Constitution Day

Constitution Day Sept. 17, 2016

• A grade-appropriate video to be viewed on SMART Board related to the meaning  of
Constitution Day
•  Students  will create a Constitution Day book

Grade One
•    Students will get an overview of the Constitution, learn that the Constitution is a set of rules that the country lives by
•    Students will understand that Constitution Day celebrates the creation of this document
•    A School House Rock video will be shown regarding the Preamble
•    Students will create a "classroom Constitution"

Grade Two
• Activities  will include:
o     Creation of classroom Constitutions
o     Readings,  timelines, home-school Constitution activity
o     Students will learn about the Constitution and why it was written o     Students will write four reasons the Constitution is important

Grade Three
•    Students  will discuss and write about the different parts of the document  using a graphic organizer
•    Schoolhouse Rock "I'm Just a Bill" video to be accessed via YouTube.

Students will identify the different parts of the Constitution STANDARD: LS3.6(C)- Identify the Constitution as a key American   document MATERIALS: Poster of the Constitution, Chart Paper, Markers, Graphic   Organizer  of the Constitution LESSON  PLAN: *Teacher will explain that the Constitution  is a plan for how our  government works *Teacher will label and discuss the
different parts of the Constitution as follows (please refer to the attached anchor chart): *Part 1-
The Preamble- tells why we need a national government *Part 2- Articles- explain the three branches of government *Part 3- Amendments- Give Americans many rights- they are changes  to the Constitution- they were missing on the original Constitution     *When & Where­ September 17, 1787 in Philadelphia, PA *Who- Delegates from most of the 13 colonies except Rhode Island *Students will fill out their corresponding graphic organizer ASSESSMENT: Assessment will be based on completion of the graphic  organizer

Grade Four
•    Students will use a graphic organizer to write about the Constitution with the theme
"What the Constitution Means to Me."
•    Schoolhouse Rock "I'm Just a Bill" video to be accessed via YouTube.

What the U.S. Constitution Means to Me!
By: Name:    Date:     _

Topic Sentence: --------------------------

Graphic Organizer

Detail1: - ------- -    -- -    --------------- Detail2: -   --------------------- - --- - Detail3: ---- - -     -- -    -   --------------- - - Conclusion: ---------------- - -----------
Grade Five
•    Freedom of Speech (lesson/debate and prompt)
•    Schoolhouse Rock "I'm Just a Bill" video to be accessed via YouTube.

Windham  Center School
Grade 5 Common Lesson Plan
Constitution Day
ELA Common Core Standards:
W.5.1a Write an opinion piece by introducing my topic, stating an opinion, and grouping my ideas together  so they make sense
W.5.1b Give reasons  for my opinion that are supported by facts and details
W.5.1c Use linking words, phrases, and clauses
W.5.1d Use a concluding  statement in my opinion piece

Objective:  Students will create a persuasive essay using the Lucy Calkins Program that provides an argument  and evidence to support their argument clearly.

Lucy Calkins: The Research Based Argument Essay
Graphic Organizer Editing Checklist Rubric
Bill of Rights in Unit 5 of the Social Studies Text: United States History Vol. 2
Large Labels "For, Against, Unsure"
The teacher will read the pages in the textbook  (pages 206-208) that discuss the Bill of Rights and the Constitution with the class. After explaining what each bill means, the teacher will then pose the question, "Do you believe that freedom of speech is beneficial to our society or is it detrimental?" The teacher will ask the students to choose a side.  The teacher should remind students that Freedom of Speech has several different facets to it (freedom  of religion, freedom of speech, freedom  of the press, the right to assemble peacefully, and the right to complain about the government).  Students will physically  move in the classroom towards  a side of the classroom  that is labeled as "For" or "Against" or "Unsure". The teacher explains  that students will be able to share their reasons to support their views and move around the classroom  as they hear their fellow students make arguments. Discuss with students that they are amending their opinion if they move from one area to another and explain what it means to amend something. After students hear all of the views from their classmates,  students  are sent back to their seats with a graphic organizer to write down their arguments  and reasons to support their viewpoint.   The teacher will check to make sure the students have their ideas well supported before the students are ready to move on.
Next, students  think about a "hook" that will get the reader interested in reading the argument that they are about to write.  The teacher will check the "hooks" to make sure that students have understood correctly how to hook the reader.  Students will then begin their rough draft.  Once the rough draft is complete, students will  wrap up their piece with a solid concluding sentence.
Finally, students will edit their work using the Lucy Calkins Editing Sheet they were given on their first day of writing. Once they have edited their work, they are ready to type their final draft. Students  can save their final draft in Google Docs and share it with the teacher when they are finished.   The final essay will be printed and placed in the students' writing binder.

Students will be assessed using the Lucy Calkins Rubric.

Follow Up:
In Grade 5 we celebrate  Constitution Week by doing activities all week long that support discussion about the Constitution, the Preamble, the Articles, the Bill of Rights and all of the other Amendments.    We will hold class elections and create our own classroom  rules and a copy of the classroom  rules will be in the binder in the glass case in the WCS foyer.

Grade Six
•    "Students will have completed  a HW assignment  titled, "Are you an informed citizen?" Students  are encouraged to talk with parents to find the answers. On 9/16, the class will review the answers and discuss in greater depth. Students may also read and interpret the Preamble  of the Constitution and name six (6) duties that the US Government provides under the Constitution

Grade Seven
•    The group will celebrate Constitution Day prior to their departure for Nature's Classroom on Sept. 13th. Students will respond to the following prompt, " What are some of the freedoms  we have as Americans?"  The class will discuss responses.  They will also show students a film clip on the Bill of Rights.  Students will then be put in different scenarios  and will have to decide if the scenario was or was not in violation of any amendments.  For example: Can law enforcement show up at your house, walk in, and start searching? Which amendment covers this?

Grade Eight
•    Students will take a closer look at the Constitution by completing a scavenger  hunt based on the text of the Constitution.

•    During advisory, students will view a brief introductory  video celebrating the Constitution. Students will then engage with the full text of the Constitution via an advisory  scavenger hunt.