4.B_The_Balance_of_Power_-_How_does_Florida_s_Constitution_protect_our_rights_

4.B The Balance of Power -
How does Florida's
Constitution protect our
rights?
by Richard R. Hattal
In this two-week module students will explore Florida's Constitution and how it establishes and protects the
rights of the Citizens of Florida. They will analyze the structure of the government and the system of checks
and balances as they apply to federal, state, and local government.
GRADES
4
DISCIPLINE
 Social
Studies
COURSE
 Civics
PACING
 11hr
4.B The Balance of Power - How does Florida's Constitution protect our rights?
Literacy Design Collaborative 1 of 18 https://s.ldc.org/u/aqxrglhn7uftl6ief6dyraon3

Section 1: What Task?
Teaching Task
Task Template IE3 - Informational or Explanatory
After reading excerpts from Florida's Constitution and related text, write an essay in which you explain how the
balance of power within Florida's Government impacts citizens' rights. Support your response with evidence
from the text/s.
Standards
Social Studies Next Generation Sunshine State Standards

Social Studies Next Generation Sunshine State Standards
Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects
Texts
 Floridas Government.docx
 A Quick Civic Review.docx
 Florida Government Stucture.docx
 How Florida Local Government.docx
 Florida Government Stucture.docx
 Florida's Preamble.docx
SS.4.C.1.1 Focus
Describe how Florida's constitution protects the rights of citizens and provides for the structure, function, and
purposes of state government.
SS.4.C.3.1 Focus
Identify the three branches (Legislative, Judicial, Executive) of government in Florida and the powers of each.
SS.4.C.3.2 Focus
Distinguish between state (governor, state representative, or senator) and local government (mayor, city
commissioner).
RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
RI.4.2
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.9
Integrate information from two texts on the same topic in order to write or speak about the subject
knowledgeably.
W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.4
Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience.
W.4.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, and editing.

Informational/Explanatory Rubric for Grade 2-5 Teaching Tasks
Not Yet
1
Approaches
Expectations
2
Meets Expectations
3
Advanced
4
Focus
Attempts to address prompt
but lacks focus or is off task.
D: Attempts to address
additional demands but lacks
focus or is off task.
Addresses prompt
appropriately but with a weak
or uneven focus.
D: Addresses additional
demands superficially.
Addresses prompt
appropriately and maintains a
clear, steady focus; stays on
task.
demands sufficiently.
Addresses all aspects of
prompt appropriately and
maintains a strongly
developed focus; stays on
task.
demands with thoroughness
and makes a connection to
controlling idea.
Controlling Idea
Attempts to establish a
controlling idea but lacks a
clear purpose.
Establishes a controlling idea
with a general purpose, though
may lack clarity or credibility.
Establishes a credible
controlling idea with a clear
purpose maintained
throughout the response.
Establishes a strong
controlling idea with a clear
purpose maintained
throughout the response.
Reading/Research
(when applicable)
Attempts to present
information from reading
materials but lacks
connections or relevance to
the prompt.
Presents some information
from reading materials relevant
to the prompt with minor
lapses in accuracy or
completeness.
Accurately presents sufficient
details from reading materials
relevant to the purpose of the
prompt.
Accurately and effectively
presents information and
concrete details from reading
materials that are relevant to
all parts of the prompt.
Development
Attempts to provide details in
response to the prompt,
including retelling, but lacks
sufficient development or
relevancy.
Presents appropriate details to
support the focus and
controlling idea.
Presents appropriate and
sufficient details to support the
focus and controlling idea.
Presents thorough and
concrete details to strongly
support the focus and
controlling idea.
Organization
Attempts to organize ideas
but lacks control of structure.
Uses an appropriate structure
to address the specific
requirements of the prompt,
with minor lapses in
coherence and/or structure.
Maintains an appropriate
organizational structure to
address the specific
requirements of the prompt,
including an introduction of
topic, supporting details,
and/or a concluding statement
or section.
Maintains an organizational
structure that intentionally and
effectively enhances the
presentation of information as
required by the specific
prompt.
Conventions
Attempts to apply grade-
appropriate conventions of
standard English, but lacks
cohesion and control of
grammar, usage, mechanics,
language and tone. Does not
list sources.
Shows uneven command of
cohesion and grade
appropriate conventions of
standard English. Uses
language and tone with some
inaccurate, inappropriate, or
uneven features.
Inconsistently lists sources.
Shows command of cohesion
and grade-appropriate
conventions of standard
English, with few errors Uses
language and tone appropriate
to audience, purpose, and
specific requirements of the
prompt. Lists sources with only
minor errors.
Shows well-developed
command of cohesion and
grade-appropriate conventions
of standard English, with few
errors. Uses language and
tone consistently appropriate
to audience, purpose, and
specific requirements of the
prompt. Lists sources using
appropriate format.
Content
Understanding
Attempts to include
disciplinary content but
understanding of content is
weak; content is irrelevant,
inappropriate, or inaccurate.
Briefly notes disciplinary
content relevant to the prompt;
shows basic or uneven
understanding of disciplinary
content; minor errors in
explanation.
Accurately presents
disciplinary content relevant to
the prompt with sufficient
explanations that demonstrate
understanding.
Integrates relevant and
accurate disciplinary content
with thorough explanations
that demonstrate in-depth
understanding.

Background for Students
We, the People of the Territory of Florida, by our Delegates in Convention, assembled at the City of St. Joseph,
on Monday the 3d day of December, A.D. 1838, and of the Independence of the United States the sixty-third
year, having and claiming the right of admission into the Union, as one of the United States of America,
consistent with the principles of the Federal Constitution, and by virtue of the Treaty of Amity, Settlement, and
Limits between the United States of America and the King of Spain, ceding the Provinces of East and West
Florida to the United States; in order to secure to ourselves and our posterity the enjoyment of all the rights of
life, liberty, and property, and the pursuit of happiness, do mutually agree, each with the other, to form
ourselves into a Free and Independent State, by the name of the State of Florida.
And with that declaration, Florida became a state. Since then Florida's Constitution has undergone many
changes. As with our National Constitution, the intent of Florida's Constitution is to protect the rights of its
citizens.
At every level, government must be fair and balanced. In this module we will discuss how the balance of power
and other factors help keep our country strong and protect our rights. We will look at Florida’s Constitution to
analyze how it protects our rights as citizens. Then, to wrap things up, we will write an essay where we
evaluate how all the features of government help us as Americans, as Floridians, enjoy the freedoms of
Democracy.
Extension
Not provided

Section 2: What Skills?
Preparing for the Task
TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge, skills,
experiences, interests, and concerns.
ACTIVATING PRIOR KNOWLEDGE: Ability to draw on prior knowledge in order to understand new
material
TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric.
ESSENTIAL VOCABULARY: Ability to identify and learn words essential to understanding the module's
content
Reading Process
NOTE-TAKING: Ability to select important facts and passages for use in one's own writing.
Transition to Writing
SEMINAR: Ability to discuss concepts as preparation for writing
IDENTIFYING SIGNIFICANT ELEMENTS: Ability to choose important supportive details and facts in
preparation for writing
Writing Process
OUTLINING THE WRITING: Ability to organize ideas in preparation for writing
INTRODUCTORY PARAGRAPH: Ability to write an introduction with a hook, a clear focus, and a clear
idea of what will follow in the essay
BODY PARAGRAPHS: Ability to develop a focus or thesis with supportive detail and clear references to
the texts read
CONCLUDING PARAGRAPH: Ability to draw the ideas of the essay to a thoughtful ending
REVISION: Ability to refine text, including line of thought, language usage, and tone as appropriate to
audience and purpose.
PEER EDITING: Ability to revise an essay using feedback from peers
FINAL DRAFT: Ability to submit final piece that meets expectations.

Section 3: What Instruction?
PACING
SKILL AND
DEFINITION
PRODUCT AND
PROMPT SCORING GUIDE INSTRUCTIONAL STRATEGIES
Preparing for the Task
50 mins TASK
ENGAGEMENT:
Ability to connect the
task and new content
to existing knowledge,
skills, experiences,
interests, and
concerns.
1. MORE RECESS?
How can public opinion
sway the opinion of
others? After reading an
article about a
controversial topic,
conduct a social
experiment intended
to measure the
influence peer pressure
can have on a person's
opinion.
Assess students on
their ability to
develop and support
a controversial
opinion.
Assess responses
from the exit slips.
Create a T-Chart and label one side “Pros” and one side
“Cons.” Post the chart in the front of the room. Title it
"Recess Bill: Pros and Cons."
As a class read the attached article, "Daily recess bill for
Florida elementary schools passes House panel."
Have the class brainstorm the "pros and cons" of having
extra recess. As they brainstorm, organize their ideas
on the chart paper.
Break students into two groups. Assign one group as
"Pros" and one group as "Cons." Tell each group that
they will need to come up with a pitch to "sell" the pros
or cons of the Recess Bill to their fellow students. Let
them know they will be talking to students at recess and
trying to convince them, one way or another, that the
extra recess is good or bad.
Allow time for both sides to prepare their “pitch.”
Separate the groups so that they cannot hear the
others. While the “Pro” group is preparing, gather the
“Cons” and tell them to "stretch the truth a little." For
example, if they want to tell students about the effect it
might have on the school day, tell them that it WILL
DEFINITELY (instead of might) make the school day
longer. Some others things they may want to add are
that the additional recess WILL make students go to
school on Saturdays. Extra recess WILL mean shorter
PE times.
Groups students into “Pros” and one “Cons.” Students
will take turns presenting their pitch to the other group.
After each group presents its side, have students
answer a quick poll question: Do you think extra recess
is a good or a bad thing? Observe student behavior as
they go about the activity. Do the “Pros” get upset? Do
they change their sales pitch?
Tabulate the results. Discuss, with the class, what
happened. Explain how things can be influenced by
others. Ask students if being lied to is an infringement
of their rights? Ask them to relate this activity to the role
of government in protecting individual rights.
Have students complete an exit slip about what they
learned in this experiment.
Standards:
SS.4.C.1.1 : Describe how Florida's constitution protects the rights of citizens and provides for the structure, function, and purposes of
state government.
SS.4.C.2.1 : Discuss public issues in Florida that impact the daily lives of its citizens.
RI.4.2 : Determine the main idea of a text and explain how it is supported by key details; summarize the text.

W.4.1.B : Provide reasons that are supported by facts and details.
Additional Attachments:
 Recess Bill
 Daily recess bill for Florida elementary schools passes House panel.docx
30 mins ACTIVATING PRIOR
KNOWLEDGE: Ability
to draw on prior
knowledge in order to
understand new
material
2. WHAT ARE THE
ELEMENTS OF
FLORIDA'S
GOVERNMENT?
How does the structure of
Florida's government help
to protect its citizens
rights? After reading the
attached text, write a one
paragraph summary in
which you explain how
Florida's government
structure is designed to
protect citizens' rights.
Analyze student
responses using the
attached writing
rubric.
Have students read the attached text carefully.
Discuss the text with the class, focusing on the
structure of government. Activate prior knowledge of
the Federal Government. Ask: How does the structure
of the the US Government relate to the structure of
Florida's Government?
Ask students "Who is responsible for protecting
citizens' rights?" Discuss what "responsible" means and
what it means to "be responsible."
Post the prompt "How is Florida's government
structured to protect citizens' rights?" Ask students to
write a one paragraph summary to address the prompt.
***Use the "Florida's Government Structure" to enhance
student understanding of the structure of Florida's
Government.
Standards:
state government.
SS.4.C.3.1 : Identify the three branches (Legislative, Judicial, Executive) of government in Florida and the powers of each.
 Floridas_Government.docx
 Website (with clickable links) for Florida's Government Structure
 Rubric.docx
40 mins ACTIVATING PRIOR
KNOWLEDGE: Ability
to draw on prior
knowledge in order to
understand new
material
3. WHAT IS A CITY?
What is a city and why
are they formed? It is
important that we
understand the role city
and other lower levels of
government play in the
protection of our rights.
Read the attached text to
help you understand the
roles city and local
government play in the
protection of our rights.
Assess students'
ability to identify the
main idea and key
details in a text
informally through
observations of
group work.
1. Read aloud the attached text about Florida's City
Structure. Discuss topic-specific and difficult
vocabulary as you read. Have students take notes in
the margin as you read. Ask them to focus on what role
city government plays in protecting our rights. Have
students re-read the text silently, and ask them to
underline key details in the text.
2. After reading, break students into small groups. Give
students colored pencils, a different color for each
student in the group. Ask them to share their key
details, one at a time. As the students share, they
should underline the key detail in the color that
correlates to each student. Continue until students
have shared all their key details.
3. Come back together as a group and ask students to
share the key details that have the most color. Display
these on a poster board.
Standards:

state government.
SS.4.C.3.2 : Distinguish between state (governor, state representative, or senator) and local government (mayor, city commissioner).
 A_Quick_Civic_Review.docx
30 mins TASK ANALYSIS:
Ability to understand
and explain the task's
prompt and rubric.
4. MAKING SENSE OF
THE TASK'S PROMPT
Complete the attached
worksheet analyzing the
task's prompt. Discuss the
prompt and re-write it in
your own words.
Students meet
expectations if they
are able to complete
the worksheet and
re-write the task's
prompt in their own
words.
1. Display the task's prompt prominently in the room.
2. Have students complete the handout, "Examining
the Prompt"
3. Break students into small groups to discuss their
responses.
4. Ask students to rewrite the task's prompt in their
own words.
5. Have students examine the module rubric and as
for clarification of anything they do not understand
Standards:
RI.4.1 : Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the
text.
 Examining the Prompt.docx
30 mins ESSENTIAL
VOCABULARY:
Ability to identify and
learn words essential
to understanding the
module's content
5. THE PREAMBLE
What is a "preamble"?
How does it give us clues
about what the
constitution contains?
Read and analyze the
preamble to Florida's
Constitution. We will
discuss the different
elements to see how it
can give us clues as to
what the constitution says
about citizens rights.
Analyze student
work to check for
understanding
Analyze all lines of the Preamble. Identify unfamiliar
words to create a word bank or word wall.
Use Marzano's 6 Steps to Teaching Vocabulary (with a
focus on Steps 1 -3)
I DO: Provide a description, explanation, or example of
each new term. (Include a non-linguistic representation
of the term for ESOL students.)
WE DO: Ask students to restate the description,
explanation, or example in their own words. (Allow
students whose primary existing knowledge base is still
in their native language to write in it.)
YOU DO: Ask students to construct a picture, symbol,
or graphic representing the words.
Analyze student work to check for understanding.
Standards:
L.4.4.A : Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
L.4.4.C : Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and
determine or clarify the precise meaning of key words and phrases.
L.4.5 : Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.4.6 : Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that
signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g.,
wildlife, conservation, and endangered when discussing animal preservation).

 Florida's Preamble.docx
 Marzano_Vocab.pdf
40 mins ESSENTIAL
VOCABULARY:
Ability to identify and
learn words essential
to understanding the
module's content
6. UNDERSTANDING
CHECKS AND
BALANCES (BALANCE
OF POWER)
The U.S. Constitution has
a system that helps to
keep political power
balanced and fair. This
system is called Checks
and Balances. We need
to understand the Check
and Balances system of
the US Government
before we can understand
the Checks and Balances
that are built into
Florida's Government.
Participate in all class
activities and take the
Checks and Balances
assessment.
Check student
learning using the
attached
assessment.
1. Post the question, "What are checks and balances
in government?" on the front board. Ask students to
say the first thing that comes to mind when they hear
the phrase "checks and balances." Ask them to think of
things in their lives that are fair and balanced. Mention
sports, dance competitions, the school spelling bee,
etc. What makes these things fair? What would
happen if we didn't follow the rules?
2. Mention that the government has a system to make
things fair. This system is called Checks and Balances.
The Federal Government and Florida's Government
both have a system that makes things fair and
balanced. This lesson focuses on the Federal
Government's Checks and Balances.
3. Watch the linked YouTube Video. Stop the video
and discuss as necessary. Have students take notes.
4. After the video re-address the original question.
Discuss the question to ensure comprehension. Re-
watch the video if necessary.
5. Have students compete the attached assessment.
Standards:
state government.
SS.4.C.3.1 : Identify the three branches (Legislative, Judicial, Executive) of government in Florida and the powers of each.
 System of Checks and Balances
 checks_balances_test.pdf
Reading Process
50 mins NOTE-TAKING:
Ability to select
important facts and
passages for use in
one's own writing.
7. THINKING NOTES
Read selected
excerpts from Florida's
Constitution to gather
information for your
essay.
Review the prompt:
After reading excerpts
from Florida's
Constitution and related
text, write an essay in
which you explain
how the balance of
power within Florida's
Government impacts
citizens' rights. Support
Information is
complete.
Information is
accurate and
relevant.
Attached is a copy of the Declaration of Rights as well
as a link to the entire constitution.
1. Use the "Thinking Notes" strategy to assist students
in reading and understanding the excerpts from
Florida's Constitution. While they read and analyze
excerpts from Florida's Constitution, have them look
for details that support how the balance of
power impacts citizens' rights. Have students take
notes and annotate the text with elements relevant to
the task.
2. Examine key words or parts of the document that
may need further clarification. As students read the
text, advise them to take notes about things that need
clarification and annotate elements relevant to the task.
3. Show students the attached video clip ("Thinking

your response with
evidence from the
text/s.
While reading and
analyzing excerpts from
Florida's Constitution, look
for details that support
how the balance of
power impacts citizens'
rights. As you read, take
notes and annotate the
text with elements
relevant to the task.
Notes") and model how to use the strategy using a short
excerpt from Florida's Constitution.
https://www.teachingchannel.org/videos/student-
annotated-reading-strategy
4. Have students work individually or in pairs to practice
the strategy.
** Information adapted from The Teaching Channel
Standards:
RI.4.3 : Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why,
based on specific information in the text.
 Florida's Constitution.docx
 Florida's Constitution
 Thinking Notes
Transition to Writing
1 hr SEMINAR: Ability to
discuss concepts as
8. CONVER-STATIONS
You will use your notes as
you rotate through our
"Conver-Stations" to
discuss the evidence you
gathered to support your
essay. You may add to
your notes as you move
around the room. Always
keep the task's prompt in
mind.
Participation in the
Conver-Stations
1. Teacher will group students.
2. Use the Conver-Stations strategy for students to
discuss their notes with their classmates and to add
to their notes.
3. For information regarding Conver-Stations see the
attached link.
Standards:
SL.4.1 : Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 4 topics and texts, building on others' ideas and expressing their own clearly.
 Conver-stations
45 mins IDENTIFYING
SIGNIFICANT
ELEMENTS: Ability to
choose important
supportive details and
facts in preparation for
writing
9. CHATTING AND
CHARTING
1. In teams, re-read the
task's prompt. Review the
texts we have read and
determine what details
you can use to effectively
meet the demands of the
task. List specific
The chart is
organized so that
the information
can be easily
understood.
Teams'
explanations are
clear and
address all
Read the task's prompt aloud to the class. Explain to
students that they will be working in groups of three to
review the prompt and prepare for their writing
assignment.
Model how to review the text you read and determine
what details you can use to effectively answer the task.
List specific evidence from your class notes. Then
model how to organize evidence into a chart. Show a

evidence from your class
notes.
2. Organize your evidence
into a chart so it can be
displayed and shared with
the class. Be prepared to
explain your thinking and
how you would address
the prompt.
aspects of
the task.
Teams provide
and organize
the evidence they
will use to answer
the prompt.
few examples of charts to students.
Divide the class into teams of three.
Provide each team with chart paper so they can
organize and display their evidence and their
conclusions.
After students are finished, ask students to display
their charts around the room. Ask students to take their
writer's notebook or the attached handout and
participate in a gallery walk. As they walk around the
room and review their peers' work, students should
collect evidence, information, and insights. This
information should be recorded in their notebook or on
the handout.
Finish the lesson by asking teams to explain their
thinking (and perhaps their chosen organization
pattern) to their peers. Remind students that they will
be able to use the notes on the text selections and in
their writer's notebooks, as well as notes on the posted
charts as sources of evidence when they begin
planning their essays.
*For examples of sample charts, view the website listed
under Teacher Resources.
Standards:
RI.4.1 : Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the
text.
 Sample Charts
 Chatting and Charting.docx
Writing Process
50 mins OUTLINING THE
WRITING: Ability to
organize ideas in
10. OUTLINE FOR AN
INFORMATIVE ESSAY
Create an outline based
on your notes and text in
which you state your
controlling idea, sequence
your points, and note your
supporting evidence.
Work Meets
Expectations If:
Creates an
outline or
organizer.
Supports
controlling idea.
Uses evidence
from texts read
earlier.
*Note* A sample outline is provided as a resource;
however, any classroom essay organizer can be used
with this task. If you choose to use the sample outline,
please note that students should make brief notes at
this point and not try to write in complete sentences.
Provide and model one or more examples of outlines or
organizers. Pass out the Outline Handout. Invite
students to generate questions in pairs about how the
format works, and then take and answer questions.
Students complete Outline Handout, using brief notes
rather than complete sentences. Mini-conference with
students while they work. Approve completed outlines.
Standards:
W.4.2 : Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.4 : Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and
audience.
W.4.8 : Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and
categorize information, and provide a list of sources.

W.4.9 : Draw evidence from literary or informational texts to support analysis, reflection, and research.
 Outline for Writing an Essay.docx
30 mins INTRODUCTORY
PARAGRAPH: Ability
to write an introduction
with a hook, a clear
focus, and a clear idea
of what will follow in
the essay
11. INTRODUCTION
Develop an effective and
engaging introductory
paragraph for your essay
that addresses the prompt
and provides the reader
with an introduction to
your essay. Your
introduction
should provide your
reader with a clear picture
of the journey they are
taking in your essay.
Meets expectations
if:
- Introduction
contains the
controlling idea and
is specific, well
articulated,
addresses the task's
prompt, and
captures the reader's
interest.
- Clearly provides
the reader with an
overview of the
essay.
1. Using their notes (from mini-task 10) have students
identify key elements they will use in their essay.
2. Students should begin their introductory paragraph
with a well developed controlling idea and elaboration
in which they:
Address the prompt.
Identify the key details of the essay.
Provide a smooth transition to the body paragraphs
3. Sudents will provide and receive peer feedback, with
a partner.
Standards:
W.4.5 : With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and
editing.
W.4.2.A : Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings),
illustrations, and multimedia when useful to aiding comprehension.
1 hr BODY
PARAGRAPHS:
Ability to develop a
focus or thesis with
supportive detail and
clear references to the
texts read
12. BODY
PARAGRAPHS
Each of your body
paragraphs should focus
on details that support
your controlling idea. You
will cite evidence to
support these details in
each paragraph. As you
write, periodically reread
the prompt to ensure that
you address all of the
important aspects of the
prompt. Utilize your
organizer or outline to
guide you as write your
body paragraphs.
Students will write at
least two quality
body paragraphs
that develop the
controlling idea,
include evidence
from the texts, and
include an analysis
of the evidence.
1. Using their notes and text, students will cite evidence
from the text to support the key details
2. Students should include the following in their
body paragraphs:
Transitional words or phrases
A reference to the prompt
Key detail
Evidence from the text to support the detail
Analysis of the evidence
3. Have students share their work, either class wide or
between partners.
Standards:
RL.4.4 : Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters
found in mythology (e.g., Herculean).
15 mins CONCLUDING
PARAGRAPH: Ability
to draw the ideas of
the essay to a
thoughtful ending
13. CONCLUSION
Write a conclusion to
wrap up your essay
including the following:
Scored according to
the LDC rubric
1. Remind students that an effective conclusion begins
with a transition, restates the controlling idea of the
essay, and leaves the reader with a feeling of
completeness.
2. Students write their conclusion.

Transition
A restatement of your
controlling idea
Something for your
reader to think about
Standards:
W.4.2.E : Provide a concluding statement or section related to the information or explanation presented
30 mins REVISION: Ability to
refine text, including
line of thought,
language usage, and
tone as appropriate to
audience and purpose.
14. PUTTING THE
ESSAY TOGETHER
Examine your
introduction, body
paragraphs, and
conclusion and put your
essay together. Revise
your work to make it the
best it can be. Be sure all
of the body paragraphs
relate to your controlling
idea. Revising is the
process of making sure
that the essay says what
the writer wants it to say.
Most writers look for the
biggest problems first and
then tackle the smaller
ones. For example, a
writer may begin with the
completeness of the
content, accuracy and
depth of supporting details
and evidence, and the
way the writing is
organized, then look at
style, grammar, spelling
and usage. Sometimes it
is helpful to consider
reviewing the writing by
looking at paragraphs,
then sentences, and
finally words and phrases.
Students will
produce a revised
rough draft.
1. Have students put their essay together and then
quietly read their work aloud. They should circle ideas
that are confusing, put arrows where information or
evidence is missing, and cross out repetitious
information or words. They can also edit their writing by
circling words and phrases that they wish to improve or
that have been overused.
2. Have students revise their work based on their notes.
Standards:
W.4.1 : Write opinion pieces on topics or texts, supporting a point of view with reasons and information
editing.
45 mins PEER EDITING:
Ability to revise an
essay using feedback
from peers
SMALL PEER GROUP
WORKSHOP
Place students in groups
of three.
Students will follow the
two step process below to
help edit their partner's
essay.
Step One:
Meets expectations
if:
includes at least
three comments
per page
questions are
asked to prompt
the writer to
provide more
1. Discuss the Peer Group Workshop Handout with
students.
2. Arrange students into groups of three.
3. Have them comment on a paper for between 10 and
20 minutes, then pass the paper to the next group
member for further commentary.
4. When all of the members of the group have read an
essay, have them discuss their feedback.
5. The author will take notes silently on the discussion.

1. Read your group
member''s essay and
add comments,
suggestions, and
questions in the
margins.
2. Try to add at least
three comments per
page.
3. Use What? When?
Why? Where? Who?
How? questions when
you want the essay’s
writer to provide more
details.
4. Also, attempt to point
out awkward phrases,
confusing ideas, or
otherwise unclear
passages as you mark
the writer’s rough draft.
Step Two:
1. Once you have read
the entire essay and
hand-marked the
paper, provide written
feedback to the
essay’s writer; your
goal should be to
provide the writer with
specific possibilities for
revision.
2. Make your feedback
as specific as possible
so that the writer
knows exactly which
section of the essay
you’re addressing.
3. In your feedback, deal
with areas such as
purpose, clarity,
content, textual
support, organization,
and how well the
essay addresses the
task's prompt.
4. Write your feedback in
complete and clear
sentences.
details and to get
the author to
reflect on his/her
own writing.
comments
provide useful
and constructive
feedback for the
writer
positive
comments are
explained
feedback avoids
broad sweeping
comments such
as “Your writing
is awesome,”
“Keep it up!” or
“This draft is
really good”
feedback targets
aspects of the
essay like
organization,
textual support,
content, and
focus, rather than
editing for typos,
misspellings, and
grammatical
errors.
6. Then, when the discussion is over, the author asks
those who revised his/her paper clarifying questions
and questions about any other aspect of the writing
that did not come up in discussion.
Standards:
W.4.1 : Write opinion pieces on topics or texts, supporting a point of view with reasons and information
W.4.4 : Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and
audience.
editing.

 Peer Group Workshop - Student Handout
40 mins FINAL DRAFT: Ability
to submit final piece
that meets
expectations.
FINAL DRAFT
Students will combine
their edits and revisions
into a final draft.
Evaluate student
writing using the
LDC Writing Rubric
Help students organize their edit and revision notes
prior to writing.
Have students write and proofread their final draft.
Standards:
Instructional Resources
No resources specified

Section 4: What Results?
Student Work Samples
No resources specified
Teacher Reflection
Not provided

All Attachments
 Floridas Government.docx : https://s.ldc.org/u/xl0yd0yjjalc2w24ccnkdsy9
 A Quick Civic Review.docx : https://s.ldc.org/u/9a302gcz7ptxohs6rpak9lmae
 Florida Government Stucture.docx : https://s.ldc.org/u/cdpvqnxphzfxn17q18cfgutlv
 How Florida Local Government.docx : https://s.ldc.org/u/4fr8zw8m1y5kx15esle4uw3j7
 Florida Government Stucture.docx : https://s.ldc.org/u/5j4bgq0gzc8jsjp05gdtksfr0
 Florida's Preamble.docx : https://s.ldc.org/u/sk3cn6ik8pc32e905m9rcpog

4.B_The_Balance_of_Power_-_How_does_Florida_s_Constitution_protect_our_rights_

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