Beruflich Dokumente
Kultur Dokumente
Central Focus:
This learning segment will focus on Federalism. The students will be recapping their knowledge
of the three branches of government, Executive, Legislative and Judicial to apply it while
reading the United States Constitution, New York State Constitution and Bill of Rights, farther in
the unit. This lesson will focus mainly on the language they will encounter over this unit. Much
of the language is hard to understand and read. The students will be focusing on building their
reading comprehension of these documents and the vocabulary found in them.
Lesson Title:
For unit, _1_ out of _5_:
Essential Question(s): How do I figure out the words I am reading without looking up the
definitions? How do I use context clues to help me figure out what I am reading?
Learning Standards:
Differentiation: The Bill of Rights packet will be handed out to every student, so they have the
opportunity to work with every part of the text. The Preamble will be modeled for them during
the Direct Instruction because it has a Lexile level of 1500L-1600L, and the students need to
know what they are looking for. The other Amendments will be assigned by Lexile level,
according to the teacher determining of the learning levels for the students. The lower Lexile
levels will be assigned for the lower level readers and will progress with the reading abilities of
each group. Amendment 1- 1000L-1100L. Amendment 2- 1300L-1400L. Amendment 3- 1400L-
1500L. Amendment 4- 1800L-1900L. Amendment 5- 1400L-1500L. Amendment 6- 1300L-1400L.
Amendment 7- 1700L-1800L. Amendment 8- 1400L-1500L. Amendment 9- 1200L-1300L.
amendment 10- 1200L-1300L.
Academic Language: The language needed for this learning segment includes Tier 3 words that
are associated with the content are of Social Studies. The objective of this lesson is to learn the
academic language involved in this unit. The Bill of Rights contains many Tier 3 words. Other
language includes analyze, annotate and compare.
Procedure:
d. The teacher will direct the students to underline and annotate any words they
do not understand from the Preamble.
e. The teacher will ask for volunteers to read the Preamble.
f. The teacher will stop the first volunteer after they read the title and write the
word “Preamble” on the board and direct the students to write it in their notes
as well.
g. The teacher will ask the students to decode the word by looking at the other
words in the title. The Word Preamble is 2 syllables and the prefix to it is “pre”
which means before. This is something that comes before the Bill or Rights.
h. The teacher will then continue with the volunteers for the rest of the preamble.
i. The following words will be highlighted by the teacher for context clue decoding:
i. Concurring
ii. Articles
iii. Clauses
j. Students will add these words to their Vocabulary Vaults (the set of words that
they can reference in their notebooks that will be relevant for the rest of the
unit).
Follow up: Homework: read anything the student wants. It can be an article, 1 page from a
book they are reading and annotate and use context clues to figure out what the difficult
vocabulary is. The students will bring in the reading or take a picture of it on their phones and
write a 2-paragraph response to the assignment. They will write what the difficult words were,
how they decoded them and what words in the sentences helped them to figure out the word.
This will be graded on a complete or incomplete basis.
Materials: Smartboard, Bill or Rights handout, computer, dry erase board, dry erase markers
Lesson Plan Template rev 1/22/18