Title of Unit: Stars and Stripes Forever Title of Lesson: We the Kids Submitted By: Amy Branstetter

A. Summary of the Lesson Plan: This social studies lesson is designed for 3rd grade students to learn about their rights and responsibilities in the classroom and at school. This lesson uses the childrens book We the Kids A Preamble to the Constitution of the United States by David Catrow and TeacherTube: School House of Rock- Preamble. B. Target Population: Grade Level: 3rd grade Skill Level: students at all learning levels Grouping: whole group for read aloud and discussions, independent & small groups for activity and homework. C. Materials: Artifacts: a copy of posters of the U.S. Constitution and the Bill of Rights; a copy of school and class rules; the childrens books We the People the Constitution of the United States by Peter Spier, ISBN 0385235895, and Shh! Were Writing the Constitution by Jean Fritz. Camera Childrens Book: We the Kids A Preamble to the Constitution of the United States by David Catrow, ISBN 9780803725539. TeacherTube: School House of Rock- The Preamble/US Constitution http://teachertube.com/viewVideo.php?video_id=197680 Our Nation: What Does the Constitution Means to Me?- Scholastics Professional Book (mini-book) one per student- see last page of lesson for example 2 copies of Preamble to the Constitution (one sheet per student)-see last page of lesson for sample Class Rules: Bill of Rights- see last page of lesson for sample Plain white paper (3 to 4 sheets) Scissors Colored pencils, markers, and crayons Pencils D. Objectives: o NV State Social Studies Standards o C13.3.1 Identify and discuss examples of rules, laws, and authority that keeps people safe and property secure. C13.3.3 Explain individual responsibilities in the classroom and the school.

Student-Friendly Standards I can identify the U.S. Constitution as a document that protects my rights. I can tell about my rights and responsibilities in the classroom and at school.
EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Nevada State College

Title of Unit: Stars and Stripes Forever Title of Lesson: We the Kids Submitted By: Amy Branstetter

E. Procedure: 1. Read the objectives on the board to students and have them repeat it again with you. 2. Introduce & review vocabulary words (Preamble, U.S. Constitution, rights, responsibilities, government), definitions, and the meaning of what it means to be American. 3. Have students write the words and definitions down in their journals as a T-chart. 4. Start by reviewing the school rules with students, read and discuss. Ask them why rules are established and why do we follow them? 5. Lead discussions into reviewing our classroom rules and talk about why they are so important to have and follow. 6. Write the classroom rules on the board, even though they are posted in the room. Discuss, review, add rules, or omit rules as a class vote and discuss. Pick one student volunteer to have the job of rewriting the rules down on blank paper that we will later dye with tea-bags (this technique will make it appear to be an old authentic document) and hang on the classrooms wall with all student signatures. 7. Play the TeacherTube: School House of Rock- The Preamble/US Constitution http://teachertube.com/viewVideo.php?video_id=197680 8. Follow with discussion about the short video and give brief overview highlighting key points. 9. Read aloud the book We the Kids A Preamble to the Constitution of the United States by David Catrow. This book takes the words of the Preamble and shows children the role that it plays in their lives NOW. 10. After reading the book, explain to students we will be making our own classroom Preamble and Bill of Rights that everyone will sign when we are all done. 11. Pass out one colored copied Preamble page to each student and have students pull out coloring tools (pens, colored pencils, markers). Explain they will be responsible for that page in our class book and they should do their neatest work. Each student will draw a picture and write a sentence of what freedom and America means to them. 12. When students are done they bring their papers to teacher and then go to the Bill of Rights station, where they review the rights and sign. They will look over the artifacts table station while they are there. 13. Teacher takes a picture of each student (polaroid, digital, etc) and will place photo next to students work on the bulletin board. Later this will be made into a class book with photos and pictures.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Title of Unit: Stars and Stripes Forever Title of Lesson: We the Kids Submitted By: Amy Branstetter

14. Pass out and review the homework directions, which are basically: read, color, assemble minibook, and be prepared to discuss them tomorrow. 15. Review vocabulary words, any questions, answers, or comments by students. 16. CLOSURE: Have students reread the objectives on the board: - I can identify the U.S. Constitution as a document that protects my rights. - I can tell about my rights and responsibilities in the classroom and at school. Ask them to show a sign showing how they feel about meeting the objectives. Students can use one finger for yes and two fingers for no and place close to chest. If there is time left, read aloud the book We the People: The Constitution of the United States of America by Peter Spier. This book was on the artifacts table for students to view.

F. Assessment: What will you use to measure student understanding? I will use students discussions of the read aloud and participation of making the Preamble class book and the classroom Bill of Rights as an informal assessment. This lesson should be mostly review and application for students. It will build a foundation for upcoming lesson ideas. Explain how you will know students understand the concepts from the lesson. I can recognize that students are grasping the concept by their pictures and sentences creation. I will check-in on vocabulary comprehension independently with students and during discussion, I will informally check on students comprehension and responses to class and school rules. Also, I will informally check student responses to the objectives review (thumbs-up/down) and we will review concepts with the homework again at the start of tomorrows lesson. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? Finding the printable activity for the classroom, Our Classroom Preamble was the easiest part of creating this lesson. I had already had the materials for this lesson in my possession, so it was easy to put the idea together. 2. Which part will be most challenging for you to teach? Planning what I wanted the students to clearly walk away with was a little more challenging. I want them to have fun, but it must align with the standards at the same time. Creating the assessment was probably the most challenging part of this lesson.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 3

Title of Unit: Stars and Stripes Forever Title of Lesson: We the Kids Submitted By: Amy Branstetter

3. How will you follow up or extend this lesson? I would like to add the other read aloud as a wrap up, so I hope there is time. Id also like to review the Constitution a little more in-depth (although students would have had some background knowledge from previous chapters of the textbook). 4. What will you do for students who dont grasp the concepts? I will work with struggling students to build clearer understanding of key concepts with a graphic organizer and more picture review. Struggling students can draw pictures for each vocabulary word in their journals and write review questions about the concepts/words for the rest of the class. They can ask class review questions at the end of the lesson if theres time. 5. Which part of the lesson, if any, do you think might need to change? I like this lesson, I think students will enjoy it a lot and it will help build a sense of community in the classroom also. While they are having fun, the classroom and school rules are being reinforced and reminding students of their responsibilities, duties, rules, and rights. Students appreciate knowing what is expected of them and theyre building a quality and respectful learning environment at the same time. 6. When you were writing this lesson plan, what was the most difficult part? I think making sure I could assess the students comprehension was the toughest part. The students are going to have enough worksheets and partnering in the future lessons of this unit, so I didnt want them doing one for this lesson. I mostly want to establish and remind students of some key background information for the next sequential lessons.

Artifacts:

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 4

Title of Unit: Stars and Stripes Forever Title of Lesson: We the Kids Submitted By: Amy Branstetter

Childrens Books:

TeacherTube: School House of Rock- The Preamble/US Constitution:

http://teachertube.com/viewVideo.php?video_id=197680

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 5

Title of Unit: Stars and Stripes Forever Title of Lesson: We the Kids Submitted By: Amy Branstetter

Class Rules- Bill of Rights:

Class Book- Preamble to the Constitution:

What Does the Constitution Mean to Me?

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 6