The US Constitution Thematic Unit

Jeanne Asberry
Guidelines for Planning Interdisciplinary Unit
1. Formulate a goal statement that indicates the principles or concepts to be understood at the
completion of the lesson.
The purpose of this lesson is to explain how and why the U.S. Government was created, purpose
of having a Constitution, understand federal versus state powers, and why the Bill of Rights
exist.
2. Select the primary content base that will be the catalyst for instruction
The primary content will be the U.S. Constitution-
SS.5.C.1.1: Explain how and why the United States government was created.
SS.5.C.1.2: Define a constitution, and discuss its purposes.
SS.5.C.1.5: Describe how concerns about individual rights led to the inclusion of the Bill of
Rights in the U.S. Constitution.
SS.5.C.3.1: Describe the organizational structure (legislative, executive, judicial branches) and
powers of the federal government as defined in Articles I, II, and III of the U.S. Constitution.
3. Identify events, discoveries, and writings within other disciplines that relate to the primary
content base in a meaningful way.
Social Studies/Language Arts/Vocabulary-
Information-US Constitution
http://www.enchantedlearning.com/history/us/documents/constitution/
Information/Differentiation-The US Constitution Video
http://www.timeforkids.com/photos-video/video/tfk-explains-us-constitution-103921
Information-Book-The US Constitution and Bill of Rights by Megan Schmidt
Formative Assessment/Differentiation-Story web to use with reading- dailyteachingtools.com
/free-graphic-organizers-w.html
Formative assessment-enchantedlearning.com/history/US/documents/constitution/cloze-cloze
activity on history of US Constitution and Three Branches of Government
Differentiation/Instructional Variety-Computer/LED Projector
Social Studies/Math-
Information-Book-The US Constitution and Bill of Rights by Megan Schmidt
Information and Formative Assessment-Bill of Rights and Three Branches/teacher-generated
word problems-http://www.ducksters.com/history/us_bill_of_rights.php-

Information-Time for Kids Explains the Branches of Government video-
http://www.timeforkids.com/photos-video/video/time-kids-explains%E2%80%A6-branches-
government-397116
Information-The Bill of Rights History- https://www.youtube.com/watch?v=Ceb1wkSamG4
Formative Assessment/Differentiation-Green printer paper for foldables
Differentiation/Instructional Variety-Computer and LED Projector
Social Studies/Geography
Information-13 original colonies-http://www.landofthebrave.info/facts-about-13-colonies.htm
Information-John Adams(Massachusetts), Benjamin Franklin(Pennsylvania), Alexander
Hamilton(New York),Thomas Jefferson(Virginia), James Madison(Virginia), and George
Washington(Virginia) The students will use the following websites for information on Framers
https://www.constitutionfacts.com/us-founding-fathers/about-the-founding-fathers/.
Information-John Jay(New York) go to
http://www.americaslibrary.gov/jb/colonial/jb_colonial_johnjay_2.html
Accelerated Learner-Video- Formative Assessment-Rubric-
http://sjspeandhealth.weebly.com/uploads/1/3/7/0/13700485/webquestrubric.pdf
Formative Assessment-Story web- dailyteachingtools.com /free-graphic-organizers-w.html
Stars with 13 original colonies
Cut outs with Framers’ faces
Velcro
US Map
Social Studies/Science/Art
Information-Foldable from Tuesday for a review on the organization of the US constitution and
elections.
Information-Video-The Electoral College-https://www.youtube.com/watch?v=W9H3gvnN468
Construction Paper for campaign posters and graphs
Water color and paint brushes
Colored pencils
Scissors
Glue
Social Studies/Writing
4. Determine the key points of intersection between disciplines that correspond to the established
terminal goal.
A. US Constitution/Language Arts/Vocabulary- LAFS.5.L.3.6 Acquire and use accurately
general academic and domain-specific words and phrases as found in grade level appropriate

texts, including those that signal contrast, addition, and other logical relationships
(e.g., however, although, nevertheless, similarly, moreover, in addition). Students must be able
to recall 80% vocabulary on a cloze activity after a reading on the history of the US Constitution
from the enchantedlearning.com website.
B. US Constitution and Math- MAFS.K12.MP.1.1 : Make sense of problems and persevere in
solving them. Students will solve nine word problems based on facts from www.ducksters.com
website.
C. US Constitution and Geograpy- SS.5.G.1.5: Identify and locate the original thirteen colonies
on a map of North America. Brief study of seven founding fathers and their colonies. Students
become familiar with some signers of the US Constitution.
D. US Constitution/Science/Art-SC.5.N.1.1: Define a problem, use appropriate reference
materials to support scientific understanding, plan and carry out scientific investigations of
various types such as: systematic observations, experiments requiring the identification of
variables, collecting and organizing data, interpreting data in charts, tables, and graphics,
analyze information, make predictions, and defend conclusions.VA.5.O.3.1: Create meaningful
and unique works of art to effectively communicate and document a personal voice. Voting in
elections is commonplace for America. Students will have their own mock election where they
create advertisements, decorate the room like a campaign headquarters. Not only will they create
art work, but also choose parties, running mates, and candidates. The students will then analyze
the voting data to determine the winner.
E. US Constitution and Writing- LAFS.5.W.2.4 : Produce clear and coherent writing in which
the development and organization are appropriate to task, purpose, and audience.
LAFS.K12.W.2.5 :Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach. Students create a classroom Constitution and Bills of
Rights
5. Formulate instructional objectives- History/Social Science-explain how the US Constitution
was created and also explain why the US Constitution was created.
Social Studies/Language Arts/Vocabulary- After reading from the Enchanted Learning
website, students will explain the purpose of the US Constitution in order to recall at least
80% of the vocabulary on a cloze activity.
Social Studies/Math-While reading from the website www.duckster.com about the
organizational structure of the US Government, the students will solve at least 8 out of 9
word problems correctly based on facts from the website.
Social Studies/Geography- After being given several websites to locate the Framer’s
states (13 original colonies), students will construct a cohesive PowerPoint of at least three
facts during a webquest.
Social Studies/Science/Art- After a review of the election processes of the US
Constitution, students will analyze voting data from a correctly labeled, well-organized,
bar graph during a mock election.
Social Studies/Writing- After a review of the structure, powers, and Bill of Rights in the

US Constitution, students will correctly design a classroom Constitution and Bill of Rights
while in small groups and then as a whole group (Possible summative assessment).
6. Identify the necessary prerequisite knowledge-Describe how Florida's Constitution protects
the rights of citizens and provides for structure, function, and purpose of state government
(SS.4.C.1.1). Identify the three branches of government (legislative, judicial, and executive) of
government in Florida and the powers of each (SS.4.C.3.1). Math-Make sense of problems and
persevere in solving them (MAFS.K12.MP.1.1). Art-Role play and decorate-Use of art-making
process, analysis, and discussions to identify the connections between art and other
disciplines*(VA.4.C.6). Create art to promote awareness of school and/or community concerns
(VA.4.F.3.1). Create an original scene or monologue based on a historical event or person
(TH.4.C.3.2). Define the elements of a selected scene that creates an effective presentation of an
event or person (TH.4.C.3.3). Geography-Utilize technology resources to gather information
from primary and secondary sources (SS.3.A.1.2). Vocabulary-Define terms related to the social
sciences (SS.3.A.1.3). English/Lang Arts-Use of knowledge of language and its conventions
when writing, speaking, reading, or listening (LAFS.4.L.2.3). Demonstrate command of
conventions of standard English, capitalization, punctuation and spelling when writing.
7. Formulate instructional strategies that will compel students to use their knowledge in one
discipline to better understand and appreciate another.
Day 1-Soc Studies/Language Arts/Vocabulary-Direct Instruction and guided practice (create
cheer)-Use of LED projector and enchantedleanring.com website. Students will echo read the
info and complete a cloze activity for formative assessment. The teacher has provided a story
web for students to complete notes.
Day 2-Social Studies/Geography- Direct instruction-minilesson on founding fathers (some quick
facts about them) and states they represented (create cheer) Indirect instruction-webquest
activity-students will follow directions given to them by the teacher. While in small groups, they
will list three facts about seven of the founding fathers and their states. The students will then
share their new knowledge in a think-pair-share (use cheer). Teacher is facilitating and
circulating the room
Day 3-Social Studies/Math-Direct Instruction, guided practice (create cheer)- use
of www.duckster.com to discuss powers, structure and purpose of US Constitution. Begin lesson
with three questions to activate prior knowledge(use cheer for connections). Students will create
a foldable from the info on the duckster website (turn and talk to shoulder buddy). The teacher
will provide some questions for a quick knowledge check. Small groups-students complete a
teacher-generated word problems based on the facts from duckster.com
Day 4-Social Studies/Science/Art- Direct Instruction (create cheer). Students will form groups of
four to review story maps/webs on organizational structure of US Constitution, video(The

Electoral College) and discussion of election process. While in groups students select a materials
person. Person gathers construction paper, scissor, and glue. Students collaborate to create their
own campaign advertisements, decorate the room and nominate class officers. After a
nomination of class officers, there will be short speeches and a final vote. Students will create
and analyze a bar graph to determine the winner (use cheer).
Day 5-Social Studies/Writing-Direct Instruction (create cheer). Students will form small groups
of four students (home group) to review foldables, story maps, and webs from Monday, Tuesday,
and Wednesday. A materials person has already been selected to gather chart paper and story
maps. The teacher will provide the students with copies of kid friendly Constitutions and Bill of
Rights. From their home group, students will perform a stand up, hand up, pair up to compare
list of ideas for the classroom Constitution and Bill of Rights. After about three rounds of stand
up, hand up, pair up the students will return to their home groups. As a whole class the group
will construct a whole class Constitution and Bill of Rights. Teacher will use the computer and
LED Projector to display ideas. The classroom Constitution and Bill of Rights will be hung on
chart paper in the classroom (use cheer)
Thematic Unit Outline
Grade 5:
Unit Topic: The U.S. Constitution Interdisciplinary Unit
Course/Subject: Interdisciplinary
Approximate Time Required: One week
1. Main Purpose of the Unit
The purpose of this lesson is to explain how and why the U.S. Government was created, the
purpose of having a Constitution, understand federal versus state powers, and why the Bill of
Rights exist.
2. Performance Objectives
The student will be able to:
Social Studies/Language Arts- After reading from the Enchanted Learning website,
students will explain the purpose of the US Constitution in order to recall at least 80% of
the vocabulary on a cloze activity.
SS.5.C.1.1: Explain how and why the United States government was created.
LAFS.5.L.3.6: Acquire and use accurately general academic and domain-specific words
and phrases as found in grade level appropriate texts, including those that signal
contrast, addition, and other logical relationships (e.g., however, although, nevertheless,
similarly, moreover, in addition).

 Social Studies/Math-While reading from the website www.duckster.com about the
organizational structure of the US Government, the students will solve at least 8 out of 9
word problems correctly based on facts from the website.
SS.5.C.3.1: Describe the organizational structure (legislative, executive, judicial
branches) and powers of the federal government as defined in Articles I, II, and III of the
U.S. Constitution.
SS.5.C.1.5: Describe how concerns about individual rights led to the inclusion of the Bill
of Rights in the U.S. Constitution.
MAFS.K12.MP.1.1 : Make sense of problems and persevere in solving them.
 Social Studies/Geography- After being given several websites to locate the Framer’s
states (13 original colonies), students will construct a cohesive PowerPoint of at least
three facts during a webquest.
U.S. Constitution.
SS.5.G.1.5: Identify and locate the original thirteen colonies on a map of North
America.
 Social Studies/Science/Art- After a review of the election processes of the US
Constitution, students will analyze voting data from a correctly labeled, well-organized,
bar graph during a mock election.
U.S. Constitution.

SS.5.C.2.5 :Identify ways good citizens go beyond basic civic and political
responsibilities to improve government and society
SC.5.N.1.1: Define a problem, use appropriate reference materials to support scientific
understanding, plan and carry out scientific investigations of various types such as:
systematic observations, experiments requiring the identification of variables, collecting
and organizing data, interpreting data in charts, tables, and graphics, analyze
information, make predictions, and defend conclusions.
VA.5.O.3.1: Create meaningful and unique works of art to effectively communicate and
document a personal voice
 Social Studies/Writing-After a review of the structure, powers, and Bill of Rights in the
US Constitution, students will correctly design a classroom Constitution and Bill of
Rights while in small groups and then as a whole group (Possible summative
assessment).
U.S. Constitution.
SS.5.C.1.5: Describe how concerns about individual rights led to the inclusion of the Bill
of Rights in the U.S. Constitution.
LAFS.5.W.2.4 : Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience.
LAFS.K12.W.2.5 :Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
Prior Knowledge
The student should already know or understand the following:
 SS.4.C.1.1:Describe how Florida's Constitution protects the rights of citizens and
provides for structure, function, and purpose of state government
 SS.4.C.3.1: Identify the three branches of government (legislative, judicial, and
executive) of government in Florida and the powers of each
 MAFS.K12.MP.1.1:Math-Make sense of problems and persevere in solving them
 VA.4.C.6: Art-Role play and decorate-Use of art-making process, analysis, and
discussions to identify the connections between art and other disciplines
 VA.4.F.3.1: Create art to promote awareness of school and/or community concerns

 TH.4.C.3.2:Create an original scene or monologue based on a historical event or
person. TH.4.C.3.3: Define the elements of a selected scene that creates an effective
presentation of an event or person.
 SS.3.A.1.2: Geography-Utilize technology resources to gather information from primary
and secondary sources.
 SS.3.A.1.3: Vocabulary-Define terms related to the social sciences
 LAFS.4.L.2.3: English/Lang Arts-Use of knowledge of language and its conventions
when writing, speaking, reading, or listening.
3. Content Outline
A. Monday-Social Studies/Language Arts
1. How was the US Constitution created?
2. What is the purpose of the U.S. Constitution.
3. Why do we have a US Constitution
4. Vocabulary words
5. Cloze activity directions and rubric
B. Tuesday-Social Studies/Math
1. Organization Structure of the US Constitution
2. Powers of the federal and state government
3. Bill of Rights
4. Word Problems directions and rubric
C. Wednesday-Social Studies/Geography
1. 13 Original Colonies
2. 7 of the Founding Fathers
3. Webquest directions and rubric
D. Thursday-Social Studies/Science/Art
1. Review of organizational structure of the US Constitution
2. Powers of federal and state government
3. Basic civic and political responsibilities such as election/campaign process
4. Campaign advertisements
5. Charts to collect voting data and rubric
E. Friday
1. Review of organizational structure of US Constitution
2. Powers of federal and state government
3. Bill of Rights
4. Address what clear and coherent writing is.
5. How small groups will collaborate, but receive individual grades
6. Whole class constitution and Bill of Rights directions and rubric
4. Procedures and Activities
 Mon-Soc Stud/Language Arts-Direct Instruction and guided practice (create cheer)-Use
of LED projector and enchantedleanring.com website. Students will echo read the info

and complete a cloze activity for formative assessment. The teacher has provided a story
web for students to complete notes.
 Tues- Social Studies/Math-Direct Instruction, guided practice (create cheer)- use
of www.duckster.com to discuss powers, structure and purpose of US Constitution. Begin
lesson with three questions to activate prior knowledge(use cheer for
connections). Students will create a foldable from the info on the duckster website (turn
and talk to shoulder buddy). As a whole group, the class will complete interactive
quizzes on duckster.com. Small groups-students complete a teacher-generated word
problems based on the facts from duckster.com
 Wed- Social Studies/Geography- Direct instruction-minilesson on founding fathers
(some quick facts about them) and states they represented (create cheer). The teacher will
model a think aloud by asking four questions while holding a Framer’s(delegate) face and
colony he represents. The teacher will then explain the objective of constructing a
“cohesive” PowerPoint during a Webquest. Class is then divided into seven groups of
three to cover seven of 55 Framers (delegates). The teacher then explains the rubric and
defines “cohesive” while showing a sample cohesive PowerPoint. Students question and
teacher response time. Indirect instruction-The two websites for the webquest are given.
The seven Framers and colonies are on the students’ desk with velcro. A US Map has
velcro on it so that students can locate and stick the Framer’s faces to the colonies. The
teacher will cover all other colonies not researched by students. Each group will be given
5 minutes to present their PowerPoint to the class. The teacher hands each student a story
web to take notes during the presentation. Preprinted exit ticket addressing the essential
questions. The teacher facilitates and circulates.
 Thurs-Social Studies/Science/ Art-Direct Instruction (create cheer). Students will form
groups of 4 to review story maps/webs on organizational structure of US Constitution,
video and discussion of election process. While in groups students select a materials
person. Person gathers construction paper, scissor, and glue. Students collaborate to
create their own campaign advertisements, decorate the room campaign headquarters and
nominate class officers. After a nomination of class officers, there will be short speeches
and a final vote. Students will create a chart or pie graph of votes to be done
individually. The teacher will circulate to ensure that students are on task and facilitate.
 Fri- Social Studies/Writing- Direct Instruction (create cheer). Students will form small
groups of four students (home group) to review foldables, story maps, and webs from
Monday, Tuesday, and Wednesday. A materials person has already been selected to
gather chart paper, and story maps. The teacher will provide the students with copies of
kid friendly Constitutions and Bill of Rights. From their home group, students will

perform a stand up, hand up, pair up to compare list of ideas for the classroom
Constitution and Bill of Rights. After about three rounds of stand up, hand up, pair up the
students will return to their home groups. As a whole class the group will construct a
whole class Constitution and Bill of Rights. Teacher will use the computer and LED
Projector to display ideas. The classroom Constitution and Bill of Rights will be hung on
chart paper in the classroom (use cheer).
5. Instructional Aids and Resources
Social Studies/Language Arts/Vocabulary-
 Information-US Constitution
 Information/Differentiation-The US Constitution Video
http://www.timeforkids.com/photos-video/video/tfk-explains-us-constitution-103921
 Information-Book-The US Constitution and Bill of Rights by Megan Schmidt
 Formative Assessment/Differentiation-Story web to use with reading-
dailyteachingtools.com /free-graphic-organizers-w.html
 Formative assessment-enchantedlearning.com/history/US/documents/constitution/cloze-
cloze activity on history of US Constitution and Three Branches of Government
 Formative Assessment-Rubric-Rubistar.4teachers.org
 Differentiation/Instructional Variety-Computer/LED Projector
Social Studies/Math-
 Information and Formative Assessment-Bill of Rights and Three Branches/teacher-
generated word problems-http://www.ducksters.com/history/us_bill_of_rights.php-
 Information-Time for Kids Explains the Branches of Government video-
http://www.timeforkids.com/photos-video/video/time-kids-explains%E2%80%A6-
branches-government-397116
 Information-The Bill of Rights History-
https://www.youtube.com/watch?v=Ceb1wkSamG4
 Formative Assessment/Differentiation-Green printer paper for foldables
 Formative Assessment-Rubric-Rubistar.4teachers.org
 Differentiation/Instructional Variety-Computer and LED Projector
Social Studies/Geography
 Information-13 original colonies-http://www.landofthebrave.info/facts-about-13-
colonies.htm
 Information-John Adams(Massachusetts), Benjamin Franklin(Pennsylvania), Alexander
Hamilton(New York),Thomas Jefferson(Virginia), James Madison(Virginia), and George
Washington(Virginia) The students will use the following websites for information on
Framers https://www.constitutionfacts.com/us-founding-fathers/about-the-founding-
fathers/.

 Information-John Jay(New York) go to
http://www.americaslibrary.gov/jb/colonial/jb_colonial_johnjay_2.html
 Accelerated Learner-Video-Life in the Colonies
https://www.youtube.com/watch?v=wrR3Kxd24Hs
 Formative Assessment-Rubric-
 Formative Assessment-Storyweb- dailyteachingtools.com /free-graphic-organizers-
w.html
 Star cut outs with 13 original colonies
 Cut outs with Framers’ faces
 Velcro
 US Map
Social Studies/Science/Art
 Information-Foldable from Tuesday for a review on the organization of the US
constitution and elections.
 Information-Video-The Electoral College-
https://www.youtube.com/watch?v=W9H3gvnN468
 Formative Assessment- Rubric-Rubistar.4teachers.org
 Art and/or Graph Materials-Construction Paper for campaign posters and graphs,
water color paintbrushes, colored pencils, scissors and glue
Social Studies/Writing
 Information-foldables, story webs and maps from Monday, Tuesday, and Wednesday
 Information-Bill of Rights: video 3 min and 34 sec.
(https://www.youtube.com/watch?v=yYEfLm5dLMQ)
 Information-Preamble video: 3 min.
 (https://www.youtube.com/watch?v=yHp7sMqPL0g )
 Summative Assessment and Idea-Lesson Plan including Preamble and Class
Constitution Summative Assessment: Adapted from (http://www.crfc.org/teaching-
materials/we-students-writing-class-constitution)
 Chart Paper
 Rubric-Rubistar.4teachers.org
6. Assessment and Evaluation
Develop/borrow a rubric to grade these.
A. Cloze Activity
B. Math Word Problem

C. Webquest Activity
D. Bar Graphs of Vote and Campaign Advertisements
E. Individual Contribution/Small Group/ Classroom Constitution and Bill of Rights
USFSM FORMAL LESSON PLAN FORMAT
Candidate Name Jeanne N Asberry Date 4/14/2016
Lesson Title
The US Constitution Thematic Unit-Language
Arts/Vocabulary
Grade 5
Florida
Standards
SS.5.C.1.1: Explain how and why the United States government was
created.
LAFS.5.L.3.6: Acquire and use accurately general academic and domain-
specific words and phrases as found in grade level appropriate texts,
including those that signal contrast, addition, and other logical
relationships (e.g., however, although, nevertheless, similarly, moreover,
in addition).
LAFS.5.L.3.4
Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 5 reading and content, choosing flexibly from
a range of strategies.
a. Use context (e.g., cause/effect relationships and comparisons in
text) as a clue to the meaning of a word or phrase.
Arts Standards N/A
Essential
Question
Why was the United States government created?
What is a constitution and why do we have it?

Type of lesson New knowledge
Assessment
Summative
(include a tool or
data you’ll gather)
N/A
Formative
(include specific
ways to measure
and document
progress)
Students will complete a cloze activity consisting of US Constitution
vocabulary words taken from enchantedlearning.com. Students should
be able to recall at least 80% vocabulary words from the reading.
Teacher will be circulating to make sure students are on tasks.
Learning Objectives
Objective(s)
After reading from the Enchanted Learning website, students will explain
the purpose of the US Constitution in order to recall at least 80% of the
vocabulary in a cloze activity.
Prior Knowledge
SS.4.C.1.1-Describe how Florida’s Constitution protects the rights of
citizens and provides for structure, function, and purpose of state
government.
SS.3.A.1.3-Vocabulary-define terms related to the social sciences.
LAFS.4.L.2.3-Use of knowledge of language and its conventions when
writing, speaking, reading, and listening
Complexity Level 1: Recall on Webb’s DOK so the the task is not too difficult
Vocabulary
Fathers(delegates), People, Branches, Judicial, Legislative, Executive,
President, Rights, defense, speech, power, changes, states, written, 27,
ratified, Union, 1788, preamble, amendment,
Instructional
Design Framework
Direct instruction, guided practice, modeling, and independent work
Differentiation
How will you handle progressing, proficient, and exemplary knowledge
and skill levels? How will you implement appropriate and allowable
instructional accommodations:
 Varying Exceptionalities-The teacher during the lesson
is conducting guided practice. Modeling, step by step
instructions, and have them repeat the instructions.
 Diverse Learners- Cultural-teacher will observe
students to identify task orientation and ensure that all
students are on task. Teacher will communicate
expectations.

 Multiple Intelligences- Visual-video on The U.S.
Constitution, Kinesthetic-Video and story web.
 English Language Learners –story web and video,
guidance and modeling. Will also use peer pair
 Accelerated Learners- will watch video and then given
the cloze activity, directions, and vocabulary; this
student may be able to complete the cloze assignment
with little guidance or modeling from the teacher.
Teacher is still there to assist when necessary.
 High Poverty- teacher will speak in formal register,
monitor progress, model asking questions.
Technology
Integration
The U.S. Constitution Video
http://www.timeforkids.com/photos-video/video/tfk-explains-us-
constitution-103921
Enchanted Learning
LED Projector
Materials and
Resources
Book-The US Constitution and Bill of Rights by Megan Schmidt
Story web to use with reading- dailyteachingtools.com /free-graphic-
organizers-w.html
US Constitution and cloze activity as formative assessment-
The US Constitution Video
http://www.timeforkids.com/photos-video/video/tfk-explains-us-
constitution-103921
Rubric-Rubistar.4teachers.org
Approximate Time
Frame
1 hour
Instructional Delivery and Facilitation Gradual Release Process
Opening
(2-3 minutes)
Before the opening of this lesson
the teacher has already placed
laminated stars with state
names(13 original colonies) and
story web on the student’s desk.
The two essential questions are on
the board. The class is already in
groups of four. Two copies of
Constitution are also hanging on

the wall.
While the teacher rings a mini bell
on the desk:
“ Hear ye, Hear ye all delegates of
the the first US Constitutional
Convention to meet for a video on
the US Constitution.”
Teacher begins video from
website Time for Kids (2 min and
46 seconds)
For the following learners, this
lesson will employ the following
instructional strategies:
Varying Exceptionalities- The
teacher during the lesson is
conducting guided practice.
Modeling, and step by step
instructions.
Diverse Learners- Cultural-
teacher will observe students to
identify task orientation and ensure
that all students are on task.
Teacher will communicate
expectations.
Multiple Intelligences- Visual-
video on The U.S. Constitution and
story web, Kinesthetic-Video,
story web, and “turn and talk.”
English Language Learners –
story web and video, guidance and
modeling. Will also use peer pair.
Copy of Constitution will be
placed on two walls.
Accelerated Learners- will watch
video. Complete the following-
Students should all be seated in
preparation for video and to
take notes on story web.
Barriers: Developmental,
language, and the lack of
experience may all be barriers
for some students. These
barriers may hinder the student
from comprehending the
concept or structure of US
Constitution.
Students are in their seats
preparing to watch the video
and taking notes on the story
web.

Imagine that you are one of the
delegates to the Constitutional
Convention, would you be in favor
of a strong government or weak
government? Why?
High Poverty-teacher will speak
in formal register, monitor
progress, model asking questions.
Development
“Now delegates while I have your
attention, today we will start our
US Constitution unit. By the end
of the lesson today, you should
have new knowledge of how the
US Constitution was created, the
purpose of the US Constitution,
and why we have a US
Constitution. It is important that
you listen and take notes as there is
a cloze(fill in the blank) activity at
the end of this lesson. ”
“Are there any questions?” “Please
raise your hands.”
Teacher Responses:
1. “Cloze activity is a fill in
the blank exercise.”
2. “The stars will be useful in
Wednesday’s, but each of
them are one of the 13
original colonies. These are
the states that the
delegates(framers)
represented”
Students are sitting listening to
teacher state the objective.
Students can ask questions
like:
1. “What is a cloze
activity?”
2. “What are these stars
with the states on our
desk?”

3. “Yes, the story webs are to
be used with the readings
for today. Take as many
notes as you like. I will
even give you some
important parts to write
down. So tune in.”
4. “During the reading the
term delegates will be
discussed and written
down.”
“It is time for us to begin reading.
Before we do, I have created a
cheer for new knowledge and I
want everyone to stand and copy
our cheer for today.”
Teacher models new cheer:
Two snaps in the air and says
“great job”
The teacher clicks on the link to
enchantedlearning.com
“Again as we are reading the
information, please take your notes
on the story web. As I read one
line, you will then repeat after me
like an echo. I may even call on
some students to read individually,
so be on the look out.”
“Students please turn to your
shoulder buddy and using your
notes, talk to them about what you
just learned from the reading. After
each person shares, give them a
two snaps in the air and “great job”
cheer.”
3. “Will we use these
story webs today?”
4. “What are delegates?”
Students mimic the teacher as
the cheer is demonstrated.
Students are following along
with the reading, taking notes,
and echo reading.
Students conduct a “turn and
talk” to shoulder buddy,
sharing their notes one at a
time. They both give each

Modeling: “Turn and Talk”
The teacher will stop for a brief
discussion, clarifications, and
questions after the reading. (This
is also bathroom and water break
time.)
“We have just read an overview of
the US Constitution. I will now
read a book entitled, The US
Constitution and Bill of Rights by
Megan Schmidt. Feel free to take
notes again. If you come across a
fact that you already have written
down, place a check next to it.”
(The book is projected on the LED
projector.)
The teacher looks up from the
projector to make sure everyone is
on task.
Teacher begins reading the book,
calling on some students to read
(drawing a popsicle out of a cup)
and discussing key details for
students to add to notes not found
on website (Teacher will not cover
the section on the Bill of Rights as
this is part of Tuesday’s lesson)
“Students please “turn and talk to
your “across the table buddy”,
other the two snaps in the air
and great job cheer.”
Student Questions: Questions
will vary based on the reading.
Students are also using time to
take bathroom and/or water
breaks.
Students are listening to the
teacher read and checking for
key details they may already
have and are to place a check
next to that detail.
Some students are reading
aloud after their name was
drawn from a cup while the
other students listen and
continue to add notes.
All students will perform

taking turns and then make sure
you give todays cheer.”
“Now that we have all this new
knowledge and you have shared
your knowledge, it is time to
discuss vocabulary. Has anyone
written any words down on your
story webs that you are not
familiar with?”
(Teacher is creating a word bank
on the computer. It is being
projected on the LED screen as the
teacher types.)
The teacher will add some more
words or numbers to the list that
are part of the cloze activity such
as: President, Rights, defense,
speech, changes, states, written,
27, Union, 1788, first,
approved(ratified), People, and
Benjamin.
The teacher hands out a copy of
the cloze activity for students to
complete and addresses the terms
in the word bank. The teacher then
reads the activity one time for the
whole group.
“Students you may use your notes
only, as this work is independent.
After, we will have an open
discussion of this exercise.”
another “turn and talk” with
across the table buddy about
details from the book and give
the two snaps and “great job”
cheer.
Student responses will vary,
but the following may be part
of the student generated list:
“ratified”
“amendment”
“framers, founding fathers,
(delegates)”
“bill”
“convention”
“Preamble”
“Articles of Confederation”
“bicameral”
“Legislative”
“Judicial”
“Executive”
“separation of power”
“checks and balances”
Students are looking and
skimming the cloze activity.
They then follow along as the
teacher is reading.
Students will provide their
responses on the cloze activity.
From top to bottom of activity,
student responses should be the
following:

(Teacher explains the rubric)
Modeling: Think Aloud on the first
blank of the cloze only, then
students must complete the work
independently.
Teacher circulates the room to
ensure students are on task and see
if they need scaffolding.
“written” “founding” “first”
“President” “Benjamin”
“approved” “1788” “power”
“People” “Union” “defense”
“branches” “legislative”
“executive” “judicial”
“changes” “Rights” “speech”
“27”
Closing the Lesson
(3-5 minutes)
Teacher generated Exit Tickets
Why was the United States
government created?
What is a constitution and why do
we have it?
Teacher calls on three students to
give a response.
Students will complete exit
tickets:
Student responses: “The US
government was created to:
replace the Articles of
Confederation”
“have a strong Congress”
“money”
“taxes”
The Constitution is______and
we have it
because__________.
“Supreme law, it has three
branches.”
“framework for our
government, protects citizens”
Questions From Blooms Level 1: Recall Webb’s DOK/Level 2: Comprehension-Why was

Taxonomy of the
Cognitive Domain
or
Webb’s Depth of
Knowledge
the United States government created?
Level 1: Recall Webb’s DOK/Level 1: Knowledge:What is a
constitution and why do we have it?
Accelerated Learner-Level 4: Extended Knowledge Webb’s
DOK/Level 6: Evaluation Blooms- Imagine that you are one of
the delegates to the Constitutional Convention, would you be in
favor of a strong government or weak government? Why?
Home Extension
Social Studies /Language Arts/Vocabulary- US Constitution Cloze Activity Rubric
Teacher Name: Ms. Asberry
Student Name: ________________________________________
CATEGORY 8-10 5-7 2-4 0-1
Vocabulary
Placement
Student correctly
identified 16-20
vocabulary terms in
a cloze activity.
Student correctly
identified 10-14
vocabulary terms in
a cloze activity.
Student correctly
identified 5-9
vocabulary terms in
a cloze activity.
Student correctly
identified 1-4
vocabulary terms in
a cloze activity.
Comprehension Student fully
understands the use
of context clues to
correctly identify
where the
vocabulary terms
belong in the text.
Student has a basic
understanding of
the use of context
clues to correctly
identify where
vocabulary terms
belong in the text.
Student shows
limited
understanding of
the use of context
clues to correctly
identify where
vocabulary terms
belong in the text.
Student had
difficulty
understanding the
use of context clues
to correctly identify
where vocabulary
terms belong in the
text.

US Constitution: Cloze Activity
Fill in the blanks in the text below.
Word Bank:
Fathers
People
branches
Judicial
Legislative
Executive
President
Rights
defense
speech
power
changes
states
written
27
approved
Benjamin
Union
1788
first
The Constitution of the United States is a document that outlines the basis of the Federal
(national) government of the USA. It was ________________________________ in 1787 at the
"Constitutional Convention" held in Philadelphia, Pennsylvania. The 55 men at the convention
are called the "Founding ________________________________" of the USA, and are also
known as the "framers of the Constitution." Some of the more famous of the framers are George
Washington (the ________________________________ President of the USA), James Madison
(the fourth ________________________________ of the USA),
________________________________ Franklin and Alexander Hamilton.
The US Constitution was ratified (________________________________) on June 21,
___________________________. It replaced the earlier set of rules, the Articles of
Confederation (which were written in 1781, but gave Congress very little
________________________________).
The Preamble of the Constitution is the short introduction to the Constitution; it explains that the
document proposes to establish a more perfect government complete with justice, tranquility, and
liberty. It states, "We the ________________________________ of the United States, in Order
to form a more perfect ________________________________, establish Justice, insure
domestic Tranquility, provide for the common ________________________________, 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 sets up the US government as a republic with three
________________________________ of government: the
________________________________ branch (which makes the national laws and consists of
Congress), the ________________________________ branch (headed by the President), and the
________________________________ branch (which interprets the Constitution and laws, and

consists of judges in courts). The Constitution sets up the power balance between
________________________________ and the Federal government, details how to add new
states to the USA, tells how the Constitution can be amended, and enumerates requirements for
ratifying (approving) the Constitution by the states.
Many amendments (________________________________ to the Constitution) have been made
throughout the years. The first 10 amendments, called the Bill of
________________________________, were added in 1791; the Bill of Rights preserves the
rights of the people, including the freedom of ________________________________ and
religion, among others. So far, there have been ___________________________ amendments to
the constitution.
The US Constitution has been the model for many countries' constitutions around the world. It is
a great document that has withstood the test of time in creating a government that has functioned
well for over 200 years while preserving individual liberty and justice.

USFSM ABBREVIATED LESSON PLAN FORMAT
Candidate:
Jeanne N Asberry
Instructional Design(ID) Framework, Type of lesson, and Content area:
ID Framework(s): direct instruction, whole group and then small group
Type of lesson: Review and New knowledge
Content area: Social/Studies and Math
Standard(s):
NGSSS-SS.5.C.3.1: Describe the organizational structure (legislative, executive,
judicial branches) and powers of the federal government as defined in Articles I, II,
and III of the U.S. Constitution.
SS.5.C.1.5: Describe how concerns about individual rights led to the inclusion of the
Bill of Rights in the U.S. Constitution.
Florida Standards- MAFS.K12.MP.1.1 : Make sense of problems and persevere in
solving them
 Objective: While reading facts from the website www.duckster.com about the
organizational structure of the US Government, the students will solve at least 80% of
some word problems correctly.
Formative Assessment : Math Word Problems, foldable, Teacher knowledge check,
circulation to ensure students are on task and facilitation for assistance.
Essential Question (s):How is the US Government arranged and what are its three branches?
What are the Bill of Rights?
Sequence of Activities (Gradual Release Process)
Opening :The two essential questions are already on the board. Teacher walks over to a copy
of the US Constitution and begins to read, “We the people of the United States in order to….
“Without shouting out, who can give me the name of the document we talked about yesterday
and what the first part of the document is called?” The students are raising their hands while in
their seats. The teacher calls upon three students. Student responses should be “the US
Constitution and Preamble.” The teacher will create a cheer of Woo! You got it!
Development: The lesson begins with students already in small groups of four with the same
stars (13 original colonies) and a foldable (The Foldable will be used for notes on the book
reading and two videos). The teacher models how to create a tri foldable. “Please label the
first box legislative, second box executive, and the last judicial. On the other side, place Bill of
Rights at the top.” “Students will watch videos, complete readings, and take notes on the
foldable.” Branches of Government video (5 min 45 sec) and the Bill of Rights video on
Youtube-The Liberty Kids (first 10 min only). “After watching the Liberty Kids video, why
do you think we have a Bill of Rights?” Students then perform a “turn and talk” with their
shoulder buddy to discuss the answer. After, both students do the cheer, which signals the
teacher they have a response. The teacher will take three student responses and have students
write them on the whiteboard. The teacher will then read the book “The US Constitution and
Bill of Rights” Bill of Rights section only. There will be a brief discussion and bathroom/water
breaks. The teacher will ask class for any new words to add to word bank. “After the reading
from the Ducksters.com, the students will complete a math activity with facts from the
website. Teacher begins to read the Bill of Rights section and then she draws popsicle sticks

for other students to read. As the teacher covers the three branches of government. The
students are adding notes to foldable. “What are the three branches of government?” Students
engage in a “turn and talk” with across the table buddy and do the cheer when ready. Student
should raise their hand and respond with: “legislative, judicial, and executive branches”
Teacher knowledge check-“True or false, the executive branch has more power than the other
two.” “false.” What do you think would happen if we did not have a system of checks and
balances?.” “How many houses are there in the US Government and what are they called?”
“two houses and House of Representatives and Senate.” “What is another word for the two
houses? “bicameral.” What are the powers of the three branches? “legislative-make the laws,
executive-veto a law, and judicial-interprets the law.” “Do you think that having three
branches of government is a good thing? Why or why not? Teacher hands out copy of math
activity and explains the rubric and directions. Closing: Answer one of these riddles: I am the
first 10 amendments to the US Constitution which protect basic right? All three of these
branches keeps the government in check and well balanced?
Materials: US Constitution in Plain English- http://www.twyman-
whitney.com/constitutiontest/constitutionplainenglish.pdf
http://www.ducksters.com/history/us_bill_of_rights.php detailed information on the Bills of
Rights and three branches.
Time for Kids Explains the Branches of Government video-
http://www.timeforkids.com/photos-video/video/time-kids-explains%E2%80%A6-branches-
government-397116
The Bill of Rights History- https://www.youtube.com/watch?v=Ceb1wkSamG4
Math Activity for formative assessment based on facts from the Ducksters.com
Rubric Generator- Rubistar.4teachers.org
Computer
LED Projector
Green printer paper for foldables
Dry erase markers for students
Differentiation
 Varying Exceptionalities- The teacher during the lesson is conducting guided
practice, modeling, and step by step instructions.
 Diverse Learners- Cultural diverse- teacher will observe students to identify task
orientation and ensure that all students are on task. Teacher will communicate
expectations.
 Multiple Intelligences- Visual-video on The U.S. Constitution and story web,
Kinesthetic-Video, story web, “turn and talk”, writing answer on whiteboard.
 English Language Learners- The teacher during the lesson is conducting guided
practice, modeling, and step- by- step instructions, and peer pair.
 Accelerated Learners- After finishing the math activity, the student can reflect on the
video by answering the following questions-What are some rights that you have at
home and at school? Are there more rights that you would like to have and why?
 High poverty- teacher will speak in formal register, monitor progress, model asking
questions.

Technology Integration (including ESOL supports): Use of LED Projector, videos, and
internet websites.
Questions
 Blooms Taxonomy of the Cognitive Domain: Level 6: Evaluation- why do you think
we have a Bill of Rights? Do you think that having three branches of government is a
good thing? Why or why not? Level 5:Synthesis What do you think would happen if
we did not have a system of checks and balances? Level 1:Knowledge- True or false,
the executive branch has more power than the other two? How many houses are there
in the US Government and what are they called? What are some of the powers of the
three branches? Accelerated Learner- Level 4: Analysis- What are some rights that
you have at home and at school? Level 6: Evaluation-Are there more rights that you
would like to have and why?

Bill of Rights and Three Branches of the US Constitution Word Problems
See if you can do some of these in your head. I dare you to go mental! If not try another
strategy discussed in class to solve them. Have fun and remember you can use your shoulder
buddy.
1. It was December 15, 1791 when the amendments were passed. How old are the amendments
today? (1 pt.)
2. In 1789, there were 12 amendments to the Bill of Rights. Two of them were removed
leaving the 10 current amendments. If I divide 10 by two, what famous amendment will I
have? (1 pt.)
3. Imagine you are running for president at age 35. One of the requirements is that you must
have lived in the United States for 14 years. What age would you have been 14 years ago? (1
pt)
4. There are 435 Representatives in the House and 100 members of the Senate. Of the total
number of Representatives and Senators, 2/3 of their votes are needed to override the
president’s veto. How many votes can override a president’s veto? (Round to the nearest
whole number) (1 pt)
5. The Supreme Court receives 7500 requests to hear cases. They only consider 150, what is
the ratio of cases considered to case request? (1 pt)
6. There are 435 total Representatives and two years have passed. Half of the Representatives
are up for re-election. How many Representatives will be up for re-election? (Round to the
nearest whole number!) (1 pt)
7. Senators are re-elected every six years. Complete the pattern for the next three six year
terms. 2016, 2022, 2028, 2034, _____, _____,____ (1 pt)
8. President Obama’s assistant received a “Student Better Lunch” bill on August 10, 2015. The
bill sat on the desk for two days. President Obama has 10 days to sign this bill into law. The
assistant finally hands President Obama the bill, but he must go to Camp David for a
basketball tournament with Shaquille O’Neal. The bill sits on President Obama’s desk for
another five days. What date must the bill be signed into law by President Obama and will
he be too late? Why or why not? Explain your answer. (2 pts)
9. You are senators from Florida and are paid $174,000 each year as reported in 2013. How
much is this per month?(1 pt)

Math - Problem Solving : U.S. Constitution-Bill of Rights and
Branches of Government Rubric
Student Name: ________________________________________
CATEGORY 8-10 5-7 2-4 0-1
Completion Student completed
8-10 problems
correctly.
Student completed
5-7 problems
correctly.
Student completed
2-4 problems
correctly.
Student completed
little to no problems
correctly.
Strategy/Procedures Typically, uses an
efficient and
effective strategy to
solve the
problem(s).
Typically, uses an
solve the
problem(s).
Sometimes uses an
solve problems,but
does notdo it
consistently.
Rarely uses an
solve problem

Exit Tickets
Answer the following riddles:
I am the first 10 amendments to the US Constitution which protect basic rights, what am I? Can
you identify at least one of my amendments?
All three of these branches keeps the government in check and well balanced?
Exit Tickets
Answer the following riddles:
I am the first 10 amendments to the US Constitution which protect basic rights, what am I? Can
you identify at least one of my amendments?
All three of these branches keeps the government in check and well balanced?

Candidate:
Jeanne N Asberry
ID Framework(s): Direct instruction, guided practice, modeling, and small group assignment
Type of lesson: New Knowledge and exploratory lesson/inquiry
Content area: Social Studies/Geography
Standard(s): NGSSS-SS.5.C.3.1:Describe the organizational structure (legislative, executive,
judicial branches) and powers of the federal government as defined in Articles I, II, and III of
the U.S. Constitution. NGSSS- SS.5.G.1.5: Identify and locate the original thirteen colonies
on a map of North America.
Objective(s) After being given several websites to locate the Framer’s states (13 original
colonies), students will construct a cohesive PowerPoint of at least three facts during a
webquest.
Formative Assessment :
 PowerPoint presentation, story web, observation of groups to ensure they remain on
tasks, facilitation and circulation around the room to assist groups as necessary.
Essential Question (s): Which of the 13 original colonies were the Framers of the US
Constitution representing and where are these 13 original colonies located on the map of North
America?
Opening : Before lesson opening the essential questions are on the board-Which of the 13
original colonies were the Framers of the US Constitution representing and where are these 13
original colonies located on the map of North America? Teacher rings mini bell and calls
“Here ye, Here ye all delegates come to order for the third meeting of the Constitutional
Convention. Today’s topic will be the Framers(delegates) of the US Constitution and the 13
original colonies. Now its time to use those stars and new Framers’faces on your desk.”
(Cheer-K-N-O-W-L-E-D-G-E, knowledge that’s me!) Students will use cheer after
PowerPoint presentations.
Development: Students watch as teacher models and performs a think aloud -Teacher picks
up the face of a Framer (delegate) and says “Who is this person and what colony did he
represent as a framer for the US Constitution? Where is this colony located on the US Map?
What are three interesting facts about this Framer (delegate) and his colony?” “Today class we
will explore websites and construct a PowerPoint to answer all these questions. You are
divided into seven groups of three as we will cover seven of the Framers (delegates) of the US
Constitution and their represented colonies.” The teacher explains the rubric for the
PowerPoint. “I want a cohesive PowerPoint of at least three facts. Here is what I mean by
cohesive-that you successfully use the internet links given to research information, the
project is interesting and complete, your colors, letters, and pictures add to the presentation,
and there is little to no grammar, spelling, and formatting error.” The teacher shows a model of
a cohesive PowerPoint to the students. (Bathroom/water break and student questions).
Student question-“What are examples of facts to include in the PowerPoint?” Teacher
response-“Framer facts could be accomplishments, personal facts, or years as president (if
served). For example, George Washington was president from 1732-1799. An accomplishment

was that he led colonial forces in the Revolutionary War. Personal fact: He did not have
wooden teeth. They were actually made of lead, human, cattle, and hippopotamus teeth. These
are the kinds of facts that are expected to be in your PowerPoint.” Teacher uses computer and
LED Projector to create an inquiry and answer board. After, each group will present their
PowerPoint (cheer). (delegates) John Adams(Massachusetts), Benjamin
Franklin(Pennsylvania), Alexander Hamilton(New York),Thomas
Jefferson(Virginia), James Madison(Virginia), and George Washington(Virginia) The
students will use the following websites for information on Framers
(https://www.constitutionfacts.com/us-founding-fathers/about-the-founding-fathers/).
For John Jay(New York) go to
(http://www.americaslibrary.gov/jb/colonial/jb_colonial_johnjay_2.html) and this
websites for colonies- (http://www.landofthebrave.info/facts-about-13-colonies.htm) “Scroll
down to Facts about the 13 Colonies box and click on the colony. From there scroll down the
page to the Colony’s Fact file section and select any three facts to place in the PowerPoint. Try
to place the facts in your own words.” The teacher will hand each student a story web to take
notes during presentations. Student present all information and then we cheer after each group.
As a whole group the other nine colonies will be located on a US map hanging in the class.
The teacher will use the 13 colony site (http://www.landofthebrave.info/facts-about-13-
colonies.htm) to briefly state some facts about the other nine colonies. Students may take more
notes.
Closing: Exit Ticket out the door preprinted by the teacher. Essential Questions-Which of
the 13 original colonies were the Framers of the US Constitution representing and where are
these 13 original colonies located on the map of North America? Each group has already
appointed a captain who will identify the colony on the US Map and be able to name one of
the seven framers that represented the colony, if applicable.
Materials: Rubric-
13 original colonies-http://www.landofthebrave.info/facts-about-13-colonies.htm
Stars with 13 original colonies
Velcro
Cut outs with Framers’ faces
Computer
LED Projector
US Map
Story web
Differentiation
How will you handle progressing, proficient, and exemplary knowledge and skill levels? How
will you implement appropriate and allowable instructional accommodations:
 Varying Exceptionalities-step by step directions, repetition and written instructions,
guided practice, modeling, and use of small group.
 Multiple Intelligences-Visual-LED projector, computer, internet, and story web,
Kinesthetic-Use of tracing paper to trace the colony he/she is researching from the
hanging US Map.
 Diverse- teacher will observe students to identify task orientation and ensure that all
students are on task. Teacher will communicate expectations.

 English Language Learners- step by step directions, repetition and written
instructions, guided practice, modeling, and use of small group
 Accelerated Learners- If finished with webquest early, student will view
https://www.youtube.com/watch?v=wrR3Kxd24Hs compare and contrast how their life
is different from colonial life using a Venn diagram. Teacher will assist if necessary.
 High Poverty- teacher will speak in formal register, monitor progress, model asking
questions
Technology Integration (including ESOL supports): use of LED projector and internet
Bloom’s Questions-Level 1: Knowledge-Who is the Framer and what colony did he represent
as a framer for the US Constitution? Where is this colony located on the US Map? What are
three interesting facts about this Framer (delegate) and his colony?”- Students are constructing
a PowerPoint presentation from a webquest and these questions are being used to aid them in
synthesizing the kinds of information needed in the presentation.

Candidate:
Jeanne N Asberry
ID Framework(s): Direct instruction, cooperative learning
Type of lesson: Review, practice for mastery
Content area: Social Studies/Science/Art
Standard(s):
NGSSS-SS.5.C.3.1: Describe the organizational structure (legislative, executive,
judicial branches) and powers of the federal government as defined in Articles I, II,
and III of the U.S. Constitution.
SS.5.C.2.5 :Identify ways good citizens go beyond basic civic and political
responsibilities to improve government and society
SC.5.N.1.1: Define a problem, use appropriate reference materials to support scientific
understanding, plan and carry out scientific investigations of various types such as:
systematic observations, experiments requiring the identification of variables,
collecting and organizing data, interpreting data in charts, tables, and graphics,
analyze information, make predictions, and defend conclusions.
VA.5.O.3.1: Create meaningful and unique works of art to effectively communicate and
document a personal voice
 Florida Standards-N/A
Objective(s): After a review of the election processes of the US Constitution, students will
analyze voting data from a correctly labeled, well-organized, bar graph during a mock
election.
Formative Assessment- graphs, facilitation, circulation, and monitoring to ensure students are
on tasks.
Essential Question (s): How can I use a bar graph to analyze voting data?
Opening : Essential Question- How can I use a bar graph to analyze voting data? Students are
already in groups with roles assigned. “Here ye, Here ye delegates, we have drafted this great
document, now it is time to choose our great leader. Not a king, but a president.” (Cheer- V-
O-T-E ).
Development:. “Students please take out your foldables from your Social Studies folder.” The
students will review foldables on organizational structure of US Constitution, video-The
Electoral College- 5 min 21 sec (https://www.youtube.com/watch?v=W9H3gvnN468 ) and
discussion of election process. Materials person- gathers construction paper, scissor, and glue.
Students collaborate to create their own campaign advertisements, headquarters, and nominate
class officers. One side of the room can be republicans and the other democrats. After 2
nominations for president, representative, and senator, there will be short speeches and a vote
for all offices. The electoral college has the final vote for president . The electoral college will
consist of four students whereby only half the vote is necessary for a winning president. The
president will select his running mate. Students will create a bar graph of votes to be done

individually and analyze the votes to determine the winners. The teacher is circulating to
ensure all students are on tasks and facilitating.
Closing: Essential Question- How can I use a bar graph to analyze voting data? Based on
their graphs, students can share their findings of the election or share their experience.
Materials:
Video—The Electoral College ( https://www.youtube.com/watch?v=W9H3gvnN468)
Foldable from Tuesday for a review on the organization of the US constitution and elections.
LED Projector
Computer
Construction Paper
Scissor
Glue
Bar Graph Rubric- Rubistar.4teachers.org
Differentiation
How will you handle progressing, proficient, and exemplary knowledge and skill levels? How
will you implement appropriate and allowable instructional accommodations:
Varying Exceptionalities-step by step directions, repetition and written instructions,
model of a graph, and use of small group.
Diverse Learners- Diverse- teacher will observe students to identify task orientation and
ensure that all students are on task. Teacher will communicate expectations.
Multiple Intelligences- Visual-LED projector, computer, internet, models of a graph, use
of a bar graph Kinesthetic-Students will help decorate the room with campaign
advertisements to resemble campaign headquarters.
English Language Learners- step by step directions, repetition and written instructions,
model of a graph, and use of peer pair.
Accelerated Learners-Just in case student finishes quickly, the student may complete the
following: Imagine you are the president’s assistant, you have just heard about a ban on
cell phones in Florida schools. Do you think this ban was a smart decision? Why or why
not?
High Poverty- teacher will speak in formal register, monitor progress, model asking
questions
Technology Integration (including ESOL supports):
Questions
 Blooms Taxonomy of the Cognitive Domain-): Level 4:Analysis-How do I use a graph
to analyze voting data?
Level 6: Evaluation for accelerated learner- Imagine you are the president’s assistant,
you have just heard about a ban on cell phones in Florida schools. Do you think this
ban was a smart decision? Why or why not?

Graphing : Bar Graph
CATEGORY 4 3 2 1
Title Title clearly
relates to the
information
being graphed. It
is printed at the
top of the graph.
Title relates to
the information
being graphed
and is printed at
the top of the
graph.
A title is present
at the top of the
graph.
A title is not
present.
Labels Labels are neat
and clear and
accurately
describe the
information
presented.
Labels are clear
and describe the
information
presented.
The labels are
present, but may
not describe the
information.
Labels are not
present.
Units All units are
described and are
appropriately
sized for the data
set.
Most units are
described and are
appropriately
sized for the data
set.
All units are
described but are
not appropriately
sized for the data
set.
Units are neither
described NOR
appropriately
sized for the data
set.
Accuracy of
Bars
All bars are
correct size and
are easy to see. A
ruler is used to
neatly make the
bars.
All bars are
correct size and
are easy to see.
All bars are
correct size.
Bars are not
correct size OR
extra bars were
included.
Neatness and
Attractiveness
Exceptionally
well designed,
neat, and
attractive. Colors
that go well
together are used
to make the
graph more
readable. A ruler
was used.
Neat and
relatively
attractive. A
ruler was used to
make the graph
more readable.
Lines are neatly
drawn but the
graph appears
quite plain.
Appears messy
and "thrown
together" in a
hurry. Lines are
visibly crooked.

USFSM FORMAL LESSON PLAN FORMAT
Candidate Name Jeanne N Asberry Date
Lesson Title
Summative-Classroom Constitution and Bill of
Right
Grade 5th
Florida
Standards
SS.5.C.3.1: Describe the organizational structure (legislative, executive,
judicial branches) and powers of the federal government as defined in
Articles I, II, and III of the U.S. Constitution.
SS.5.C.1.5: Describe how concerns about individual rights led to the
inclusion of the Bill of Rights in the U.S. Constitution.
LAFS.5.W.2.4 : Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose, and
audience.
LAFS.K12.W.2.5:Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach.
Arts Standards n/a
Essential
Question
What are some rights that I would like to have or already have in my
classroom as a student? What type of organizational structure and power
would I like to see in my classroom?
Type of lesson
New Knowledge of vocabulary, review of the material from the week, and
conceptual understanding
Assessment
Summative
(include a tool or
data you’ll gather)
Small and whole group Bill of Rights and Constitution
Formative
(include specific
Facilitate students while in groups and circulate to ensure students are
on task.

ways to measure
and document
progress)
Learning Objectives
Objective(s)
After a review of the all information on the US Constitution for the
week, students will correctly design a classroom Constitution and Bill
of Rights while in small groups and then as a whole group.
Prior Knowledge
LAFS.4.W.1.1
Write opinion pieces on topics or texts, supporting a point of
view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an
organizational structure in which related ideas are grouped to
support the writer’s purpose.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using words and phrases (e.g., for
instance, in order to, in addition).
d. Provide a concluding statement or section related to the opinion
presented.
LAFS.4.W.2.4
Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience. (Grade-
specific expectations for writing types are defined in standards 1–3
above.)
Complexity
The writing and writing process will not be too difficult since students
should have prior knowledge of writing about their opinion. However,
the vocabulary will present somewhat of a challenge as it is the language
of the 18th century. Level 3:Strategic Thinking and Complex Reasoning
Vocabulary
Insure domestic tranquility, perfect union, common defense, general
welfare, liberty, posterity
Instructional Design
Framework
Direct instruction, small group, stand-up, hand-up, pair-up, whole group
Differentiation
How will you handle progressing, proficient, and exemplary knowledge
and skill levels? How will you implement appropriate and allowable

instructional accommodations:
Varying Exceptionalities- The teacher during the lesson is
conducting guided practice. Modeling, and step by step instructions.
Stand-up, hand-up, pair-up
Diverse Learners- Cultural-teacher will observe students to identify
task orientation and ensure that all students are on task. Teacher will
communicate expectations.
Multiple Intelligences- Visual-video on The U.S. Constitution and
story web and foldables from the previous days. Kinesthetic-Stand-up,
hand-up, pair-up.”
English Language Learners –story web and video, modeling. Stand-
up, hand-up, pair-up, and peer pair. Copy of Constitution and Bill of
Rights on the desk
Accelerated Learners- when done with generating ideas
High Poverty-teacher will speak in formal register, monitor progress,
model asking questions.
Technology
Integration
LED Projector
computer
Materials and
Resources
Bill of Rights: video 3 min and 34 sec.
(https://www.youtube.com/watch?v=yYEfLm5dLMQ)
Preamble video: 3 min.
(https://www.youtube.com/watch?v=yHp7sMqPL0g )
Lesson Plan including Preamble and Class Constitution Summative
Assessment: Adapted from (http://www.crfc.org/teaching-
materials/we-students-writing-class-constitution)
Chart Paper
Rubric-Rubistar.4teachers.org
Approximate Time
Frame
1 hour
Instructional Delivery and Facilitation Gradual Release Process
Opening
(2-3 minutes)
Before Opening: Essential
Questions are on the board-What
are some rights that I would like to
have or already have in my
classroom as a student? What type
of organizational structure and
power would I like to see in my
classroom? Copies of kid friendly

US Constitution and Bill of Rights
are already on the desk and hung
around the room and students are
already in groups of four with roles
selected (home group).
Opening: “Here ye, Here ye, all
delegates meeting is now in session
to draft a classroom copy of the US
Constitution and Bill of Rights.
Please take out your story webs and
foldables from this week’s lessons
as we will review them and some
new vocabulary. Thank you for
following directions.”
Teacher observes the room to
ensure everyone is on task.
Students are in their seats ready
to proceed with lesson looking
at copies of US Constitution
and Bill of Rights.
Students are going through their
desk and taking out the story
webs and foldables from
Monday-Wednesday.
Development
For the following learners, this
lesson will employ the following
instructional strategies:
Varying Exceptionalities- The
teacher during the lesson is
modeling and using step by step
instructions. Foldables and story
webs
Diverse Learners- Cultural-
teacher will observe students to
identify task orientation and ensure
that all students are on task.
Teacher will communicate
expectations.
Multiple Intelligences- Visual-
foldables and story webs,
Kinesthetic- story web and
foldables, and stand-up, hand-up,

pair-up.
English Language Learners –
video, story web, and foldables,
modeling. Will also use peer pair.
Copy of Constitution will be
placed on two walls.
Accelerated Learners- After
adding sharing ideas with the
group this learner can complete
this question: Do you think the
classroom constitution and bill of
rights will be followed in class?
Why or why not?
High Poverty-teacher will speak
in formal register, monitor
progress, model asking questions.
The teacher has the following
handouts: Preamble, Constitution
framework and Bill of Rights-with
question-What rights do you think
are important to have in school or
class?
“Students please take out your
story webs and foldables from
Monday, Tuesday, and Wednesday
and review the information on the
structure and purpose of the US
You have 10 minutes to review.
Feel free to discuss the
information with all group
members.” (Teacher is
circulating).
After the ten minutes pass.
Transition-“Delegates, may I have
your attention please? On your
Barrier: The vocabulary used
within the preamble will
present some challenges.
The materials person will
gather and distribute all
handouts to their homegroup.
Students are discussing the
material from the previous
days.
Students have the Preamble
handout in front of them and are
looking over the words and

desk is a handout on the Preamble.
There are phrases that may be
unfamiliar to you, so we will go
over them. After we will watch
two short videos on the Preamble
and Constitution (3 min) and Bill
of Rights(3 min 34 sec).”
“After watching the video and
reviewing your materials, what do
the words to the Preamble mean to
you?
To form a more perfect Union
means:
Establish Justice means:
Insure domestic Tranquility
means:
Provide for the common defence
means:
Promote the general Welfare
means:
Secure the blessings of liberty to
ourselves and our Posterity means:
“This Preamble, Constitution, and
Bill of Rights sheets are for you to
brainstorm ideas for the classroom
Preamble. While you are at your
seat, discuss your ideas for a
Preamble, Constitution, and Bill of
Rights with your homegroup for
10 minutes. Jot them down on the
paper. Please be aware that I will
collect these papers and grade
them. Use capital letters and
punctuation.” The teacher waits
phrases.
Students responses may be the
following, but answers will
vary:
“To have a better United States,
with no king.”
“Branches of government, we
have a judicial system.”
“Safe, peaceful class or place to
live.”
“protection from hurt, harm, or
danger.”
“well being of citizens would
be taken care of”
“No unfair laws and being
judged unfairly.”
Students are in their homegroup
jotting down ideas for their
Preamble, Constitution, and
Bill of Rights.

10 minutes and explains the rubric.
Modeling-Teacher selects one
student from their group to help
model a stand-up, hands-up, pair-
up strategy.
Transition-“You will now perform
a stand-up, hands-up, pair-up. You
will have 5 minutes to find a
person with their hand up and pair
with them and quickly exchange
some ideas for the Preamble,
Constitution, and Bill of Rights.
(Teacher sets timer). We will
rotate one more time (teacher sets
timer for another 5 min) before
everyone returns to their
homegroup.” (Teacher is
observing and circulating, ensuring
students are on task).
“All delegates, please return to
your homegroup. Now, I would
like you to prioritize your list of
ideas for the Preamble,
Constitution, and Bill of Rights.
By prioritize, I mean pick your
favorite four ideas from each
person in the group ( 1 idea per
person) starting with the Preamble
first, then the article to the
Constitution, and last the Bill of
Rights. Organize these ideas and
the recorder for the group can use
a marker to write them on the chart
paper.”
(Bathroom/water break and
questions). Teacher is answering
One student is helping teacher
and all the rest of the students
are watching the teacher model
the new strategy.
Students are performing a
stand-up, hands-up, pair-up
strategy twice to exchange
ideas for the classroom
Preamble, Constitution and
Bill of Rights.
Students return to their
homegroup to discuss their list,
organize them, and record their
ideas onto the chart paper.
Students take a bathroom/water
break and ask questions if
needed.

questions and assisting students
who may need further scaffolding
Transition-“Now that your group
has agreed upon a group Preamble,
Constitution, and Bill of Rights,
we will now take the ideas on the
chart paper and make one
classroom document and then sign
it to say we all agree.”
The teacher is using the LED
projector and computer to make
notes about the students ideas for
the Preamble. The class votes on
which ideas they want for the
Preamble and the teacher writes it
down on chart paper. The same
procedure is done for the
The Classroom Constitution and
Bill of Rights will be hung up
outside the classroom by the door.
All students are back in their
seats and begin to read the
group ideas for the Preamble,
Constitution, and Bill of
Rights.
Students are reading their
charts and voting on ideas they
want in the Constitution and
Bill of Rights for the
classroom.
Closing the Lesson
(3-5 minutes)
Essential questions: What are some
rights that I would like to have or
already have in my classroom as a
student? What type of
organizational structure and power
would I like to see in my
classroom?
Questions will be placed on pre
printed exit tickets.
Students will fill out a
preprinted exit ticket.
Questions From Blooms
Taxonomy of the
Bill of Rights handout-Level 6: Evaluation Bloom’s- What rights
do you think are important to have in school or class? Accelerated

Cognitive Domain
or
Webb’s Depth of
Knowledge
Learner-Level 6: Evaluation Bloom’s- Do you think the classroom
constitution and bill of rights will be followed in class? Why or
why not? After watching the Preamble video, what do you think the
words or phrases mean? Level 5: Synthesis Bloom’s- What are
some rights that I would like to have or already have in my
classroom as a student? What type of organizational structure and
power would I like to see in my classroom?
Home Extension

Rubric for Classroom Constitution and Bill of Rights
Student Name: ________________________________________
CATEGORY 4 3 2 1
Use of Class Time Used time well
during each class
period. Focused on
getting the project
done. Never
distracted others.
Used time well
during each class
period. Usually
focused on getting
the project done
and never
Used some of the
time well during
each class period.
There was some
focus on getting the
project done but
Did not use class
time to focus on the
project OR often
distracted others.
Mechanics Capitalization and
punctuation are
correct throughout
the Constitution
and Bill of Rights
There is 1 error in
capitalization or
punctuation.
There are 2 errors in
capitalization or
punctuation.
There are more
than 2 errors in
capitalization or
punctuation.
Required Elements The Constitution
and Bill of Rights
includes all
required elements
as well as additional
information.
All required
elements are
included on the
Constitution and
Bill of Rights
All but 1 of the
required elements
are included on the
Constitution and
Bill of Rights
Several required
elements were
missing.
Student
Contribution
Student
participated and
contributed ideas to
the group
effectively.
Student
participated and
contributed to the
group.
Student
participated, but
gave little
contribution.
Student had trouble
contributing and/or
participating in the
group.
Date Created: May 03, 2016 09:47 pm (CDT)
Making A Poster : Classroom Constitution and Bill of Rights

Classroom Ready Resource
Name
Preamble to the U.S. Constitution
The Preamble is the introduction to the U.S. Constitution. It says:
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 above phrases from the Preamble describe purposes or functions of government.
Translate each phrase below into everyday language:
To form a more perfect Union means:
Establish Justice means:
Insure domestic Tranquility means:
Provide for the common defence means:
Promote the general Welfare means:
Secure the blessings of liberty to ourselves and our Posterity means:
Adapted from VOICE and A More Perfect Union. Copyright © 2004, 2006, 2012 Constitutional
Rights Foundation Chicago. May be reproduced for classroom use only.

Classroom Ready Resource
Name
Our Class Constitution- Use this paper to brainstorm ideas for a group/classroom
Constitution
We the Students of
Article 1.
Article 2.
Article 3.
Article 4.
Article 5. Our class, whenever a group of students or our Teacher request it, shall
propose Amendments to this Constitution. These Amendments shall be valid
when two-thirds of the Class and our Teacher approve them.
Done on the Day of in the Year
In Witness whereof We have hereunto subscribed our Names,

Classroom Resource
Bill of Rights-Use this paper to brainstorm ideas for a group/classroom Bill of Rights.
1
2
3
4
5
6
7
8
9
10.

The US Constitution Thematic Unit

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