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    The Constitution Preamble Lesson Plan

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    api-573023941
    This lesson plan template provides details for a 55-minute lesson that teaches 8th grade students about the Preamble of the US Constitution. Students will analyze the Preamble's language in pairs using a graphic organizer. They will then discuss how the ideas of the Declaration of Independence and Constitution were similar and different. The lesson involves warm-up questions, a read-aloud of the Preamble, paired analysis with roles, assessment of the graphic organizer, debriefing, and an exit slip reflection. The goal is for students to understand how the Constitution addressed weaknesses of the Articles of Confederation.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    The Constitution Preamble Lesson Plan

    Uploaded by

    api-573023941
    429 views4 pages
    This lesson plan template provides details for a 55-minute lesson that teaches 8th grade students about the Preamble of the US Constitution. Students will analyze the Preamble's language in pairs using a graphic organizer. They will then discuss how the ideas of the Declaration of Independence and Constitution were similar and different. The lesson involves warm-up questions, a read-aloud of the Preamble, paired analysis with roles, assessment of the graphic organizer, debriefing, and an exit slip reflection. The goal is for students to understand how the Constitution addressed weaknesses of the Articles of Confederation.

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    the constitution preamble lesson plan

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    This lesson plan template provides details for a 55-minute lesson that teaches 8th grade students about the Preamble of the US Constitution. Students will analyze the Preamble's language in pairs using a graphic organizer. They will then discuss how the ideas of the Declaration of Independence and Constitution were similar and different. The lesson involves warm-up questions, a read-aloud of the Preamble, paired analysis with roles, assessment of the graphic organizer, debriefing, and an exit slip reflection. The goal is for students to understand how the Constitution addressed weaknesses of the Articles of Confederation.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    429 views4 pages

    The Constitution Preamble Lesson Plan

    Uploaded by

    api-573023941
    This lesson plan template provides details for a 55-minute lesson that teaches 8th grade students about the Preamble of the US Constitution. Students will analyze the Preamble's language in pairs using a graphic organizer. They will then discuss how the ideas of the Declaration of Independence and Constitution were similar and different. The lesson involves warm-up questions, a read-aloud of the Preamble, paired analysis with roles, assessment of the graphic organizer, debriefing, and an exit slip reflection. The goal is for students to understand how the Constitution addressed weaknesses of the Articles of Confederation.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    CSULB History Social Science Lesson Plan Template

    Lesson Title: Creating the Constitution: Date: 12/5/22


    Preamble Introductory Lesson Day 1

    Unit Central How did the United States How does the United States
    Historical Constitution overcome the Constitution compare to the ideals of
    Question(s): weaknesses of the Articles of the Declaration of Independence?
    Confederation and provide for the
    organization of a new government?

    Subject / Course: United States History

    Grade: 8th Grade

    Lesson Duration: 55 Minutes

    Content Learning Objective (content and product):

    After analyzing the Preamble’s historical language in pairs and using a graphic
    organizer, students will be able to discuss the drafting of the new Constitution by
    writing a one paragraph response to the question “In what ways were the ideas of
    the Declaration of Independence and the Constitution similar and different?” at the
    end of the unit with 80% accuracy.

    Historical Thinking Learning Objective (thinking skill and product):

    Historical Thinking Skill: Comparing and Contrasting

    By the end of this unit students will be able to evaluate the similarities and differences of
    the United States Constitution and the Declaration of Indepence by creating a paragraph
    response using evidence from all primary and secondary source documents used in
    class.

    Historical Thinking Skill, California Content, and Common Core Standards Addressed:

    Social Science Standard: 8.2.2 Analyze the Articles of Confederation and the Constitution and the
    success of each in implementing the ideals of the Declaration of Independence.
    Key Ideas and Details:
    1. CCSS.ELA-LITERACY.RH.9-10.1
    Cite specific textual evidence to support analysis of primary and secondary sources, attending to such
    features as the date and origin of the information.
    2. CCSS.ELA-LITERACY.RH.9-10.2
    Determine the central ideas or information of a primary or secondary source; provide an accurate summary
    of how key events or ideas develop over the course of the text.
    3. CCSS.ELA-LITERACY.RH.9-10.3
    Analyze in detail a series of events described in a text; determine whether earlier events caused later ones
    or simply preceded them.
    Craft and Structure:
    4. CCSS.ELA-LITERACY.RH.9-10.4
    Determine the meaning of words and phrases as they are used in a text, including vocabulary describing
    political, social, or economic aspects of history/social science.
    Integration of Knowledge and Ideas:
    5. CCSS.ELA-LITERACY.RH.9-10.7
    Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or
    digital text.

    Narrative Summary of Tasks / Actions:

    1. Warm Up (10 min)


    2. Pre Self Assessment (3 min)
    3. Graphic Organizer (2 min)
    4. Read Aloud: The Preamble (5min)
    5. Collaborative Partner Work (25min)
    6. Post Self Assessment (3min)
    7. Debrief / Closure(2min)
    8. Exit Slip (5min)

    Materials / Equipment:

    Graphic Organizer: Pre Assessment Rubric, Self-Assessment, Academic Language Development


    The Preamble: Projected on the board and hard copy.
    Directions: Responsibilities of Partner A , Responsibilities of Partner B
    Highlighter

    Educational Technology Platforms:


    Chromebooks
    Digital Journals
    Speech Recognition
    Exit Slip Done: On Padlet
    1
    CSULB History Social Science Lesson Plan Template

    Inquiry-Based Lesson Plan for History-Social Science


    1. Anticipatory Set Time: 10 min

    Students will open their Warm Up Google Docs and begin responding to the questions that are projected
    onto the white board. Students are able to use their Chromebooks to look up any resources to help them
    respond to the questions.
    ● Students will respond to two warm up questions independently.
    ● Question #1: What are the three main parts of the Constitution?
    ● Question #2: What is the purpose of the Preamble?

    ● Students will be given 3 minutes to pair-share with their partners before participating in a whole
    class discussion.

    2. Central Historical Question for Lesson Time: 1 min

    How did the United States Constitution compare to the ideals of the Declaration of Independence?

    3. Teacher Input (delivery of historical context) Time:11min

    Students will participate in a secondary source Read Aloud of the Preamble.


    ● The Preamble will be done in choral reading.
    Students will have the opportunity to annotate the Preamble digitally or the hard copy as well as ask any
    clarifying questions. Students will also have prior-knowledge on the Declaration of Independence,
    Constitution and the Constitutional Convention through a series of Google Slide presentations from the unit.

    4. Student Activity and Investigation Time:12 min


    (w/ differentiation)

    Students will be broken off into pre assigned pairings based on informal self-assessment level.
    Students will each be given a copy of the Preamble as well as a graphic organizer. Each student will be
    given the role of partner A or partner B. Partner A will be responsible for reading the Preamble while Partner
    B follows along. Partner B will analyze, highlight, and seek to look for historical language they do not
    understand.
    Students will complete their graphic organizer by writing in quotes, phrases or words and finding the
    meaning of them . Students must complete the two sections of their graphic organizer.
    Students can choose to complete the graphic organizer in a hard copy or a digital one on Google Docs.
    Students are able to use their Chromebook and Google to define words they do not know.
    If student is using a digital copy some accommodations are using speech recognition.

    5. Lesson Assessment (w/ differentiation) Time:12min

    Students will work in pairs. Students will work on the graphic organizer together. In this graphic organizer
    students will be responsible for analyzing the Preamble. Students will need to be able to interpret the
    Preamble in their own words by the end of the period. At the end of the period students will be able to
    demonstrate the learning objective has been met by being reviewed if they met the objective. Students will
    be able to develop their content specific academic language by using words they definition from the
    Preamble in their exit slip question on Padlet.

    2
    CSULB History Social Science Lesson Plan Template

    6. Closure Time:5 min

    Students will be able to debrief with the teacher at the end of the period as a whole class. Teacher will use
    equity cards to call on students to share with the class words or phrases they highlighted. Students will be
    able to see a pattern in specific words that students found difficult or challenging from the Preamble.
    Teacher will use the strategy of “Thumbs up or Thumbs down” to see what pairs felt they struggled with the
    same academic word as the speaker to gain an understanding of the phrases and words from the Preamble
    students struggled with.
    Pairs will be given the opportunity to add to their graphic organizer definitions to help them remember what
    the academic vocabulary word means. I will also be providing insight information on what I observed as I
    circled and monitored the room. I will also be filling in any gaps or missing information to ensure we are
    moving forward to meeting the learning objective.

    7. Student Reflection (metacognition) Time: 5 min

    In order for students to reflect on what they learned before exiting the classroom students will be given five
    minutes to complete an exit slip question. This exit slip question is done using the educational platform
    “Padlet.” Students will be asked to talk about two new things they learned that day. The last part is the
    “Muddiest Point Strategy” students will be asked what was the muddiest point of today’s lesson. Where did
    they feel most challenged? Students will work independently and turn in their Exit Slip as they exit class. All
    responses will be reviewed and will serve as a checking for understanding as well as inform the teacher on
    next steps for learning.

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