to locate information that provides answers to questions about a historical topic. SS.2.C.3.1-Identify the Constitution as the document which establishes the structure, function, powers, and limits of American government. LA.2.1.6.1- The student will use new vocabulary that is introduced and taught directly. || Teacher Activities/Student Activities ·What best practice strategies will be implemented? ·How will you communicate student expectation? ·What products will be developed and created by students? || Teacher will review Preamble and Bill of Rights from last class by questioning and probing students to show what they learned. Teacher will put up pictures of the 3 Branches of Government on Elmo (the actual people so the students can see that there are people behind the concept of the Branches). Ask students if they recognize ant of the people in the pictures and where they know those people from. Sort pictures on front board under the correct Branch of Government each picture belongs to. Break students into 3 groups (Branches) and send each group to the three different centers (computers/books/posters) to help learn about their assigned Branch of Government. Have students go back to original groups and share what they learned about their assigned Branch (jigsaw activity). The students will play Jeopardy using the ActivVotes. Each individual student will make a tree for the end of the unit portfolio. (Branches of Government tree by sorting the duties of the different Branches). Students will share with an elbow partner at least one thing they learned today (discussion). || The Constitution by David P. Currie Elmo machine Pictures of three Branches of Government Branches of United States Government Poster The Constitution of the United States Poster The Constitution for Kids [|http://www.usconstitution.net]constkidsK.html
 * Learning Objectives
 * NCSS Theme/Sunshine State Standards List each standard. Cutting and pasting from the website is allowed. These can be downloaded from the Florida Dept of Education [|http://flstandards.org]. || NCSS Theme- Theme VI - Power, Authority, and Governance
 * Student Activities & Procedures
 * Resources/Materials || The United States Constitution: A Graphic Adaptation by Jonathan Hennssey and illustrated by Aaron McConnell (starting on page 45- Article 1 Section 8)

Google.com

How the U.S. Government Works by Syl Sobel ActivBoard/ActivVotes Green and brown construction paper Markers/pens Glue or tape || ·How will student learning be assessed? Authentic/Alternative assessments? ·Are you using a rubric? ·Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || Be sure to include Pre/Post assessment in your lesson plans! Pre-Assessment: Students will take a brief, 15-question pre-assessment survey using the ActivVote keypads and the ActivBoard to gauge students’ prior knowledge and understanding of the U.S. Constitution, Founding Fathers, the Bill of Rights, the Preamble, and the branches of government.
 * Assessment

Post-Assessment: Students will take the same 15-question survey used in the pre-assessment to gauge students’ new knowledge and understanding of the U.S. Constitution, Founding Fathers, the Bill of Rights, the Preamble, and the branches of government. This will be used as the post-assessment and will be conducted at the end of the unit plan. The same pre- and post-assessment will be used to compare new knowledge that was acquired. (Other informal, progress-monitoring assessments will also be done throughout the unit such as teacher observations, grand conversations, and daily activities scored using rubrics.) The final scoring of the student’s portfolio will also be assessed using a rubric, and will serve as the final post-assessment. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL/SLD: pictures/graphics, working in groups, technology (ActivBoard and computers), review what was taught and what should have been learned Gifted/Talented: can use more advanced books to find information, use of technology ||
 * Exceptionalities
 * Discussion Notes || Make comments here related to ideas for homework, parent involvement, extension to the unit plan or lesson ideas, etc.

If there is extra time at end of the lesson, have students play “Who Am I?”- each student has a duty taped to the back of his or her shirt and they have to ask yes or no questions to figure out what his or her duty is and then decide which Branch of Government he or she belongs to. Students could make a class poster (pictures and words) to hang in the classroom to show what they know. ||



Teacher(s) Name: Emily Von Ebers Thematic Unit Theme/Title/Grade Level: Foundation Nation/ 2nd grade Wiki space address: http://ucf2foundationnationf10t.wikispaces.com Daily Lesson Plan Day/Title: Day 5/Creating a Constitution What will students accomplish / be able to do at the end of this lesson? || The student will understand the importance of the Constitution and all that it implies. The student will work with their peers to create a classroom constitution. The student will understand the meaning of the term majority. The student will understand the meaning of the term signature. || SS.2.C.3.1: Identify the Constitution as the document which establishes the structure, function, powers, and limits of American government. SS.2.C.2.2: Define and apply the characteristics of responsible citizenship. LA.2.1.6.1: The student will use new vocabulary that is introduced and taught directly. LA.2.4.2.1: The student will write in a variety of informational/expository forms (e.g., rules, summaries, procedures, recipes, notes/messages, labels, instructions, graph/tables). || Teacher Activities/Student Activities · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || 1. Greet students. 2. Ask them guiding questions about what they have learned about the constitution thus far: a. What is a constitution? b. Why did the founding fathers write the constitution? c. Who were the founding fathers? d. What was in the constitution? e. Why would we, as a classroom, want or need a classroom constitution? 3. Tell the class that today they will be creating a “classroom constitution” as group and with your help. Once they’ve created the constitution they will sign it, just like the founding fathers did. 4. Bring out a copy of the constitution and show them where the founding fathers signed it. 5. Tell them that you are going to read part of If You Were There When They Signed the Constitution. Tell them that this will help them to understand exactly what happened the day the founding fathers signed the Constitution. 6. Read pages 72-74 of If You Were There When They Signed the Constitution. 7. Pass out the Classroom Constitution handout. Ask the students not to write anything on it just yet. 8. Pull the Classroom Constitution up on the ActivBoard. 9. Point to the Preamble section of the document. 10. Explain that the first thing they are going to do is write their own preamble, just like the preamble in the constitution. 11. Ask the students to raise their hands to offer suggestions for words to fill in the blanks. a. If they are struggling, provide a few examples such as: peace, community, friendship, good learning environment, well-being, equality, etc. 12. Explain that in order to accept the preamble as part of their classroom constitution, a majority of the students must accept and agree with it. Write the word majority up on the whiteboard. 13. Explain that a majority is a number more than half of the total. So, if there are twenty students, at least eleven of them must agree with the preamble. 14. Using the activVotes, ask the students to text in (A) for agree or (B) for disagree. 15. Once a majority of students have agreed to the preamble, allow 2-3 minutes for them to fill in the blanks on their handout. 16. Move on to the articles section of the constitution. Show the class an example of a classroom constitution. Explain to them that the articles section is going to contain rules that they are all going to agree to follow. 17. Ask the students to take a minute to themselves and think about what should go into the articles. (If the teacher decided to assign the homework assignment from day one, in which the students were asked to think about rules that would be important for the classroom, have them pull this out at this time instead). 18. Then ask them to get with an “elbow partner” and share their ideas. Ask them to also brainstorm together on ideas for the articles. Let them know that they will present one or two of their ideas to the class. 19. Have each pair present their ideas to the class. List their ideas up on the white board. 20. Ask the students to help you eliminate repeats, certain ideas that may fall under another idea, and rules that do not need to be explicitly stated. Praise them for all their hard work and thoughtfulness. 21. When the list is condensed, add it under the articles section on the ActivBoard (I suggest you try to narrow it down to six articles). Ask them to use the ActivVotes to text (A) for agree or (B) for disagree. 22. Once a majority of students have agreed on the article, allow 4-5 minutes for them to write down the articles on their handout. a. Those students who finish early may pick up a cursive writing practice sheet, and practice writing their name in cursive. b. If the students appear to enjoy this activity, recommend the book The John Hancock Club. 23. Once the constitution is finished, explain to the students that they are going to write their signature at the bottom of their copy of the classroom constitution. Write the word signature up on the whiteboard. 24. Explain to them that their signature is their name written in their own handwriting. Tell them that there are other words for signature, such as John Hancock and autograph. a. Briefly explain that John Hancock was an important figure during the Revolutionary War. Tell the students that of all the men who signed the Declaration of Independence, John Hancock’s signature was the biggest. Tell them that this why their signature is sometimes called their John Hancock. 25. Have the students sign the bottom of their copy of the classroom constitution, and then ask them to add it to their portfolio. || · The John Hancock Club, written by Louise Borden and illustrated by Adam Gustavson. · [] · [] · [] · [] · Microsoft PowerPoint · ActivBoard · ActivVotes · · Pens/Pencils · Whiteboard · Dry erase markers || · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || Pre-Assessment: Students will take a brief, 15-question pre-assessment survey using the ActivVote keypads and the ActivBoard to gauge students’ prior knowledge and understanding of the U.S. Constitution, Founding Fathers, the Bill of Rights, the Preamble, and the branches of government.
 * Learning Objectives
 * NCSS Theme/Sunshine State Standards List each standard. Cutting and pasting from the website is allowed. These can be downloaded from the Florida Dept of Education [|http://flstandards.org]. || NCSS Theme- Theme VI - Power, Authority, and Governance
 * Student Activities & Procedures
 * Resources/Materials || · If You Were There When They Signed the Constitution, written by Elizabeth Levy and illustrated by Joan Holub.
 * Assessment

Post-Assessment: Students will take the same 15-question survey used in the pre-assessment to gauge students’ new knowledge and understanding of the U.S. Constitution, Founding Fathers, the Bill of Rights, the Preamble, and the branches of government. This will be used as the post-assessment and will be conducted at the end of the unit plan. The same pre- and post-assessment will be used to compare new knowledge that was acquired.

(Other informal, progress-monitoring assessments will also be done throughout the unit such as teacher observations, grand conversations, and daily activities scored using rubrics.) The students will create a portfolio for this unit that will be assessed using a rubric. The artifact that the students will add from this particular lesson is their copy of the Classroom Constitution. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL/SLD: · Reviewing the material that has already been learned, and building upon the student’s previous knowledge. · Use visual aids (copy of the constitution). · Think, pair, and share. · List important phrases (majority, signature) on the whiteboard. · Use of portfolios.
 * Exceptionalities

Gifted/Talented: · Cursive writing practice sheet o Cursive is not normally taught until third grade, but for those students who are gifted/talented, and tend to work ahead of their peers, cursive writing may be an appropriate challenge for them to try and tackle on their own. o Recommending a book of interest, such as The John Hancock Club, to a gifted/talented student may also provide a welcomed activity. ||
 * Discussion Notes || Homework: For homework, ask the students to write a brief reflection on the classroom constitution activity. Ask them to write about two components (be it part of the preamble or one of the articles) that they liked and two components that they would change. This activity will provide an outlook for the quieter students to express feelings that they may not have been comfortable expressing in front of the class. It also requires the students to think more deeply about the activity.

Parent involvement: Send out a brief note to the parents, describing the day’s activity. Ask them to discuss their family rules with their children and explain to them why these rules are important. Also ask them to discuss whether or not it is important for the rules to be written out, such as in the constitution.

Extension: As the students continue to study post-revolutionary America, they will learn that the constitution was often amended. Teachers could periodically ask the students whether or not amendments to their own classroom constitution are necessary. || Portfolio Rubric: