MS 2016-2017 UCI LESSON PLANNER

Part 1: Classroom Information

Grade: 5 Content Area: History-Social Studies

Group Size: 33 Lesson Length: 2 - 60 minutes

Part 1: Planning for the Lesson

A: Standards
i. Key Content Standard:

HSS.5.7.2 Explain the significance of the new Constitution of 1787, including the struggles
over its ratification and the reasons for the addition of the Bill of Rights.
HSS.5.7.3 Understand the fundamental principles of American constitutional democracy,
including how the government derives its power from the people and the primacy of
individual liberty.

ii. ELA Standard:

ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.

iii. Related ELD Standard (must be included when using an ELA Standard):

ELD.5.I.A.1 Exchanging information and ideas with others through oral collaborative
discussions on a range of social and academic topics
ELD.5.I.B.6 Reading closely literary and informational texts and viewing multimedia to
determine how meaning is conveyed explicitly and implicitly through language

B. Objectives
i. Learning Objective/Goal: The students will (DO __) to (LEARN ___).

The students will draw a poster and summarize in 6-10 words an amendment from the Bill of
Rights to learn the liberties the Bill of Rights protects.

ii. Language Objective (transfer this from "Incorporating Academic Language"):

The students will summarize text and posters about the Bill of Rights using 6-10 word phrases.

C. Assessments:
i. Informal assessment strategies you will use during class (What informal assessment
strategies will you use, what specific evidence will you see and/or hear and how will
you note it?)
 Assessment Strategy Evidence of Student Learning
Partners will discuss what they have read and
Partner Discussion (Checklist)
collaborate on their posters.
Students will be able to share what they
Share outs notice in the book and share the GIST
phrases that they have constructed.

ii. Written assessment you will use to determine, for each individual student, to what
extent they have met your learning objectives. (What evidence will you collect?)

Students will summarize each amendment by formulating GIST phrases of 6-10 words
using the primer and poster as sources. The students understanding of each amendment
will be assessed by their number of words and word choice. Their GIST sentences should
contain the main idea of each amendment.

D. Lesson Resources/Materials (e.g., student handouts, manipulatives, PPTs, text pages,

special supplies) Attach copies of any student handouts or worksheets:
Student S.S. Notebooks
Handout of Constitution Lapbook pages (bought from Teachers Pay Teachers, created by
Hootys Homeroom)
Catrow, David (2005). We the Kids: The Preamble to the Constitution of the United
States. New York: Puffin.
The Bill of Rights Primer (17 copies) (from KidsDiscover.com)
Construction paper for posters

Part 2: Instructional Sequence - Engaging Students in the Learning Process

Preparation before the lesson:

Introduction (4 min.): Describe how you will 1) make connections to prior knowledge, tap into
their experiences and interests or use a hook, AND 2) let students know what the objective of
the lesson is.

Tell the students that the year is 1787 and that the war has been over for four years. Tell the
students that we have the Articles of Confederation but they are just not working. Ask the
students what the leaders of the colonies have decided to do. (The founding fathers decided to
hold a convention and write a constitution that will ensure a government for the people.)

Tell the students that our Constitution has 3 parts: the Preamble, the Articles, and the Bill of
Rights/Amendments.

Body of the Lesson (110 minutes): Describe step-by-step what the teacher and the students will
be doing during the lesson.

(20 minutes)
Have students open their S.S. notebooks to two empty and adjacent pages. Have students fold the
page on the left inward and the page on the right inward (as seen in attached image). Pass out the
first two handouts for the Lapbook. Show the students that the first handout will be cut and
pasted onto the folded left page. Show the students that the second handout will be cut and
pasted onto the folded right page.
Show the students the image for the third handout, making sure they understand where to glue
for the different parts of the Constitution. Pass out the third handout.
Show the students the image for the fourth handout, making sure they understand where to glue
and where to cut. Pass out the fourth handout.

When the students are finished gluing, have them turn to a partner to discuss the parts of the
Constitution and match the correct explanation to each part. (third handout) Have students share
out what they have concluded. Have students put each explanation into the proper insert.

Have students come to the floor with their notebooks.

(20 minutes)
Read the introduction to the We the Kids book to the students. Tell the students that the author
had written the book so that these big ideas could be understood easily and to pay close attention
to what the dog is doing in each picture.
Read the first two pages (We the people of the United States,) and hold up the book to the
students. Ask them what they notice. (The dog is carrying lots of things. Theyre moving, going
somewhere else.) Make sure to read the text on the page titled The Words in the Preamble and
What They Mean to help support ELs and to help with understanding vocabulary. Tell the
students that We the people of the United States means All the people in our country,
including kids.
Tell the students that they will be writing down a GIST underneath each corresponding box in
their S.S. notebooks (fourth handout). (Students already know the GIST strategy. They will
construct 6-10 word phrases that summarize the main idea of each Preamble phrase.) Ask the
students how they could put each phrase into 6-10 words (or maybe even less!)
Have students share out to support ELs. (We the People of the United States citizens)
Give the students 30 seconds to write down their GIST.

Continue on reading and showing every two pages, stopping to ask what they notice. As difficult
vocabulary comes up (tranquility, welfare, posterity), ask students what they think the words
might mean based on the picture. Make sure to read the simplified version of each phrase that is
provided at the beginning of the We the Kids book. Continue to have students share out some
GIST examples to support ELs.

Tell the students that just like David Catrow used the words from the Preamble to draw pictures
that could help define the difficult words and ideas, they will be doing the same thing but with
the Bill of Rights. Read aloud The Backstory from the Bill of Rights Primer, page 3.

Tell the students they they will be assigned to a group and one amendment tomorrow. Tell the
students that this amendment will be one of the ten amendments that make up the Bill of Rights.

CLOSURE: Have students share their GISTS for some of the harder phrases, such as insure
domestic tranquility.

**2nd day**
Remind the students that yesterday we read We the Kids and talked about the Preamble. Ask
students why the Bill of Rights was added to the Constitution. (They didnt have anything that
protected the rights of the people. Some people opposed the ratification of the Constitution
without the Bill of Rights.)

(25 mins)
Tell the students that they will be given a primer to share in each group. Have each member in a
group choose a number from 1 to 3 (or 4). Tell the students Student 1 will read the original text
of their amendment aloud. Tell the students that Student 2 will read the In Plain English text
aloud. Remind the students that these amendments are called the Bill of Rights, so they are
protecting our right to do something. Tell the students that they will then discuss what the
amendment means. Each student will take a corner of the construction paper to draw their Sketch
notes. Remind the students that the pictures should be simple.

Separate the students into groups of three/four. Assign each group one amendment. Hand out the
Bill of Rights Primer and a sheet of construction paper.
Give the students 20 minutes to read and sketch their amendment.

Have the students display their poster on the wall and have their primer open to the right page.

(35 mins)
Have students come to the floor. Explain to the students that they will now be doing the GIST
strategy on their own for these amendments. Tell the students that they will be writing each
GIST on the inner right page (shown in image). Have the students go around with their groups to
each amendment, studying the poster and having the primer as a resource. Tell the students that
they will be able to discuss what they see, but will have to come up with their own GIST. Tell
the students that each GIST can begin with This amendment protects the right to or This
amendment prohibits (or prevents)... and that these words will not count toward their 6-10 word
GIST.
(3 minutes per amendment, ~30 minutes in all)

Make sure that you include the specific academic language strategies you will use to support
your students in using academic language to talk/write about the math they are learning.

Make sure you identify the specific assessment you are using in the Body of the Lesson.

Closure (6 minutes): Describe how you will prompt the students to summarize the lesson and
restate the learning objective.

Ask the students to share some of their GISTs.

Ask the students if they learned anything new about the Bill of Rights today.

Part 3: Incorporating Academic Language

 (to be completed after you have planned the content part of your lesson plan)

1. Describe the rich learning task(s) related to the content learning objective.

Students will discuss in their groups the text they have read together. Students will
summarize by writing GIST phrases for the Preamble and the Bill of Rights.

2. Language Function: How will students be communicating in relation to the content in

the learning task(s)? Identify the specific function (purpose or genre) you want to
systematically address in your lesson plan that will scaffold students to stronger disciplinary
discourse. The language function will always be a verb. Some examples are: describe,
identify, explain, justify, analyze, construct, compare, or argue.

Summarize.

3. Language Demands: Looking at the specific function (purpose or genre) your students
will be using, what are the language demands that you will systematically address in this
lesson?
Vocabulary:
Key to this lesson: Constitution, Preamble, Bill of Rights, right

Syntax1: This amendment protects the right to OR This amendment prohibits...

Discourse2: Students will discuss the main idea and supporting details of each text with
partners.

4. Language Objective: What is/are the language objective(s) for your lesson? (The
students will (FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX
AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using transition
words such as similarly, different from or by contrast. Note: be sure to copy and paste this
into the top of the lesson planner.

The students will summarize text and posters about the Bill of Rights using 6-10 word
phrases.

5. What does your language objective sound like/look like for different levels of language
learners? Ask yourself, What would the students say/write when using the language
function. Remember to consider the language demands while creating sample language that
the students might use.
Start here!

1
Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.
2
Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write,
and participate in knowledge construction.
Emerging Expanding Bridging
This amendment prohibits This amendment prohibits This amendment prohibits
police cant search home. police to need something to police search with no
search home. permission.

6. Language Support: What instructional strategies will you use during your lesson to
teach the specific language skill and provide support and opportunities for guided and
independent practice?
Instruction Guided Practice Independent Practice
Personal assets (drawing) Lapbook Sketch notes poster (to help
Modeling Small group discussion understand amendment)
Read Aloud Sketch notes poster (making) In Plain English sentences
Share outs in text
Lapbook Sentence frames
GIST GIST
Picture Book Small group discussion

7. Be sure to incorporate your ideas in #6 above into your actual lesson plan!
Assessment Notes:
* Be sure to incorporate assessment items of your targeted academic language into your
assessments.
* Be sure to review any assessments you are going to use, and consider what modifications you
may need to make for your language learners.

Part 4: Lesson Analysis

In addition to answering the questions below, annotate (make notes on) the actual lesson plan to
indicate what worked, what didnt, missed opportunities you had, where you collected evidence
of student learning, how you monitored students, and other anecdotes.

LEARNING GOAL
1. What was your content learning objective/goal?
The students will draw a poster and summarize in 6-10 words an amendment from the Bill of
Rights to learn the liberties the Bill of Rights protects.

EVIDENCE
2. a) What specific examples of student learning do you have that showed students met or
made progress toward the content learning objective? Please complete the chart below.

Teacher Actions &/or Strategies Evidence of Student Learning

Showed We the Kids book and had
students share what they noticed.
Asked students to share out GIST (6-10
words) for each Preamble phrase.
Gave students instructions to take the
amendment they were given to draw
Sketch notes onto a poster.
Gave students instructions to make GIST
for each amendment as they walked around
with their groups to read text and look at
Sketch notes.
Students were able to correctly point out
that the dog was moving somewhere.
Students pointed out that establishing
justice may mean setting some fair rules
(according to the book).
Students shared GISTs:
(in order to form a more perfect
union) to make things better for our
country
(do ordain and establish this
Constitution) to follow list of rules
from government
The students in each group had similar
drawings that shows me that they
discussed what the amendment was about
and came to a consensus on it.
A majority of the students were able to
draw a representation of their assigned
amendment.
(Amendment I) Every man have
their own rights, you cant stop it.
(Amendment IX) You have the
right to privacy.
(Amendment VII) Trial is fair.

b) Write a narrative that explains the decisions and strategies you used that led to successful
student learning of your content learning objective.
Having students use Sketch notes to explore the Bill of Rights was a great way to engage
the students interests. Even though the text had both the original wording and an in plain
English wording, some words used could have been difficult for some students to
understand. Having the students in groups, discussing what the amendments mean helped a
few struggling readers as noted in their Sketch notes. Based on my knowledge of struggling
readers, having the additional Sketch notes seems to have given them more access to the text
for each amendment.

c) What evidence is missing? What would you do to capture this evidence in the future?
It would be great to have actual discussion evidence from the students. It would help to
see what was actually discussed in their groups.

3. a) What specific examples of student learning do you have that showed students
struggled to meet or make progress toward this goal? Please complete the chart below.

Teacher Actions &/or Strategies Evidence of Student Learning

 GIST for amendments A majority of the GISTs were within 6-12
words, but a few students wrote out lists
instead of a GIST.
Sketch notes for amendments A few students Sketch notes were not
very clear and did not show that they
understood the text.

b) Write a narrative that explains the decisions and strategies that may have interfered or
created missed opportunities in terms of student learning.
It seems that with my class, since it is a 5th grade class, everything we do tends to have
multi-step instructions. At the last minute, I decided to make slides to help students have
access to these multi-step instructions, but there were still questions, either from students not
reading through the instructions thoroughly (after I shared), or from students not
understanding what I meant. For example, I asked the students to put their posters on the wall
with tape and place the text underneath the poster. One group tried to tape the text packet
against the wall, under the poster. I always try to get through instructions quickly since I lose
their attention so quickly, so I am still trying to figure out what the best way would be for
giving directions. If this is done effectively, it should really increase the time that the
students have to actually do the different tasks that are a part of the lesson.

c) What evidence is missing? What would you do to capture this evidence in the future?
I was not able to monitor every single group, so I think it would be great to have
information about what each group discussed as they walked around looking at each
amendment. I am not sure how to capture this as evidence.

4. Considering evidence of student learning (both student progress and student struggle), if
you were to teach this lesson again, how would you change your math teaching of this topic
to better reach the learning needs of the students? How do you expect these strategies to
impact students achievement of the lesson learning goal(s)?
I actually realized during the lesson that the time I had planned out was a bit too long for
most of the groups. I would have the students spend less time reading and making their
Sketch notes and less time walking around to read and make their GIST sentences.
One of my students made a comment that she understood what every word of her amendment
meant (the plain English version), but altogether had no idea what it meant. Because of this, I
would also consider watching a video or having a class discussion beforehand about the Bill
of Rights so that the students have more access to the text when they read it.

NEXT STEPS
5. Using the evidence of student learning described and observed, what will be your next
steps in future instruction with the class, small groups, and/or individual students?
The students really enjoyed making the Sketch notes and enjoyed walking around to look
at other groups Sketch notes. I would like to use this same concept in looking at the Articles in
the Constitution. Since there are only 7 articles, I could either separate them into pairs and have
two sets of each article or separate the first 3 articles into different parts.
Images