4.+Five+Day+Unit+Plan

Day 1: Introduction, read aloud, Constitution Day Rap, pretzel activity-Sam
Teacher(s) Name: Samantha Barnette Thematic Unit Theme/Title/Grade Level: The Constitution: “We the Kids!” 2nd grade Wiki space address: http://ucf2governmentf11t.wikispaces.com/ =Daily Lesson Plan Day/Title: Day 1: Introduction to the Constitution= What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || The student will be introduced to the idea of the Constitution. The student will participate in a discussion about their thoughts and knowledge of the US government. The student will sing a song that incorporates concepts of the Constitution. The student will learn that there are three branches of government. The student will create a manipulative to learn the three branches. || ||
 * =Learning Objectives=
 * **NCSS Theme/**
 * NGSSS- Next Generation**
 * Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [|http://flstandards.org].// || [[file:///C:/Users/Sam/Documents/Fall%202011/SSE%203312/Unit%20Plan/UP%20Lesson%20Plan%20Day%201.doc|SS.2.A.1.1: Examine primary and secondary sources.]]
 * **Assessment**
 * How will student learning be assessed? Authentic/Alternative assessments?
 * Does your assessment align with your objectives, standards and procedures?
 * Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || Unit Pre-Assessment:
 * ActivInspire Flip Chart with questions about the Constitution

Unit Post-Assessment:
 * Creation of a class Constitution
 * “Star student”—star-shaped cut out; student will write 5 facts they have learned about the Constitution (can be anything from who the Framers were to when it was signed to what it says)

//On-going// Assessment: - Discussion about the read alouds each day - Group Work - Voki Presentation and Framer facts - Voki Guess who-The teacher will present the each voki to the class. - Constitution day rap - Centers with hands on activities/scavenger hunt - Pretzel activity - Rephrasing the Preamble || Student Activities & Procedures
 * //Design for Instruction//


 * What best practice strategies will be implemented?
 * How will you communicate student expectations?
 * What products will be developed and created by students?
 * Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || **Procedures** 1. //(5 minutes)// Read Aloud of “How to Bake an American Pie” ESE/ESOL 2.//(2 minutes)// Ask students “How do you think a great country like America functions?” 3. //(10 minutes)// Socratic discussion - Probe with questions like “Why do we have government?”, “What do governments do?” 4. //(2 minutes)// Introduction to “Constitution Caps” (In a prior newsletter or on the Wikispace, the students and parents will know ahead of time to have their child bring in a hat to wear in class for a Social Studies unit) 5. //(5 minutes)// Constitution Day Rap: Students will each get a copy and the teacher will first sing the song so the students get the beat, and they will then chime in. This will incorporate TPR and be a fun “brain break” for the kids. 6. //(7 minutes)// Review of content in the rap (Fast facts) - Creation of a Constitution by the Framers - Signed in May 1787 - Bill of Rights - Amendments - 3 branches of government—to check and balance 7. //(7 minutes)// __Political Pretzel__—introduce the 3 branches of government by creating a political pretzel on a piece of construction paper. This is a graphic organizer that will help familiarize the check and balance ESE/ESOL 8. When the students are done, they may look in the classroom library at the “Book Bin” and check out books on the Constitution or they can journal about something they did not know about before the lesson. ||
 * == Resources/Materials == || **Materials**
 * 1) Print out of the “Constitution Day Rap” for each student
 * 2) Pretzels
 * 3) Red, white, and blue glitter
 * 4) Glue
 * 5) Construction paper
 * 6) Hats—provided by the students

//How to Bake an American Pie// by Karma Wilson Constitution Day Rap--[] Content-- [] Content-- [] || Discussion Notes: //Make comments here related to ideas for assessment measures, homework, parent involvement, field trips, or extension to the unit plan ideas.//
 * Resources**

Pre-assessment: Flip chart on the Constitution; will be done the week before the unit to measure prior knowledge and prepare the students. The teacher should encourage the students to check out books or look online for information on the Constitution over the weekend to get them excited and engaged in the lessons for the next week. Send home a list of resources to parents to involve them and promote learning outside of the classroom Social Studies block.

Take home: Students could incorporate technology by looking up information on the Constitution and bringing it in to share with the class throughout the week.

Day 1 is laying the foundation for the entire week, so this lesson is important to build that background knowledge that will be built upon throughout the unit. By incorporating movement, music, and art, the teacher is reaching out to all types of learners and accommodating ELL and ESE students.

Day 2: Framers - Shayna
Teacher(s) Name: Shayna Gearhart, Sam Barnett, Ally Good-McDaniel

Thematic Unit Theme/Title/Grade Level: Power, Authority, and Government/Constitution/2nd Grade

Wiki space address: http://ucf2governmentf11t.wikispaces.com/

= Daily Lesson Plan Day/Title: The Framers =

What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || The student will be able to identify the three main framers of the constitution and at least one fact about what they contributed to the constitution. The student will be able to research a specific framer and pick out the important facts. The student will be able to work in groups of 5-6 and be able to present information to the class. The students will be able to discuss information that is read to them. ||
 * =Learning Objectives=
 * **NCSS Theme/**
 * NGSSS- Next Generation**
 * Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [].// || * Power, authority, government
 * Civic ideals and practices
 * SS.2.C.3.2: Recognize symbols, individuals, events, and documents that represent the United States.
 * VA.K.C.2.2: Identify media used by self or peers.
 * LA.2.1.6.2: The student will listen to, read, and discuss familiar and conceptually challenging text;
 * LA.2.1.7.1: The student will identify a text's features (e.g., title, subheadings, captions, illustrations), use them to make and confirm predictions, and establish a purpose for reading;
 * LA.2.2.2.2: The student will use explicitly stated information to answer a question;
 * LA.2.4.2.2: The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic;
 * LA.2.5.2.4: The student will listen politely to oral presentations by classmates.
 * LA.2.6.2.3: The student will analyze and select appropriate facts and communicate information in a simple report that includes, a title, a main, and supporting details; and ||
 * **Assessment**
 * How will student learning be assessed? Authentic/Alternative assessments?
 * Does your assessment align with your objectives, standards and procedures?
 * Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || **Unit Pre-Assessment:*** ActivInspire Flip Chart with questions about the Constitution


 * Unit Post-Assessment:*** Creation of a class Constitution
 * “Star student”—star-shaped cut out; student will write 5 facts they have learned about the Constitution (can be anything from who the Framers were to when it was signed to what it says)

- Discussion about the read alouds each day - Group Work - Voki Presentation and Framer Facts - Voki Guess who-The teacher will present the each voki to the class. - Constitution day rap - Centers with hands on activities/scavenger hunt - Pretzel activity - Rephrasing the Preamble || Student Activities & Procedures
 * On-going Assessment:** -
 * //Design for Instruction//


 * What best practice strategies will be implemented?
 * How will you communicate student expectations?
 * What products will be developed and created by students?
 * Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || Procedures - recorder - reader - actor/voki voice - facilitator - voki creater (ESOL- group work)
 * (10 minutes) Introduce the lesson by showing the three vokis and explaining that the three men they see up on the board are framers of the Constitution. Then ask does anyone know what it means to be a framer? Finding some background information from students- The first voki James Madison will introduce himself. The class has to try and figure out whom his two friends are that helped in making the constitution. This will show the teacher if the students have any background knowledge of the historical figures.
 * (2 minutes)Tell the students that the three framers made up the preamble; which stated the purpose of the constitution. Explain why these three people came together to form this document.
 * (15 minutes) Read the book “We the People” pages 1-16 to allow the students to hear what each framer did to contribute to the constitution. Make sure to stop while reading and discuss topics the students may not be familiar with. Also discuss what is going on in the pictures. (ESOL-doing a picture walk, looking at illustrations) If time does not allow, then read during reading block.
 * (5 minutes) Have biographies printed out on each framers (George Washington, James Madison, and Benjamin Franklin.) Have the students get in three separate groups. In each group there should be:
 * (25 minutes) Each group will research their framer using the biographies the teacher printed out and any other books that are provided to make a voki that can explain who the framer is and what they did for the creation of the Constitution. (Teacher will be working with groups and specifically the voki creators to help them create their framer.)
 * (10 minutes) Each group will present the voki they created on the smart board.
 * Introduce the American Flag Board- students will be writing facts they hear about the framers today on red/white construction strips of paper and then at the end of the week the students will have to write five facts on stars to complete the flag.
 * As the students are listening, they will have three strips of paper (red or white) on their desk, one for each framer. Each student has to write at least one fact on the strip for each framer that is presented.(Model for the students exactly what you want the to do with each strip of paper.) The strips will be added to make a flag that has all the facts. At the end of the week the students will have stars that have five facts to complete the class Fact Flag.(ESOL-Modeling) ||
 * == Resources/Materials == || # __ We the People, The Story of Our Constitution __ by Lynne Cheney
 * 1) http://new.civiced.org/resources/curriculum/constitution-day-and-citizenship-day
 * 2) Voki
 * 3) Google Images
 * 4) http://www.floridastandards.org/Standards/FLStandardSearch.aspx
 * 5) construction paper
 * 6) pencils
 * 7) computers
 * 8) Smart Board ||

Discussion Notes:

I will note what students are asking questions and participating in discussion while doing the read aloud. I will record what student’s roles are in each group. I will share the vokis the students created with the parents by sharing it on the classroom wiki. For gifted students or students who finish up quickly, they can work on the rap that they learned on day one.

Day 3: Preamble- Ally
= Daily Lesson Plan Day/Title: The Preamble = What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || The Student will be able to understand the Preamble, by relating it to his/her life, rephrase it. The student will recognize that the Preamble describes how our government is structured. The student will, with 5 or less errors be able to orally repeat the Preamble ( song form is acceptable). || Unit Pre-Assessment: ActivInspire Flip Chart with questions about the Constitution Unit Post-Assessment: Creation of a class Constitution • “Star student”—star-shaped cut out; student will write 5 facts they have learned about the Constitution (can be anything from who the Framers were to when it was signed to what it says) //On-going// Assessment: -Discussion about the read alouds each day -Group Work -Vokie Presentations and Framer Facts -Voki- Guess who -Constiution Day Rap -Rephrasing of the Preamble -Center with hands on activities/ scavenger hunt -Pretzel Activity || Student Activities & Procedures
 * =Learning Objectives=
 * **NCSS Theme/**
 * NGSSS- Next Generation**
 * Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [].// || * SS.2.C.1.1 Explain why people form governments.
 * SS.2.C.2.3 Explain why United States citizens have guaranteed rights and identify rights.
 * SS.2.C.3.2 Recognize symbols, individuals, events, and documents that represent the United States.
 * RI.2.2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
 * RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. ||
 * **Assessment**
 * How will student learning be assessed? Authentic/Alternative assessments?
 * Does your assessment align with your objectives, standards and procedures?
 * Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || //Be sure to include Pre/Post assessment for your entire unit plan and on-going/ alternative assessment for individual, daily lesson plans!//
 * //Design for Instruction//


 * What best practice strategies will be implemented?
 * How will you communicate student expectations?
 * What products will be developed and created by students?
 * Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || Procedures: Large segmented laminated print out of the Preamble ActivInspire Markers, crayons for a illustrating //We the People// book used for read aloud || Discussion Notes: //Make comments here related to ideas for assessment measures, homework, parent involvement, field trips, or extension to the unit plan ideas.// Engage students while they are working in their groups to participate in higher level thinking but asking them what the Preamble means to them.
 * ( 2 minutes)Begin by recalling on prior knowledge from the first two days. Engage the students in class discussion such as “ What did we learn about yesterday?” – The answer should refer to the farmers, who wrote the Constitution.
 * Then do a read aloud, finishing from yesterday//, We The People//, p. 18-30. This should take up to 20 minutes. ( This could be done during the reading block, if time is limited.
 * ( 3 minutes)Building off the farmers, as the anticipatory set, play the School House Rock song “The Preamble”. Tell students that they are going to learn about the Preamble, the song is used to enhance the lesson.
 * ( 15 minutes)Break the class into 7 groups, these groups represent the phrases of the Preamble. Each group will have a phrase ( use large laminated texts) and have to rewrite it in their own words. The students will have to work together to reach a final product. This is an effective ESOL/ELL strategy, because it allows these students to work with other. It is also beneficial to ESOL/ELL students to learn about rephrasing. It will enable all students to understand the Preamble in their own words, and enhance the experience for ESOL/ELL students. This project allows for students to work cohesively, the students will be able to write and depict their part of the preamble, and the song will also enhance their learning it. The teacher will monitor the groups and participate in questions throughout, while keeping record of students who are actively engaged.
 * ( 5 minutes) The groups will rewrite their phrase as they understand it and illustrate it. Then the groups will present their final products to the class, by drawing and writing what their group created on the ActivInspire boards.
 * While each groups is presenting the other students will be writing down, the rephrase the group has made. At the end the final group products will be displayed in the classroom and each student will have their own copy of the Preamble. ||
 * == Resources/Materials == || The School House Rock song/video

Day 4- 3 branches of government- Ally
= Daily Lesson Plan Day/Title: The 3 branches of Government = What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || The student will be able to identify the 3 branches of government. The student will be able to distinguish differences in the branches of government, and relate each branch to their world ( such as the president of the US and the principal of my school) The student will be able to explain the function/importance of each branch of government (one example such as Congress makes the laws, is acceptable). The student will be able to connect that the framers wrote the Constitution, but it still governs how our country is run today. || Unit Pre-Assessment: ActivInspire Flip Chart with questions about the Constitution Unit Post-Assessment: Creation of a class Constitution • “Star student”—star-shaped cut out; student will write 5 facts they have learned about the Constitution (can be anything from who the Framers were to when it was signed to what it says) On-going Assessment: -Discussion about the read alouds each day - Group Work -Vokie Presentations and Framer Facts -Voki- Guess who -Constiution Day Rap -Rephrasing of the Preamble -Center with hands on activities/ scavenger hunt -Pretzel Activity || Student Activities & Procedures
 * =Learning Objectives=
 * **NCSS Theme/**
 * NGSSS- Next Generation**
 * Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [].// || * SS.2.C.2.3 Explain why United States citizens have guaranteed rights and identify rights.
 * SS.2.C.1.1 Explain why people form governments.
 * SS.2.A.1.2 Utilize the media center, technology, or other informational sources to locate information that provides answers to questions about a historical topic.
 * RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. ||
 * **Assessment**
 * How will student learning be assessed? Authentic/Alternative assessments?
 * Does your assessment align with your objectives, standards and procedures?
 * Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || //Be sure to include Pre/Post assessment for your entire unit plan and on-going/ alternative assessment for individual, daily lesson plans!//
 * //Design for Instruction//


 * What best practice strategies will be implemented?
 * How will you communicate student expectations?
 * What products will be developed and created by students?
 * Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || Procedures:
 * ( 3 minutes)The anticipatory set, do a walk through of the website Ben’s Guide to give the students an overview of the 3 branches of government, as well as familiarize them with the website.
 * Together as a class make a tri flip chart, such demonstrating for the students what it should look like and what it is used for. Clearly label the three branches of government on it, one on each flip. This may take up to 5 minutes, but as students continue to create their charts, orient them to the stations in the room. There will be four stations in total. Three stations represent a branch of government, Judicial, Legislative, and Executive. These three stations will have a model of the branch or a representation, such as the white house or pictures of the president ( formers and present) for Executive branch. The station will also have a brief overview of the responsibility and power of each branch as well as who makes it up. The fourth station will be a computer station where students will complete the scavenger hunt from Ben’s Guide. This should take up to 30 minutes. This activity allows for ESOL/ELL students to work with groups and partners and discuss with thoughts and ideas with each others. Also the representations/models of each branch allow students to have a manipulative and help make text to life connection and thus remember such facts.
 * Once students have successfully moved throughout and completed all the stations, they will turn in their scavenger hunt worksheet and return to their tables.
 * With their elbow partners students will discuss how the branches of government relate to their lives, such as how the school as a principal who is like the president of the school.
 * Students will log these connections in their tri chart. If students do not finish their tri chart they make take it home and finish it for homework and bring it back the next day.

//In your lesson be sure to label (ESOL; ESE) appropriate activities and modifications made for ESOL and ESE students.// || Models/ representations of each branch ( such as a gavel for judicial) as well as a laminated brief explanation of that branch. A tri flip chart for each student || Discussion Notes: //Make comments here related to ideas for assessment measures, homework, parent involvement, field trips, or extension to the unit plan ideas.// While students are moving through the stations I will observe throughout the classroom. I will keep record of who is actively participating if need I will intervene and engage students with questions to involve them in higher order thinking. I will model for student how to relate the branches to their own world by providing the principal/president example. If finished early at a station before time to switch, the students should be practicing and reviewing their constitution rap that they learned on day 1.
 * == Resources/Materials == || //[]// Used with a worksheet fill in the blank format.

**Day 5- Make class constitution- Sam** Teacher(s) Name: Samantha Barnette Thematic Unit Theme/Title/Grade Level: Government: “We the Kids!”; 2nd grade Wiki space address: http://ucf2governmentf11t.wikispaces.com/ =Daily Lesson Plan Day/Title: Day 5: Class Constitution= What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || The student will create a “Classroom Constitution”. The students will work in groups to decide on important factors for their own classroom. The student will review all the information learned by creating a “Star Student” model. The student will understand what the Constitution is and the impact it has on the American culture and government. || ||
 * =Learning Objectives=
 * **NCSS Theme/**
 * NGSSS- Next Generation**
 * Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [|http://flstandards.org].// || [[file:///C:/Users/Sam/Downloads/UP%20Lesson%20Plan%205%20NEW.doc|SS.2.C.2.4: Identify ways citizens can make a positive contribution in their community. ]]
 * **Assessment**
 * How will student learning be assessed? Authentic/Alternative assessments?
 * Does your assessment align with your objectives, standards and procedures?
 * Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || Unit Pre-Assessment:
 * ActivInspire Flip Chart with questions about the Constitution

Unit Post-Assessment:
 * Creation of a class Constitution
 * “Star student”—star-shaped cut out; student will write 5 facts they have learned about the Constitution (can be anything from who the Framers were to when it was signed to what it says)

//On-going// Assessment: -Discussion about the read alouds each day

- Group Work

-Vokie Presentations and Framer Facts

-Voki- Guess who

-Constiution Day Rap

-Rephrasing of the Preamble

-Center with hands on activities/ scavenger hunt

-Pretzel Activity || Student Activities & Procedures
 * //Design for Instruction//


 * What best practice strategies will be implemented?
 * How will you communicate student expectations?
 * What products will be developed and created by students?
 * Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || **__Procedures__** 1. //(5 minutes//) Bell work: Walk in and take a “star” and a sticker. On the classroom poster poll, place the sticker by what branch of government you think you would like to be in; then next to it, write why with one of our scented markers! Bring the star with you to your seat and wait for instruction.

2. Students will be instructed to put on their “Constitution Caps” and stand to do their Constitution Day Rap, which will be pulled up on the IWB.

//3. (10 minutes)// Post Assessment//:// Students will sit and the teacher will instruct them to take out their star and remind them that they are all “Star Students” and now they get to show it off!

4. Tell the students they need to write their Five Favorite Facts about the Constitution on the star and put their name on the back. ESE/ESOL students can draw or orally tell the teacher their 5 facts if they choose to.

5. Let the students know this will be posted around the classroom on the American flag board!

6. Next, the students will move into groups. Prepare for this while students are completing their assignment. Students will be placed into groups of 4.

//7. (17 minutes)// Class Constitution:
 * Students will get into groups of 4 and create one rule or “agreement” they would like to see in the classroom community. ESE/ESOL
 * Remind the students these need to be things that can actually be done (i.e. “all students should be paid to go to school” would not be acceptable).
 * Give students //7 minutes// to do this, and then spend //10 minutes// compiling their thoughts into a “We the Kids” document, which they will write onto the “Classroom Constitution” link on the Wiki using the IWB as their group is called. ||
 * == Resources/Materials == || **Materials**
 * Poster board
 * Stickers
 * Markers
 * Hats—provided by students
 * Star shape cut outs

__Constitution Day Rap__-- [] __Classroom Constitution__-- [] __Classroom Constitution & Additional Assessments for this Unit__-- [] ||
 * Resources**