Sie sind auf Seite 1von 4

Seton Hill University

Greensburg, PA 15601

Daily Lesson Plan for Student Teachers


Lindsey Lash

March 5, 2013


Civics: U.S Constitution


Plan approved by:



Dr. Gray

Behavioral Objective(s):
Students will be able to:
Identify the United States Constitution.
Recognize the Preamble of the U.S. Constitution.
Define key words in the Preamble.
Describe the roles of a citizen, based on the Preamble of the U.S. Constitution.
Create a Preamble based upon small group beliefs.
Construct a classroom constitution based on all groups preambles.
Participate in class discussion while creating the classroom Constitution.
Pennsylvania State Academic Standard(s):
Subject Area- 5: Civics and Government
Standard Area 5.1: Principles and Documents of Government
Grade Level 5.1.4: GRADE 4
5.1.4.C: Explain the principles and ideals shaping local and state government.
Liberty / Freedom
5.1.4.D: Identify key ideas about government found in significant documents:
United States Constitution
Standard Area 5.2: Rights and Responsibilities of Citizenship
Grade Level 5.2.4: GRADE 4
5.2.4.A: Identify individual rights and needs and the rights and needs of others in the classroom, school, and community.
5.2.4.D: Describe how citizens participate in school and community activities.
Materials and/or Equipment:
Promethean Board / White Board
Visual Display of the United States Constitution
o If possible, display Constitution on Promethean Board, if not, display on a television screen that is connected
to a computer.
Technological visual display:
o If no technology is available, visual display of the United States Constitution can be distributed as a handout
to students.
See Supplement.
The Preamble Video by School House Rock
Dry erase markers/chalk (Depending on board available in classroom)
Preamble words and definition cards (See Supplement)
Teacher Key for matching game (See Supplement)
Special Box (Containing a replica of the Constitution)
First page of the Constitution- Replica Paper- 1 for each student (See Supplement)
I saw with my special eyes paper- 1 for each student (See Supplement)
Decoding the Preamble packet- 1 for each student (See Supplement)

My Preamble paper- 1 for each student (See Supplement)

o Papers should be backed in red, white, or blue in even amounts for grouping students.
Classroom Constitution- To be created by teacher after classroom activity is completed
o One should be printed for each student, and one or more for easy display in the classroom.

Modifications for Individual Differences:

For a visually impaired child, enlarge text on Promethean board. (Child has assigned seat in the front of the
For children who have a learning disability and/or a difficult time recognizing words with definitions, create matching
colored backgrounds to correlate words with the definitions.
o For additional assistance numbers will be placed on the back of the pairs of cards, corresponding with the
matching pair.
Activities and Procedures:
A large variety of paints and materials will be set up in art bins to be passed out to each table of desks before the start of the day.
Anticipatory Set:
(Day 1)
Teacher will tell the class that she/he has brought something very special in to class today. Teacher will then instruct the
students that they will all have a chance to see what the teacher has been brought in, by taking turns.
Distribute I saw with my special eyes paper to students. (For bigger classes, teacher will have student helpers pass out
papers to classmates.)
Explain to students that they will have to write at least two sentences on their special eyes paper, once they have viewed
what is in the special box.
Teacher will explain to students that while they get a chance to see what has been brought in, they will have to take a guess at
what they believe it is. However, students must keep it a secret until everyone has had a chance to see what is inside the
special box.
Instruct children by the colors of their clothes to go to the back of the room where there is the special box. (NOTE: Teacher
will select students who have good manners and who are being quiet to be sent to the special box. Students will also be
instructed to take mental notes to write down when they return to their seats on their I saw with my special eyes paper.
When all students have a chance to view what is inside the special box and complete their I saw with my special eyes
paper, ask students what they believe they saw.
Teacher will write ideas on the board in front of the class, leading the classroom discussion about what the students believe
they saw.
Teacher will explain to the students that it was the United States Constitution that they were looking at in the back of the
Ask the students:
o What does the Constitution do?
o Who does the Constitution protect?
o Does anyone know what the beginning statement of the Constitution is called?
Teacher will explain to students if no one knew the answer to the final question, that the opening statement of the
Constitution is called the Preamble.
Show Preamble video to the class.
Lesson Sequence:
(Day 1)
First, distribute a copy of the first page of the Constitution, and the Decoding the Preamble handout.
Teacher will lead the classroom discussion about the Preamble.
o See teacher prompts/discussion.
Students will take notes from the discussion in their Decoding the Preamble packet.
NOTE: The Preamble will be broken apart line by line and be put into terms that the students will understand.
Students will ACTIVELY PARTICIPATE in the lecture/discussion by answering questions, giving insight to what they
believe certain words stand for, etc.
If time remains, students will be divided into two teams to play a game.
Once teams are divided, students will go to the board in turns according to their seat. (Ex. Student sitting in the first seat of
the row will go first, and the other students will follow in order.
Teacher will have important key words from the Preamble placed on the board, with their definitions. All of the

definition words will be scrambled on the board.

Two sets of key word cards will be placed on the board; however, there will only be one set of definitions.
The student to locate and place the definition card by their teams key words will gain the point.
Explain to the students that they have to match the words definition to their teams key word.
The first team member from each team will go to their respective pieces of tape that will be placed on the floor in front of the
Students will have to remain at the piece of tape until the teacher says, Go!
Teacher will first give the students the word to find, and when she/he prompts the students to go, they will have to locate the
words definition and place it next to the correct word.
Teacher will keep score on the board so that all students are able to see the running tallies.
When all of the definitions are found, the matching game is over and the winner will be declared.
The winning team will gain an extra point for the next days activity.
(Day 1)
Students will go over the new vocabulary words and their definitions as a class.
Teacher will ask class as a whole what the opening statement of the Constitution is calledThe Preamble, what does
the Constitution protectOur rights, etc.
Lastly, the teacher will instruct the students to place their Decoding the Preamble packet in their desk to use
tomorrow during their classroom activity.

Anticipatory Set:
(Day 2)
Teacher will play The Preamble video again.
After the video is over, ask students to recall knowledge about the Constitution and the Preamble from the previous
days activity.
Teacher will ask students what was the purpose of the PreambleTo say why there are laws for the United States, to
protect the rights of citizens, etc.
Discussion will be led by the teacher to ask students what rights we have of citizens are listed in the Preamble
freedom, safety, etc.
Questioning further, the teacher will ask what do we have to do to stay effective citizens of the United Statesvote,
obey laws, etc.
Lesson Sequence:
(Day 2)
Teacher will explain to students that they will be creating their own classroom constitution.
Explain to students that they will be in groups creating their own Preamble with their small group.
Teacher will distribute My Preamble paper to the class.
NOTE: My Preamble papers will be backed by red, white, or blue construction paper. These will be the basis to
divide the students into three groups.
Teacher will then have students move to three separate areas to meet with their groups.
Instruct students to refer to their Decoding the Preamble packet to help generate ideas while forming their preamble.
Explain to students that their Preamble can be one sentence or a few sentences, as long as they have five main points in their
NOTE: It is also important to explain to students that although they are in small groups, their opinions can be
different than others. They are to discuss what and why they believe certain rules are important in a classroom.
While students are working, teacher will actively engage in the students learning experience by walking around asking each
group what they believe is important in the classroom, what rules they would like to have, making sure everyone is on task,
seeing if anyone needs help, etc.
After finishing, everyone will return to their normal assigned seats, being sure to bring their own Preamble back to their desk.
When everyone has returned to their seats, teacher will ask students to share one point they have made in their Preamble.
NOTE: As students are saying their point, teacher will write each childs main point on the board.
After each child has shared their belief with the class, the teacher will then instruct the students that they will have to pick ten
of the main points that they feel are important to have in their classroom.
Students will vote by raising their hand(s) when the teacher says aloud the belief written on the board.
NOTE: Students will keep track of their votes by starting to vote with both hands and putting down one finger every
time they choose a belief to have in their classroom constitution. (Teacher will keep tally marks on board by the chosen
When the voting is completed, teacher will place a star by the top ten points to have in the classroom preamble to the

(Day 2)
Each student will have a turn to say what his or her favorite part of the lesson was over the past TWO days.
Teacher will finally ask again what the purpose of the Preamble wasto summarize why there was a creation of the
Constitution, why we had created the constitutionto protect citizens rightswas this the first document that set out
rules for citizensnowhat was the other document calledthe Articles of Confederation, etc.
Teacher will explain to students that she/he will create the final draft of the constitution for the classroom and
distribute it TOMORROW. They will each receive a copy to have, and one will be posted in the classroom so that
students can refer to it throughout the year.
Students will be evaluated through the use of a rubric checklist in accordance with the behavioral objectives and
Find a place to display the new constitution of Miss Lashs room in school.
Talk about rules that could be put into place at home with a parent/guardian.
Teacher Assignment:
Create the final draft of the Classroom Constitution.
Student Teacher Reflection:

Lesson Supplements

Cooperating Teacher Reflection:

Special Box