LESSON 8 - Portland Public Schools
LESSON 8.09 The Constitution: A More Perfect Union | |
|Learning targets |SUMMARY OVERVIEW |
|(clear, understandable versions of standards in student friendly language) |History Alive! lesson plan |
|Understand that different factors influenced change in American history from|Students take on the role of law students as they study the |
|1787 through the 1900. Those factors include the influence of individuals, |Constitution in preparation for the “bar exam”, take the exam, |
|issues and events. |and then give legal advice on Constitutional questions. Learning|
|Explain how the federal system divides powers and responsibilities between |focuses on the three branches of government, checks and balances,|
|federal, state and local governments. |the amendment process and the federal system. |
|Identify the powers of the executive, legislative and judicial branches of | |
|government. Explain how these powers form a system of checks and balances. | |
| |Recommended changes to HA! lesson plan |
| |Day 1 – Preview (ISN), Interactive Read Aloud of 9.1, read and |
| |discuss 9.2. For students needing language support use sentence |
| |frame for discussion: |
| |The phrase ____________ in the Preamble means _______________. |
| |The Introduction discusses the division of the Constitution into |
| |Articles and Sections. This provides an ideal time to have |
| |students turn to the copy of the Constitution on pages 474 – 481 |
| |and examine its layout. Ask students to find specific provisions|
| |in the Constitution, such as the minimum age requirements for |
| |President, Senator and Representative. |
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| |Day 2 – Working in mixed ability pairs, students read appropriate|
| |sections in HA text and answer questions on Question Cards. |
| |Conduct whole class review of correct answers (in ISN). |
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| |Days 3 & 4 – Skip the graduation exercise and the “bar exam” for |
| |now. Place students in mixed-ability groups of 4 to give legal |
| |advice on Constitutional dilemmas (Information Master 9). Make |
| |this a competition, as outlined in the HA Lesson Plan. |
| |Suggestion: Award extra points to groups that use the |
| |Constitution on pages 474 – 481 to find the Article and Section |
| |in which the question is answered. Students can use |
| |“Constitutional Dilemmas” matrix (linked from PPS Curriculum |
| |page) to record their legal advice and to identify where the |
| |information is found in the Constitution. |
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| |Day 5 – Instead of Processing Assignment– Use the “Bar Exam” to |
| |review for the Chapter test. This can be done with open notes |
| |(ISN) or open text. Students can prepare flash cards from the |
| |“Bar Exam” questions to quiz each other. |
| |Day 6 – Lesson Assessment |
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| |Flexible grouping pattern of the lesson |
| |Day 1 – Whole class, with partner activities. |
| |Day 2 – Mixed ability pairs. |
| |Days 3 & 4 – Mixed ability groups of 4. |
| |Day 5 – Individual or pairs. |
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|Language objectives | |
|(identified cognitive functions correlated to the learning targets, such as | |
|sequence, compare/contrast, cause/effect, infer, and argue, as well as the | |
|signal words to be deliberately taught/used in discussion and writing; | |
|sentence frames in support section) | |
|The basic structure of the chapter is within the Elaboration cognitive | |
|function, though there are opportunities within the chapter for | |
|compare/contrast. | |
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|Post on Wall: | |
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|Orally and in writing, students will use the following signal words to | |
|explain, describe and elaborate on the parts of the Constitution: | |
|Includes | |
|Such as | |
|Consists of | |
|Contains | |
|Identified by | |
| | |
|Sentence frames are located in the “Support” section below. | |
|History Alive! Preview activity | |
|(builds background; links to student experience) | |
|The Preview Activity includes several higher level thinking tasks for | |
|students. They are asked to assume the perspective of James Madison (with | |
|whom they are familiar from the previous lesson) to answer questions about | |
|government, then asked to evaluate the need for governments in their own | |
|lives. | |
|Pre-assessment activities/documents | |
|(serves as self-assessment for students; informs instruction for teachers; | |
|charts or documents may be used as a place to gather concepts/information | |
|throughout lesson through debriefing; may include visuals, lesson questions,| |
|lesson vocabulary, language objectives, and/or learning targets) | |
|Knowledge rating chart | |
|Lesson questions | |
|(drive instruction; may create links to previous learning; may be included | |
|in pre-assessment) | |
|What were the goals of the Constitution? | |
|What is the role of the legislative branch? | |
|What is the role of the executive branch? | |
|What is the role of the judicial branch? | |
|How do the powers of the three branches provide a system of checks and | |
|balances? | |
|Additional background building | |
|(streaming video segments, DVD, map review, read aloud of a related piece of| |
|fiction, etc.) | |
|Video –Key Constitutional Concepts – available at | |
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|(free login required) | |
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|Learn 360 - Turning Points: Separation of Powers and Checks and Balances | |
|(L1404903), 7:20 | |
|Key content vocabulary (italicized words are assessed) | |
|US Constitution | |
|Bill of Rights | |
|federal system/Federalism | |
|separation of powers | |
|checks and balances | |
|legislative branch | |
|bill | |
|veto | |
|executive branch | |
|impeach | |
|judicial branch | |
|amendment | |
|Preamble | |
|READING SUPPORT |
|Lesson-specific instructional supports |
|* see Enrichment Plan for Compacting/Extensions |
|Suggested Strategies for introduction |Focus pages/paragraphs for teacher guided |Thinking or Process-Related|
|Interactive Read-Aloud |reading group |Words (for example, |
| | |Bloom’s, etc.) |
|Visual Analysis of Picture (page 118) – What are these|“How Congress Passes Laws” – page 122, first two |Explain |
|buildings and what do they represent? |paragraphs |Tell |
|Think/pair/share. Students will probably recognize |“The Executive Branch Carries out Laws” – page 123, first |Specify |
|the White House (executive branch), possibly the |two paragraphs |Find |
|Capital Building (legislative branch) and perhaps the |“Powers of the President” – page 124, first three |Describe |
|Supreme Court Building (judicial branch). |paragraphs | |
| |“The Judicial Branch Interprets the Law” – page 125, last | |
|How is the Constitution a “living” document? |paragraph | |
| |“Checking the Powers of Other Branches” – page 126, 3rd | |
|Turn and talk. |and 4th paragraphs on the page | |
| |“Changing the Constitution” – page 127, 2nd and 3rd | |
| |paragraphs on the page | |
| |“Powers Belonging to the States” – page 129, first full | |
| |paragraph | |
| |Chapter Summary - all | |
|WRITING SUPPORT |
|Lesson-specific instructional supports |
|* see Enrichment Plan for Compacting/Extensions |
| |Sentence frames | |
| |for parts of the lesson | |
| |For entrance/exit slips: | |
| | | |
| |I think the Constitution is a “living” | |
| |document because ____________. | |
| | | |
| |It is important to have a system of | |
| |checks and balances because | |
| |________________. | |
|DISCUSSION SUPPORT |
|Lesson-specific instructional supports |
|* see Enrichment Plan for Compacting/Extensions |
| |Sentence frames | |
| |for parts of the lesson | |
| | | |
| |For discussion of Preamble: | |
| |The phrase ___________ in the Preamble | |
| |means ______________. | |
|FORMATIVE ASSESSMENT (for student and teacher use) |
|“Check for understanding” |Checkpoints in Student Interactive |Questions for |
|points during activities |Notebook |exit and entrance slips |
|By the end of Day 3, students should be able to identify the |Check each set of answers before giving |What makes the Constitution a |
|responsibilities of each of the 3 branches of government. |students the next set of questions. |“living” document? Why is this |
| | |important? |
|By the end of Day 4, students should be able to explain checks| | |
|& balances, the Amendment process and the federal system. | |Why is it important to have a system |
| | |of checks and balances? |
|REVIEW |
|Processing Assignment |Games |Other |
|(also serves as a formative assessment) | | |
|The Processing assignment in the ISN is lengthy (requires |The questions on the Question Cards can |“Tree of Government” assignment – |
|students to write a 5 paragraph persuasive essay) and does not|be used to create a Jeopardy-style |Students create a graphic organizer |
|adequately prepare for the final assessment. Instead, use the|review game. |for the three branches of gov’t. and |
|“Bar Exam” as an open-notes or open-book review of the content| |their responsibilities |
|of the chapter. Students could also make the questions on the| |(posted with this lesson.) |
|“Bar Exam” into flash cards to quiz each other. | | |
|RECOMMENDED LESSON ASSESSMENT AND KEY |
|Assessment |
|Key |
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