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Siop Lesson Plan Constituion

The lesson plan focuses on teaching students about the U.S. Constitution by having them compare and contrast it with the Articles of Confederation, recite the Preamble through repetition and modeling, and identify the key ideas of the Constitution through matching activities, discussions, and a worksheet assessment. Strategies used include listening to and reciting the Preamble, drawing connections between concepts and words, and discussing their understanding of the material.

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173 views4 pages

Siop Lesson Plan Constituion

The lesson plan focuses on teaching students about the U.S. Constitution by having them compare and contrast it with the Articles of Confederation, recite the Preamble through repetition and modeling, and identify the key ideas of the Constitution through matching activities, discussions, and a worksheet assessment. Strategies used include listening to and reciting the Preamble, drawing connections between concepts and words, and discussing their understanding of the material.

Uploaded by

api-522436376
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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SIOP Lesson Plan

Daniel Damico
Subject: History
Unit Focus: American government

Lesson # 1 Length of lesson 1 day

Standards:
Standard - 5.2.C.B
Analyze strategies used to resolve conflicts in society and government.
CCSS.ELA-LITERACY.RH.9-10.6
Compare the point of view of two or more authors for how they treat the same or similar topics,
including which details they include and emphasize in their respective accounts.

Lesson Topic: The Constitution

Objectives: write on board


Language objects- Students will be able to
 Recite the preamble of the United States Constitution
Content objectives- Students will be able to
 Contrast articles of confederation and the Constitution
 Identify the key ideas of the United States Constitution

Key Vocabulary: Constitution and Articles of Confederation

Materials: Paper, pencil, printed out U.S Constitution document

3 strategies Used
1. Students are listening and modeling to the reading of the preamble. After listening
students get to practice the reading both with the teacher and with their partners
a. I’m using this strategy because repetition can be extremely beneficial especially
to ELL students. The students are both practicing improvement in their English
and history knowledge.
b. This is going to be effective in my lesson because we are discussing the preamble
and what it means. Have the student repeat enforces the concept and the more that
they do it, the more comfortable they are going to be. This will also be right after
we have discussed the meaning so the students will have that fresh in their brains
and they practice. It is also just a great way to help build their English skills and
give them more confidence in their speaking abilities.
2. Students are asked to match visual representations to word phrases and have the students
physically draw lines connecting the ideas.
a. I choose this strategy because the students will be both getting a visual depiction
of the idea and are able to connect that to the word/idea. They are physically
drawing that line from the concepts, so they can also see the connection
b. This strategy is going to be effective because it allows the students to think about
the content in multiple ways. It is going to be helpful to ELL students because
they are making connections between the words and the concepts. If the students
can make that connection, then they will have be able to remember the concept
much better when we look back to it in future lessons.
3. Students will discuss/retell the meaning behind their reading and understanding of the
Preamble after the I discuss the
a. I am using this in my lesson because when students can summarize an idea that
we talked about class, it clearly demonstrates that they have a firm understanding
of the content.
b. This is going to be effective in my lesson because it forces students to reach
higher levels of thinking and they can bounce off of other students’ ideas and add
that to their own thinking.

Preparation:
1.) I will write general facts about the Articles of Confederation and the US Constitution on
the board
2.) Have pictures of the Articles of Confederation and the Constitution on the board
Motivation:
Post, read, and explain the content and language objectives of the lesson to the students. Include
pictures or drawings that help simplify or better explain the objectives to the students.
Warm up/Building Background (15 Minutes) (Listening- Group visuals by common
traits named orally/Reading- Matching visual representations to words/phrases)
 Start the lesson by having general facts about either the United States Constitution or the
Articles of Confederation written on the board. Have the students point to the picture of
either the Constitution or the Articles of Confederation that they think represents the
statement.
o Believed that states should have more power than National Government (Articles)
o Allowed for taxation of the people (Constitution)
o Required 9 out of 13 states in order to pass a law
 After finishing the statements, go over the statements with the students and discuss the
answers with them. Have students draw on board lines connecting to the correct answer
 Tell the students that these documents were created in order to help govern the people.
 Have the students write in their notebooks the vocabulary words
o The Articles of Confederation
o The Constitution
 The students will be asked to copy a definition and to write

Presentation (Reading) (10 Minutes)


 Together we will read the introduction to the United States Constitution and we will go
over the significance of the document
 Students will be given a picture dictionary to use when/if they encounter any words that
they are unfamiliar with.
 Students in their own words will briefly summarize what the preamble is about
Practice/Application (10 Minutes) (Speaking)
 Students will listen to School House Rock- Preamble song
 Students will listen to me as I read the preamble out loud
 Students will then model the teacher by reciting the preamble to the US Constitution as a
class (Breaking it up in short sentences)
 In pairs of two the students will take turns practicing the preamble
Comprehensible input directions
1. Students will be handed out a document that has the preamble words on it that they will
be practicing with
2. Students will write their names on the piece of paper
3. They will then listen to School house Rock- Preamble song
4. Then the students will be told to listen to me as I read the words off the paper (I will read
this slowly and take breaks after punctuation
5. Then I will tell the students to repeat after me. I will then read the paper again and they
will model me
6. Repeat this a few times so the students can get used to saying the words
7. Then have students break up into groups of two and have them take turns practicing
reading the document
8. Walk around and help any students that may be struggling. Encourage partners to do the
same.
Review/Assessment (5 minutes) (Writing)
 Students will fill out a worksheet asking questions on the differences between the U.S.
Constitution and the Articles of Confederation and the key ideas of the Constitution
o Students will have a word bank to fill in the blank questions
 Review the objectives with the class and discuss if they have been met.

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