Close Reading - achieve.org. Constitution Unit.docx · Web viewThis unit was designed and...

Students examine the impact of Constitutional issues on American society by studying the ideas, documents, and events that were critical to the building of our nation and the foundations of American democracy.

Original Authors:Denise Coverley-Paxton Kristie Falls Melanie Cueto

Revised and Updated for Achieve By:Denise Coverley-Paxton Sara HolmJennifer Noland

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Unit of Study Table of Contents

Contents Page #

Instructional Purpose/Supports 2-4

Close Reading Methodology/Process 5-9

Common Core State Standards Addressed in this Unit Plan 10-14

Lesson 1: History Mystery 15-26

Lesson 2: Concept Lesson: Laws, Principles, and Rules 27-37

Lesson 3: Close Read: One Document Under Siege 38-50

Lesson 4: Preamble of the U.S. Constitution 51-59

Lesson 5: The Important Book - The Bill of Rights 60-73

Lesson 6: Free Speech Inside the Schoolhouse Gate 74-92

Lesson 7: Culminating Assessment- Opinion/Argumentative Essay 93-97

Appendix of Lesson Resources 98-105

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Instructional Purpose

The Constitution is a guiding set of principles, not a set of laws. It is open to interpretation today, as it was written. As a result of this unit, students will develop fundamentally important knowledge, skills, and dispositions to be college and career ready. Students will develop the ability to question the appropriateness of laws, principles, and government structures, as well as the understanding of the constitution as a living document capable of modification and open to interpretation. As students progress through this unit of study, they will read, write, speak and listen to critically analyze primary and secondary source documents in literary and informational sources (including images, text, etc.). Through this analysis, students will develop an argumentative essay to support the claim of the constitution as open to interpretation or not.

Instructional Supports

This unit was designed and intended for all 7th/8th grade students to be successful studying the United States government. Specific emphasis has been placed upon the instructional supports for English Language Learners using Can Do descriptors developed and published by the WiDA consortium (www.wida.us). These supports have been specifically identified and suggested throughout each lesson to provide the scaffolding and support all students need to reach the rigor and high expectations that common core state standards demand. When considering the scaffolding needed by ELLs, many of the same supports will benefit and support students with special needs. Teachers will need to use professional judgement to decide which supports and extensions best serve each student and each class. Throughout the school year and individual units, students grow in their capacity to participate and succeed. As growth occurs, supports and extensions will adjust to the needs in your class.

In addition to the task specific supports identified in each lesson, we’ve identified four examples of best practices to support ELL students. These are described below and incorporated throughout the unit. It is recommended that these supports are provided consistently in the unit of study.

1. Scaffold Assignment Instructions: One way to provide support for language learners is to scaffold assignment instructions so that all students are prepared for independent and group work. Understanding academic vocabulary often included in assignment directions is vital to students’ success in this unit and throughout school. To ensure students understand the directions and are equipped to successfully complete the task, create a focus group of students that would benefit from language support. Before the lesson/task is introduced, students annotate the directions and indicate which terms are confusing and which are completely unknown. In the safety of the small group, a teacher or paraprofessional will begin to work through the confusions so students have a better sense of what is expected. In the whole group, the teacher can use the small group feedback to best clarify the directions for the class during the lesson.

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For example, the student directions in Lesson 1: History Mystery are:

Historians solve mysteries by examining primary sources. You’re going to try your hand at solving historical mysteries by following these three steps:

1. Examine the evidence: Inspect primary sources and discuss any connections between them. How does each source document tell part of a story? What information do they give you? What's missing?

Language learners may be unfamiliar with the words and phrases historians, mysteries, examining, primary sources, try your hand, evidence, inspect, connections, and document. Some of these terms will be directly addressed in lesson 1 because they are vital to all students’ understanding throughout the unit. Other words provide important opportunities for students to use context clues and root words, as well as to gain continued exposure and use across disciplines to develop authentic and independent mastery. Lastly, some words will require a direct and specific definition to be provided. It is suggested that throughout this unit of study, assignment language support is consistently provided for students as needed.

2. Direct Instruction of Academic Vocabulary:

Another strategy to support language learners is direct instruction of academic vocabulary. One way this unit addresses this need is through a unit glossary. The demands of content and academic vocabulary increase with the lesson progression throughout this unit. It is important that students’ individual glossaries contain accurate information. While partner and group discussions are an invaluable step in the development of language and vocabulary, whole class facilitation and direct instruction are necessary so students create useful entries in their own glossaries. Strategies that particularly address the need for all students to master vocabulary will be indicated with a # symbol throughout this unit.

3. Purposeful Student Grouping:

An additional strategy that supports all students, but in particular students that need language support and that have learning difficulties, is purposeful student grouping. Group work is effective in classrooms because when students think and talk together, their own understanding of ideas and topics grows. Intentional and strategic grouping engages and empowers students and encourages knowledge construction in creative and innovative ways. Pairing and group work can be especially supportive for language learners if partners are proximal in ability. Proximal level partners (i.e. lower language skills with mid language skills; higher language skills with native English speaker) will provide appropriate support for ELLs. Resources teachers can use for different grouping protocols and structures are provided below. Throughout this unit, pairing and grouping for support will be indicated with a %. They are provided as examples of how to address partner and group work that a teacher can repeat throughout the unit and school year.

Resources for Student Grouping: 3

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http://www.kaganonline.com/free_articles/research_and_rationale/330/The-Essential-5-A-Starting-Point-for-Kagan-Cooperative-Learning,

http://www.edutopia.org/blog/productive-group-work-andrew-miller,

http://notebook.lausd.net/pls/ptl/docs/PAGE/CA_LAUSD/LAUSDNET/ABOUT_US/INITIATIVES/AEMP/CAG_HOME/CRRE_CLEARINGHOUSE/PROTOCOLS.PDF,

https://bcsci.wikispaces.com/file/view/Collaborative+Groupwork+Protocols.pdf,

4. Classroom Discussion Protocols:

Learning is social and middle school students benefit from and extend each other’s learning naturally. English language learners need continuous opportunities throughout their school day to apply their new knowledge so they can both learn English and learn in English. Accountable talk, Structured Academic Controversy, and Socratic Seminars are all formats to achieve this. Resources for each of these are included below. Examples of Accountable Talk stems are also included in individual lessons and in the Appendix.

Accountable talk is a successful classroom discussion protocol for language learners, quiet students, as well as high achieving students because the sentence stems provide equitable access for all students to participate in classroom discussions. Accountable talk, also called talk moves, language of learning, etc., are classroom discussion protocols that will help the teacher provide language scaffolding that can benefit all students. “If students are to benefit from the academic discourse, they must become practiced in engaging in it outside the direct supervision of the teacher. ... The collaborative learning that occurs in classrooms rich in talk most closely mirrors the kinds of conversations that will dominate students' postsecondary lives” (Fisher, Frey & Rothenberg, 2008).

Resources for Classroom Discussion:

http://www.ascd.org/publications/books/108035/chapters/Procedures-for-Classroom-Talk.aspx

http://63000resources.com/about/speaking-listening/

http://projecttahoe.org/?page_id=38

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Close ReadingTo become college and career ready, students must be able to read sufficiently complex texts on their own and gather evidence, knowledge, and insight from these texts. These close reading examples model how teachers can support their students as they master the kind of careful reading the Common Core State Standards require. These examples are meant to be used in all types of classrooms with ALL STUDENTS.

Each of these exemplars features a complex and rich reading along with a series of text-dependent questions meant to foster deep understanding and assist students and teachers in remaining tightly connected to the text. Each focuses on the following: a short reading of highly engaging content in which students are asked to reread passages and respond to a series of text dependent questions; vocabulary and syntax tasks which linger over noteworthy or challenging words and phrases; discussion tasks in which students are prompted to use text evidence and refine their thinking; and writing tasks that assess student understanding of the text.

The close reading method modeled in these examples is a specific method with a designed purpose. The composition of these examples coincided with deliberate and regular practice of this method over a wide range of classrooms during 2012-2013. In that time, the composition group learned many important lessons. Without exception, teachers noted that ample time provided for students to talk with their peers about the text and the accompanying questions is paramount to the effective nature of these lessons. Because these examples include highly complex text for ALL students to access, heterogeneous grouping of students provided a safe arena for students to challenge themselves and collaboratively interrogate the text. Most importantly, teachers found that completing the method according to the steps outlined below ensured success for students of all reading abilities. On several occasions, teachers felt rushed and neglected some of the steps or assigned portions as individual work or homework. In all of these cases, student learning suffered. Based on this professional learning, these examples were designed, vetted, and modified to engage the whole class and small groups in learning to better navigate rich and complex text. The readings are all meant to be lesson features of larger units with the purpose of building a coherent body of knowledge.

The particular method of close reading that we studied in our classes has been found highly effective and can address many Common Core State Standards as well as content standards. That being said, using it with great frequency (daily or weekly) is not the intention. In this case, the quality of instruction and of readings is far more important than the quantity. We suggest implementing the close reading cycle of instruction once or twice per quarter in each content area with seminal and formative texts that provide a deep understanding of an aspect of the unit. In addition, we advocate for a balanced approach to literacy that includes intentional teaching of academic vocabulary, annotation of texts, and other research-based literacy strategies that complement the close reading method. Finally, we understand that these examples are not perfect, and as we grow in our practice, we will continue to modify and update this site.

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Close Reading Methodology

Reading Methodology

Students will silently read the passage in question—first independently and then following along with the text as the teacher reads aloud. This order may be reversed depending on the difficulties of a given text and the teacher’s knowledge of students’ reading abilities. What is important is to allow all students to interact with challenging text on their own as frequently and independently as possible. Students will then reread specific passages in response to a set of concise, text-dependent questions that compel them to examine the meaning and structure of the author’s writing.

Vocabulary Methodology

Most of the meanings of words in the exemplar text can be discovered by students through a careful reading of the context in which they appear. Teachers will model and reinforce how to learn vocabulary from contextual clues, and will hold students accountable for engaging in this practice. When context clues are absent and the difficult word is essential to the meaning of the text, words are defined briefly for students to the right of the text. We have left many Tier 3, content-specific words, undefined so that teachers may use their discretion in teaching, explaining, and discussing them as they are used in context.

Sentence Structure Methodology

On occasion students will encounter particularly difficult sentences to decipher. Text dependent questions are composed to deliberately engage students in the word of examining these difficult sentences to discover how they are built and how they convey meaning. Students need regular supported practice in slowing down to decipher complex sentences. It is crucial that students receive help in unpacking complex sentences and dense sections of text so that they can focus both on the precise meaning of what the author is saying as well as the author’s craft.

Discussion Methodology

Students will discuss the rich and complex text with their classmates and teacher as they answer text-dependent questions and formulate their ideas for the writing activity. The goal throughout the lesson is to foster student confidence when encountering complex text and to reinforce the skills they have acquired regarding how to build and extend their understanding of a text. A cooperative model using informal discussion with peers promotes this confidence. Returning to the text for evidence in the discussions provides students yet another encounter with the text, helping them develop the habits of mind necessary for reading complex text. Discussion of the text and the questions is equal to rereading in its pedagogical importance.

Writing Methodology

It is essential that students engage in writing about the text as a culminating activity. The assignment in these examples forces students to reach back yet again into the text to provide evidence for a position. Student writing

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can vary in length, with the expectation that all students are learning and practicing the skill of writing with textual evidence. Teachers might afford students the opportunity to revise their papers after participating in classroom discussion or receiving teacher feedback, allowing them to refashion both their understanding of the text and their expression of that understanding.

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Outline of Close Reading Steps

Time needed for the various examples ranges from 2-5 days of instruction, depending on the length of class time each day.

1. The teacher introduces the document without providing a great deal of background knowledge. This is a cold read, and the teacher should be aware that students will often encounter texts for which there is no one available to provide the context and a narrative of the text’s importance or critical attributes. Because these readings will likely be completed in the midst of a unit of study, students will come with a certain amount of background, but the teacher should refrain from providing a parallel narrative from which the students can use details to answer questions rather than honing in on the text itself.

2. To support the historical thinking skill of sourcing a text, the teacher asks students to note the title, date, and author. The teacher points out that the line numbers will increase opportunities for discussion by allowing the whole class to attend to specific lines of text.

3. Students silently read their own copy of the document. Note: Due to the varying reading abilities and learning styles of students, the teacher may need to end this silent reading time before every single student has completed the reading. Because students will hear it read aloud and reread the document many times, the necessity of maintaining classroom flow outweighs the need to ensure that all students have read the entire document.

4. The teacher demonstrates fluency by reading the document aloud to the class as students follow along. Steps 3 & 4 may be reversed based on teacher knowledge of student needs.

5. The teacher reveals to the students only one text-dependent question at a time (rather than handing out a worksheet with questions). This could be accomplished through a smart or promethean board, an overhead projector, an ELMO, or chart paper. This focus on a single question promotes discussion.

6. The teacher asks students search the document for evidence to provide for an answer. Some questions refer to specific areas of the text for students to reread, while others allow students to scan larger areas of the text. In small peer groups, students discuss their evidence citing specific line numbers in order to orient everyone to their place in the text. The time discussing the text in small groups should remain productive. Offering students too much time may cause them to wander from the text. Keep the pace of the class flowing.

7. Then, the teacher solicits multiple answers from various groups in the class. During the whole group answer session for each question, multiple responses are expected. Each question provides opportunities to find answers in different words, phrases, sentences, and paragraphs throughout the text. The teacher should probe students so they will provide sufficient support and meaningful evidence for each answer. We suggest that as students provide textual evidence, the teacher models annotation of the document, so that all students learn how to mark up the text, and so that all students are prepared for the culminating writing assessment.

8. All questions and answers should remain tied to the text itself. The questions and answers are intended to build knowledge over the course of the reading.

9. The reading is followed by a writing assignment. Students demonstrate a deep and nuanced understanding of the text using evidence in their writing. This allows the teacher to assess for individual understanding and formatively diagnose the literacy gains and further needs of students.

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10. TIP: Because rereading is of fundamental importance in accessing highly complex texts, one very effective way to reach struggling readers is to allow them access to the text ahead of time (especially with teacher support). However, we suggest that all students in the class encounter the questions on the text for the first time together, as the method provides for heterogeneous groups to tackle the difficult aspects of the text in a low-stakes and cooperative manner. In our experience, even struggling readers perform well with this method, as they can find evidence directly in the text rather than relying upon a wealth of prior knowledge and experiences.

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Standards Addressed in this Unit of Study

Common Core State Standards for English Language Arts and English Language Arts/History/Social Studies have been included. Both 7th and 8th grade standards have been cited, as the unit could be taught at either grade level.

Standards Lessons in which standards are addressed are Addressed

Literature:

RL. 7.2 and (8.2):

Determine a theme or central idea of a text (including its relationship to the characters, setting, and plot) and analyze its development over the course of the text; provide an objective summary of the text.

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Informational Text:

RI.7.1/8.1:

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (Textual evidence that most strongly supports)....

RI.7.2/8.2:

Determine (a central idea) two or more central ideas in a text and analyze their development over the course of the text; (including its relationship to supporting ideas) provide an objective summary of the text.

RI.7.3:

Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas

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influence individuals or events, or how individuals influence ideas or events).

RI.8.3:

Analyze how a text makes connections among and distinctions between individuals, ideas, or events.

RI.7.4/8.4:

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone (including analogies or allusions to other texts).

RI.7.6/8.6:

Determine an author's point of view or purpose in a text and analyze how the author (acknowledges and responds to conflicting evidence or viewpoints.) distinguishes his or her position from that of others.

RI.7.9:

Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

RI.8.9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

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Writing:

W.7.1/W.8.1:

Write arguments to support claims with clear reasons and relevant evidence. 7.1. a: Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. 8.1.a: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. 7.1. b and 8.1.b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. 7.1.c and 8.1.c: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), (counterclaims) reasons, and evidence. 7.1.d and 8.1.d: Establish and maintain a formal style. 7.1.e and 8.1.e: Provide a concluding statement or section that follows from and supports the argument presented.

W.7.2/W.8.2:

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 7.2.a and 8.2.a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. 7.2.b and 8.2.b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. 7.2.c and 8.2.c: Use appropriate (and varied) transitions to create cohesion and clarify the relationships among ideas and concepts. 7.2.d and 8.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic. 7.2.e and 8.2.e: Establish and maintain a formal style. 7.2.f and 8.2.f: Provide a concluding statement or section that follows from and supports the information or explanation presented.

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Speaking and Listening:

SL 7.1/8.1:

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. 7.1.a and 8.1.a: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. 7.1.b and 8.1.b: Follow rules for collegial discussions (decision-making), track progress toward specific goals and deadlines, and define individual roles as needed.

7.1.c and 8.1.:c Pose questions that elicit elaboration and respond (connects the ideas of several speakers) to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

7.1.d and 8.1 d: Acknowledge new information expressed by others and, when warranted, (qualify or justify their own views in light of the evidence presented) modify their own views.

SL.7.4/8.4:

Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, (relevant evidence, sound valid reasoning, and well-chosen details) facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.7.6/8.6:

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

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Language:

L.7.1/8.1:

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.7.4/8.4:

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

L.7.4.a and L.8.4.a: Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

L.7.5/8.5 :

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.7.6/:8.6

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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English Language Arts Standards History/Social Studies:

RH.6-8.1:

Cite specific textual evidence to support analysis of primary and secondary sources.

RH.6-8.2:

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

RH.6-8.4:

Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

RH.6-8.6:

Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

RH.6-8.7:

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

RH.6-8.8:

Distinguish between fact, opinion, and reasoned judgement in the text.

WHST.6-8.1:

Distinguish among fact, opinion, and reasoned judgment in a text.

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Write arguments focused on discipline-specific content.6-8.1.a: Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. 6-8.b: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.6-8.1.c: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. 6-8.1.d: Establish and maintain a formal style. 6-8.1.e: Provide a concluding statement or section that follows from and supports the argument presented.

WHST.6-8.2:

Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. 6-8.2.b: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. 6-8.2.c: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. 6-8.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic. 6-8.2.e: Establish and maintain a formal style and objective tone. 6-8.2.f: Provide a concluding statement or section that follows from and supports the information or explanation presented.

WHST.6-8.9:

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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Lesson 1: History Mystery

Purpose: Students will examine primary/secondary source documents and use deductive reasoning to conclude that the United States Government is composed of multiple features and has evolved over time.

CCSS: RI.7.1 and 8.1, RI.7.3 and 8.3, W.7.1 and 8.1, SL.7.1 and 8.1, RH.6-8.1, RH.6-8.2, RH.6-8.7

English Language Development Objective: Students will describe primary sources in two oral sentences and discuss connections in heterogeneous groups.

Prior Skills Necessary for Instruction: Students have had prior instruction/practice analyzing primary source documents, as well as determining and understanding theme. This lesson builds upon those skills.

Materials: Primary/Secondary sources: A) Capitol building, B) The Constitution of the United States, C) Photo of Mother (Nettie Hunt) and daughter (Nickie) sitting on steps of the Supreme Court building on May 18, 1954, and 14th Amendment, D) Bill of Rights, E) Lady Justice. History Mystery Graphic Organizer (included), We The People (Constitution Song) by Sandy Wilbur available on Youtube or located at the following link: https://www.youtube.com/watch?v=PIf7uFAKkJc.

Possible Student Misconceptions: Analyzing Primary/Secondary Sources: Students ONLY describe what they visually see, not what they know from prior learning/background knowledge. Example: Document A: Describe the picture: building, dome, lots of windows and lights, blue background, etc. (NOT--Capitol Building, this is prior knowledge, not what they can visually determine from the picture.)

Lesson Plan Outline:

Approx. Time

What is the teacher doing during this time?

What are students expected to do during this time?

Notes (formative assessment ideas,

differentiation,

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(e.g. 15 mins)

modifications)

1 min. Create student groups of 4-6. Each group gets one set of the 5 primary/secondary sources. Each student gets one graphic organizer.

% Groups should be heterogeneous to provide language models/support for students at various levels of language development and acquisition.

ELL Support: When distributing pictures, consider students’ language acquisition and differentiate pictures for language support (i.e.: pictures with an image only, pictures with text, pictures with familiar features, etc.)

15 mins. Monitor source analysis being completed by students. Teacher should actively interact with each student by verbally posing the questions students are answering, asking follow up questions, extension questions, etc. Questioning students throughout this process will help teacher gauge their prior knowledge of the topic.

Post (chart paper, whiteboard, etc.) the following questions for students to use as they analyze their image:

Describe: What do you visually see?

Analyze: What questions do you have about the source?

Interpret: How does this source connect to history?

Students analyze one primary source at a time while answering the following questions based on their source of information:

Describe: What do you visually see?

Analyze: What questions do you have about the source?

Interpret: How does this source connect to history?

RI.7.3 and 8.3

% Based on student needs, analysis and interpretation may be completed by individual students. Ex.: GT students, those who work best solo, etc. Students may also work in pairs for language support.

10 mins. Teacher facilitates students sharing their primary sources in their small group by meeting with each group to model and practice accountable talk. Choose a more challenging stem to pose/model with each group as you rotate around. Provide positive feedback as students use

Students discuss their primary source with small group.

RI 7.1 and 8.1, SL7.1 and 8.1,

ELL Support:

For student discussions, provide targeted accountable talk stems.

In my primary source, I

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accountable talk stems.

Direct students to accountable talk anchor chart for discussion stems to use in their small groups.

RH.6-8.1, RH.6-8.2, RH.6-8.7 see …I identify…

My evidence means/shows …

My evidence proves that …

I interpret …

# Teacher may facilitate a small group of ELLs to monitor discussion and ensure essential vocabulary is taught. This will help ELLs continue success with the unit as tasks become more rigorous and expectations for independent work increase.

10 mins. % Assign groups to discuss and complete the questions 1 and 2 on their graphic organizer.

As students complete questions, rotate through groups to ensure accuracy and comprehension of task.

When appropriate/needed, model the use of the discussion stems:

Q-1:

“The information I see is…”

This picture is similar/different to this picture because…”

“I’m wondering…”

Q-2:

Students discuss in their small groups and complete questions ½ on the graphic organizer.

RI.7.1 and 8.1, SL.7.1 and 8.1, RH.6-8.1, RH.6-8.2, RH.6-8.7

ELL Support: For student discussions, provide targeted stems:

Q-1:

“The information I see is…”

This picture is similar/different to this picture because…”

“I’m wondering…”

Q-2:

“These pictures are similar because…”

“These pictures are

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“These pictures are similar because…”

“These pictures are different because…”

“The connection between these pictures are…”

different because…”

“The connection between these pictures are…”

“The story I see in all these pictures is…”

5 mins. Call on each group to share their group conclusion, solve the mystery, “What do these pictures have in common/what story do they tell?” Record each group’s conclusion/topic of the History Mystery on the board.

Have a class T-chart that mimics the one on question 3. When the first group shares their mystery, the teacher will model the process for completing T-chart. Teacher records, while thinking aloud, the phrases he/she agrees and disagrees with. When the second group shares their mystery, complete a similar process, except now solicit student input. Based on student ability, continue filling out the T-chart as a whole class or students can complete independently.

Groups share their conclusion, solve the mystery.

Students fill in t-chart comparing words and phrases they agree with and disagree with when listening to each group’s conclusion. The t-chart is located on the graphic organizer question #3.

W.5.1

ELL Support:

A graphic organizer, such as a t-chart provides structure for discussion and once filled in can be used to support the writing in the next step.

5 mins. Assign groups to discuss and write to question number 3.

Based on student ability, the teacher may need to model how to answer using one of the sentence stems suggested.

Groups discuss and then write on question number 3.

SL.7.4 and 8.4, W.7.1 and 8.1

ELL Support:

Provide sentence stems to help students get started with written responses.

My group’s conclusion is ….

This is similar to …

This is different than …

Now I’m wondering...

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Teacher unveils the answer to the History Mystery—United States Constitution!

15 mins. *A unit glossary is used throughout this lesson to record key vocabulary words and their corresponding definitions. In addition, pictures/sketches that match the word, synonyms/antonyms, etc. may be incorporated in the glossaries to develop student comprehension of word meaning and use. Each student will need to have their own glossary to use throughout the unit, however it is also recommended that the teacher maintain a class glossary that mimics the students. This can serve as an exemplar for students. Use your preferred method to create the glossaries (e.g.: lined notebook, index cards on a ring, flip book).

In students’ unit glossary, define the following words: history, government, document, primary source, and examine.

Note: Based on student’s prior knowledge and background, some words may require explicit instruction while students may have a general understanding of other words and be able to define them. Ensure all students are recording an accurate definition.

Small groups define the following words: history, government, document, primary source, and examine.

L.7.4 and 8.4, L.7.6 and 8.6

ELL Support:

% A teacher or paraprofessional might pull a small group of ELL students to discuss and define words as well as create a picture or gesture/motion (Ex.: For examine, you may look through an “imaginary” magnifying glass). Also, the small group will support each other in using the word correctly in a sentence to provide context.

10 min. Instruct students to write their 5 vocabulary words on a whiteboard, piece of paper, or even use their glossary. As they listen to the song “We the People,” they will place a check mark next to their words each time they hear it in the song.

After listening to the song, have students add 1-2 new words heard in the song to their glossary. Replay the song and instruct students to listen for their “new”

Students write 5 vocabulary words on a whiteboard, piece of paper or their glossary. They place a check mark next to each word every time they hear it in the song.

Additionally, students listen for 1-2 unknown words to add to their glossary with a definition.

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words and use context to develop a definition.

L.7.4 and 8.4, L.7.6 and 8.6

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History Mystery

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History Mystery

B.

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History Mystery

C.

AMENDMENT XIV Passed by Congress June 13, 1866. Ratified July 9, 1868.

Note: Article I, section 2, of the Constitution was modified by section 2 of the 14th amendment.

Section 1.All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.

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History's Mysteries...

What was life like? Who lived back then? What happened?

Historians solve mysteries by examining primary sources. You’re going to try your hand at solving historical mysteries by following these three steps:

1. Examine the evidence: Inspect the primary sources and discuss connections between them. How does each source document tell part of a story? What information do they give you? What's missing?

Primary Source: An artifact from an event from that period in time. (Letter, picture, pottery, document…..)Secondary Source: An interpretation of a Primary Source. (Textbook, encyclopedia,)

Document Describe: What do you see?

Analyze: What questions do you have about the primary source?

Interpret: What is the source and how is it connected to history?

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building, dome, lots of lights and windows, blue background

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2. Build a case: Use what you discovered in the pictures to form a conclusion about how these sources are connected. What story do they tell?

3. Compare your conclusion: Do your conclusions match your classmates’ conclusions? Did you reach a different conclusion? What questions remain unanswered?

_____________________________________________________________________________________

_____________________________________________________________________________________

Words/Phrases I agree with: Words/Phrases I disagree with:

My revised conclusion:

___________________________________________________________________________________________

___________________________________________________________________________________________

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Lesson 2: Law, Principle, Rules

Purpose: Students will work in collaborative teams to identify and describe characteristics of the terms law, principle, and rules and then synthesize those characteristics into a definition. These understandings will be central to the unit of study moving forward.

CCSS: L.7.1 and 8.1, L.7.4 and 8.4, L.7.5 and 8.5, L.7.6 and 8.6, SL.7.1 and 8.1, W.7.2 and 8.2, RH.6-8.4

English Language Development Objective: In pairs, students will discuss and negotiate meanings of content vocabulary using each other and picture support.

Prior Skills Necessary for Instruction: Students have had prior instruction/practice finding and using context clues. This lesson build upon those skills.

Materials: Concept grid handout, Vocabulary power sentences

Possible Student Misconceptions: Students may confuse the meaning and spelling of the words principle and principal. Ensure students are accurately spelling and using the correct word, principle, in relation to this lesson

Lesson Plan Outline: This lesson is approximately one hour in length. You will repeat the same process described below for the words principle and rules. This means you will have 3 one-hour lessons. # % You may also combine the three lessons Laws, Principles, and Rules and present results as a class jigsaw: Assign each group one term to become an expert on. Come together at the end of the lesson and create a class mind map using the three terms, images or diagrams they’ve generated and their meanings. Please use your professional judgment to adjust as needed.

Approx. Time

(e.g. 15 mins)




differentiation, modifications)

5 min. Teacher introduces the lesson by telling students that the class will closely examine the concept of law and will create a definition that they can apply when they encounter the word throughout the unit of study. The teacher will then read the sentences about law.

As teacher reads aloud, students will underline the context clues in each sentence that help to define law. Teacher may choose to model this

Students read and underline context clues in each sentence that helps them define the concept of law.

L.7.4 and 8.4, L.7.6 and 8.6

ELL Support: # To support student’s comprehension with the word law, share a picture/image to match each sentence.

Example:

Sentence 1: traffic

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process with the first sentence.

ELL Support: # These sentences were intentionally chosen to provide a breadth of meaning for each term. Additionally, picture support can be provided for each sentence which can be an additional differentiation strategy.

light

Sentence 2: judge/courtroom

Sentence 3: police officer

2 minutes Teacher directs students to discuss the word and meaning of law with a partner.

Students partner talk about their ideas of the word law.

SL.7.1 and 8.1

ELL Support:

Limit the amount of accountable talk stems provided based on student language development. Fewer stems may increase students’ use of and success with them during discussion.

3 min. The teacher brings the class back together to direct students to spend the next 3 min. individually trying to list as many words as they can when they think of the word law. He/she will instruct students to record their responses in the boxes on the handout.

ELL Support:

Examples have been provided. If pairs are struggling to generate words after 1-2 minutes, teacher may choose to complete this step in table groups or as a whole class. As pairs/groups share words out loud, each student should record accurate responses on their graphic organizer.

Students work individually to come up with as many words as they can when they hear/think/see the word law.

L.7.5 and 8.5

10 min. The teacher will record student responses and tell students that they

Students will offer their responses for recording. They should be

ELL Support: The teacher will

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may add to their list. The teacher should record responses in a method that can be saved.

encouraged to take words from the class list and add to their own.

record the final whole class list so that students can copy, use to generate their own lists, or use as a guide to check their lists

10 min. The teacher will place students into small heterogeneous groups to categorize their words. Tell the students that all words should be used and a category heading could be one of the words from the list.

Teacher may choose to model this process with the class as an example.

ELL Support: % Heterogeneous grouping

10 min. The teacher will direct the small groups to create a definition of law based on the words and categories the group created.

ELL Support: Students are using words and category titles to develop their definitions.

Students work in small groups to create a definition of law.

SL.7.1 and 8.1, L.7.6 and 8.6

15 min. The teacher will record the definitions in a method that can be saved. When all groups have shared, read the dictionary definition. Ask students if there is anything they want to add to or delete from their definition. Work as a whole class to create a definition of law from the group definitions and record this on a poster or electronically. Also, instruct students to record the definition in their unit glossary.

Small groups will share their definitions and participate in a whole class discussion to shape the class definition of law. Students will copy the class definition onto their handout and add to their unit glossary.

SL.7.1 and 8.1, L.7.4 and 8.4

Consider using Accountable Talk during the discussion to reinforce the disposition of civil discourse.

ELL Support:

# To assist with vocabulary comprehension, create a gesture or motion that matches each

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word. Practice stating the word and definition while simultaneously doing the motion.

5 min. Power Vocabulary Sentences for Law-These can be used as a formative assessment or as an extension of the lesson, dependent upon student ability and comprehension of the word law.

Assessment Note: If using power vocabulary sentences as an assessment, review their misconceptions, unanswered questions, etc. Be sure to clarify and reteach as necessary. A clear, concise definition and understanding of these terms is essential to student’s work moving forward through the unit.

Students will work individually to complete the Power Vocabulary Sentences for LAW.

W.7.2 and 8.2

ELL Support:

% Students may complete this with a partner of similar language ability.

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Law

Read the following sentences that contain the word law.

The criminal plead guilty to breaking the law and will serve three months in jail.

Jane graduated from Harvard Law School and began her new job as a prosecuting attorney at the District Attorney’s Office.

Policemen take an oath to uphold and enforce the law.

Underline the context clues in each sentence above that help you define the word law.

In the grid below, you will write down words you think of when you read or hear the word, law. You must record at least ten words. When the class list is created, you may add to your list.

Ex.: rule consequences punishment

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In the grid below, you will work with your group to come up with categories for your words. All words must be categorized. A word from your list may be a category name.

Category 1 Category 2 Category 3 Category 4 Category 5

With your group, create a definition of the word “law.”

Law is________________________________________________________________________

In the space below, revise your definition by adding or deleting one thing to or from your definition.

In the box below, write the definition created by the whole class.

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Principles

Read the following sentences that contain the word principles.

Two principles of happiness are being kind and smiling.

Each day at lunch she drank all of her milk on principle.

Stealing from another person goes against the principles of morality.

Underline the context clues in each sentence above that help you define the word principle.

In the grid below, you will write down words you think of when you read or hear the word, principles. You must record at least ten words. When the class list is created, you may add to your list.

Ex.: parts belief moral

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With your group, create a definition of the word principles

Principles are_________________________________________________________________ _

_____________________________________________________________________________



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Rules

Read the following sentences that contain the word rules.

All students must follow the playground rules.

Soldiers know the rules of engagement.

Queen Elizabeth II rules the United Kingdom.

Underline the context clues in each sentence above that help you define the world rule.

In the grid below, you will write down words you think of when you read or hear the word, rules. You must record at least ten words. When the class list is created, you may add to your list.

Ex.: laws procedures command

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With your group, create a definition of the word rules

Rules are______________________________________________________________________



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Vocabulary Power Sentences

For each vocabulary word, write three different types of power sentences which include appropriate context clues.

1. Statement Sentence

2. Question Sentence

3. Exclamation Sentence

Context clues exist in the words and phrases that appear near to a more difficult vocabulary term. These words provide clues for you to make a logical guess about the meaning of the word in its context. Context clues are helpful in reading, and they can be equally helpful in developing your writing. They can add detail to make your sentences more clear and specific.

Vocabulary Words for Your Power Sentences (3 per word)

(Use the three words you defined)

1. Lawa. Statementb. Question c. Exclamation

2. Principlea. Statementb. Question c. Exclamation

3. Rule a. Statementb. Question c. Exclamation

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Lesson 3: Close Read - One Document, Under Siege

Purpose: Students will gain an understanding that the Constitution is a set of guiding principles, not a group of laws. The Constitution is open to interpretation today, as it was then.

CCSS: RI.7.1 and 8.1, RI.7.2 and 8.2, RI.7.3 and 8.3, RI.7.4 and 8.4, RI.7.6 and 8.6, L.7.4 and 8.4, SL.7.1 and 8.1, W.7.1 and 8.1, RH.6-8.2, RH.6-8.4, RH.6-8.6, WHST.6-8.1

English Language Development Objective: With support, students will annotate a key section of the given complex text and make meaning of this chunk in order to contribute to the whole class discussion.

Prior Skills Necessary for Instruction: Text annotation, opinion writing, citing textual evidence to support logical inferences. Prior to the final assessment, the teacher should complete mini lessons with direct writing instruction that students will need to be successful.

Materials: One Document, Under Siege by Richard Stengel, TIME Magazine, Text dependent questions, CREE: Claim, Reason, Evidence, Elaborate graphic organizer (In Appendix), Writing Flip Book (In Appendix)

Possible Student Misconceptions: Framer and Farmer: Students may switch the position of the “a” and “r” when reading and writing the word. Framer versus Founding Fathers: The framers were the authors of the U.S. Constitution and the Founding Fathers were the political leaders in the creation of the United States as a country.

Lesson Plan Outline: Students will have the opportunity to employ reading and writing strategies they have been practicing to make inferences and draw conclusions from the text and support them with evidence. Please note that all times are approximate. Use your professional judgment to adjust as needed. Also, please refer to the Appendix for specific, step by step instructions, on how to complete a close read and the text annotation chart.

Text Complexity: The Qualitative and Quantitative dimension of the text complexity are above the 6-8 grade level band for the text provided in this lesson. However, the tasks and scaffolding provided allow for the high level text to be used successfully as a Close Read. Follow specific teacher directions in the lesson plan below in order to implement the Close Read successfully. Also, refer to the Close Reading description and process included at the beginning of the unit.

Approximate Time




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(e.g. 15 mins.) differentiation, modifications)

Day 1

10 min.

The teacher gives a brief introduction to the article and directs students to do a cold read (students are to read independently without support.) Remind students that a cold read might be rigorous and difficult.

Note: Students are not expected to completely understand the text and should be praised for demonstrating perseverance and concentration.

A cold read implies that ALL students read the article independently to the best of their ability and pay attention to the Nonfiction Text Features. Cold Reads assess not only reading skills but also perseverance and grit.

Teacher will model how to annotate the text using a “Think Aloud.” Refer to the example below.

An example of a text annotation chart is provided in the appendix.

ELL Support:

In a small group, review symbols and meaning for reading with a pencil (annotating) by referring to the text annotation chart and class examples.

Possible annotations could include:

?: questions I have

*: important

!: details that surprised me

~: connections between ideas

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circle: unknown vocabulary

20 mins Text is projected for students to follow along. Say out loud what is in “ ”.

“One Document, Under Siege. I wonder what the document is, so I’m going to put a question mark under the word. Write a ? above the word document.” Teacher places a question mark above the word.

“Siege? What does siege mean? I don’t know that word, so I’m going to circle it.” Circle the word siege in the title.

Read lines 5-8 aloud. Draw arrows between some of the examples of “things” that the framers didn’t know about. “What are the examples the author provides of the things that the framers didn’t know about? Draw an arrow between “framers didn’t know about” and “Airplanes,” “miniskirts,” and “computers.”

Continue to “think aloud” the process and procedure for annotating the text through line 20. Provide students time to read and annotate lines 21-27. Solicit student annotation examples for the second paragraph. If students are capable of accurately using the text annotation symbols and justifying the purpose, students can continue to read and annotate independently or with a partner. However, if students are repeating the same annotation, struggling to identify where/how to annotate or

First, students follow along and annotate the first paragraph as the teacher models annotating the text using a think aloud.

After annotating the first paragraph with the teacher, students read the text a second time adding text annotations individually or in partners. Note: Refer to the “teacher notes” for determining if students are capable of completing this independently.

RI.7.2 and 8.2, RI.7.3 and 8.3, RI.7.4 and 8.4, RI.7.6 and 8.6, L.7.4 and 8.4, RH.6-8.4, RH.6-8.6

ELL Support:

% Annotating in proximal level partners (i.e. lower language skills with mid language skills; higher language skills with native English speaker) will provide reading support to ELLs and reduce the possibility of a question mark next to many words.

% Students may also work in a small group with the teacher or a paraprofessional to read and annotate the text together. Hold students accountable by having them verbally justify the purpose of their annotations.

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cannot justify the annotations made, then continue to model whole class using the think aloud model.

10 mins # Teacher concludes lesson by having pairs, individuals and small groups confer about and agree on the five most important words of the text.

Teacher records group's contributions and facilitates class discussion to generate class list of 5 most important words of text.

Define and add these words to their unit glossaries.

Students work individually, in pairs or small groups to share their most important words to contribute to class list.

At the end of this activity, students can record the class list on their papers by circling in a new color or writing a list, distinguishing the class list from their initial list.

Add 5 most important words to their unit glossaries.

L.7.4 and 8.4

ELL Support:

# This focus on vocabulary benefits all students including language learners for whom many words may seem difficult and therefore important.

Day 2

10 min.

The teacher rereads the article aloud to the class to model fluency.

While reading monitor students and direct them to refocus their index fingers on the correct line. Students should track the text as the teacher reads aloud.

Students follow along in the text. This means that students are actively tracking the text using their index finger, a strip of paper, a colored lens, etc.

The purpose for this is to increase student engagement and ensure they “see” the words as they are read aloud.

20 min. The teacher poses questions 1 & 2 to the class. The teacher completes the first question whole class to review how to properly cite evidence from a text and include reasoning for discussion.

Teacher will lead a whole class discussion answering questions 1-2. If possible have the text projected, so students can come up to the front and cite evidence with reasoning (underline or highlight the text that

Students follow along and listen to directions for answering questions number 1 and 2.

% In small groups, students will discuss their answers to questions 1-2 and make revisions to their answers where needed.

Students participate in whole class discussion using accountable talk answering questions 1 and 2 citing specific evidence from the text and

ELL Support:

Review a few appropriate accountable talk stems to ensure productive discussion.

% If needed, have one small group

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answers the question). explaining how the evidence answers the questions using reasoning. Students make revisions as needed.

RI.7.1 and 8.1, RI.7.3 and 8.3, RI.7.4 and 8.4, SL.7.1 and 8.1, SL.7.4 and 8.4, RH.6-8.1

model discussion in quick fishbowl format.

Day 3

15 min.

At the start of the third day with the text, the teacher directs students to read the article again.

Teacher directs students to write a one sentence summary of the main idea of the text at the end of the article.

ALL students re-read the article independently.

Students write a one sentence summary of the main idea of the text at the end of the article.

RI.7.2 and 8.2, W.7.2 and 8.2, RH.6-8.2

ELL Support:

# Direct students to use their important words list and choose two words to use when building their summary sentence.

Provide summary sentence frames for students to use:

-The main idea of the article is _______ because…

-After reading the article, the most important idea is _________ because…

-My two most important words, _____ and ____, show the main idea because...

30 min. The teacher poses questions 3-5 to the class.

Students answer questions 3-5.

Students discuss in small groups their

ELL Support:

Students use the

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Teacher will lead a whole class discussion answering questions 3-5. Record words/phrases that answer the question. If possible have the text projected so students can come up to the front and cite evidence with reasoning. (Underline or highlight the answer/evidence in the text.)

answers to questions 3-4 and make revisions to their answers where needed.

Students participate in whole class discussion using accountable talk answering questions 3-5 citing specific evidence from the text and explaining how the evidence answers the questions using reasoning.. Students make revisions as needed.

RI.7.4 and 8.4, RI.7.6 and 8.6,, SL.7.1 and 8.1, RH.6-8.6

words/phrases for each answer generated and/or the highlighted textual evidence, to complete their answers.

Sentence frames will support generating a more complex and complete sentence with the support identified above.

For example, a frame that corresponds to #3 is “The author’s view of a constitutional crisis is…… My evidence from the text that matches this is…”

Day 4

30 mins.

Teacher directs students to reread the article.

Teacher directs students to write a new title using three words at the top of the page.

Teacher poses question 6, to be used as a formative assessment, for the students. Students will be required to write an opinion paragraph using claim, evidence, reasoning format. Tell students to cite evidence from the text, use words from their important words list. Pass out the prewrite graphic organizer: CREE-

Students complete a fifth read of the article.

Students write a new title for the article using three words at the top of the page.

Students complete a prewrite answering question number 6.

Students use their prewrite to

ELL Support:

% ELL students will begin their writing process using a less complex graphic organizer and may also receive small group support. This support may also be useful for any writers working below grade level.

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Claim, Reason, Evidence, and Elaborate. (Available in the Appendix.) When students are ready, pass out Flip Book (Available in the Appendix.), rough draft. Students write their final paragraph on question 6.

Teacher will use the formative assessment for two purposes: 1. As a pre-assessment for the culminating assessment. 2. As a formative assessment to guide further direct writing instruction.

Support: Based on student’s comprehension of the text and independent writing ability, you may choose to model an exemplar response for question 6 before students complete. This provides a framework for student’s to reference as they complete the question. You may also choose to allow students to independently answer the question and then follow the steps below. Based on the model, students can then edit and revise their paragraph.

Analysis of argumentative paragraph: Give students the paragraph example based on the author’s viewpoint of where the power of the Constitution lies. Have students highlight the claim in green, highlight the evidence in yellow, and the reasoning in red. Students discuss the phrases they highlighted, Teacher then brings the whole class together to discuss their identifications of claim, evidence, and reasoning. What context clues

complete a rough draft using a flip book. Students use the analysis box to analyze their writing and make revisions.

Students complete question 6.

W.7.1 and 8.1, WHST.6-8.1

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“One Document, Under Siege” from TIME Magazine

By Richard Stengel

Thursday, June 23, 2011

Here are a few things the framers did not know about: World War II. DNA. Sexting. Airplanes. The atom. Television. Medicare. Collateralized debt obligations. The germ theory of disease. Miniskirts. The internal combustion engine. Computers. Antibiotics. Lady Gaga.

People on the right and left constantly ask what the framers would say about some event that is happening today. What would the framers say about whether the drones over Libya constitute a violation of Article I, Section 8, which gives Congress the power to declare war? Well, since George Washington didn't even dream that man could fly, much less use a global-positioning satellite to aim a missile, it's hard to say what he would think. What would the framers say about whether a tax on people who did not buy health insurance is an abuse of Congress's authority under the commerce clause? Well, since James Madison did not know what health insurance was and doctors back then still used leeches, it's difficult to know what he would say. And what would Thomas Jefferson, a man who owned slaves and is believed to have fathered children with at least one of them, think about a half-white, half-black American President born in Hawaii (a state that did not exist)? Again, hard to say.

The framers were not gods and were not infallible. Yes, they gave us, and the world, a blueprint for the protection of democratic freedoms — freedom of speech, assembly, religion — but they also gave us the idea that a black person was three-fifths of a human being, that women were not allowed to vote and that South Dakota should have the same number of Senators as California, which is kind of crazy. And I'm not even going to mention the Electoral College. They did not give us income taxes. Or Prohibition. Those came later.

Americans have debated the Constitution since the day it was signed, but seldom have so many disagreed so fiercely about so much. …

Where's the Crisis?… Everywhere there seems to be debate about the scope and meaning and message of the Constitution. This is a healthy thing. Even the framers would agree on that.

So, are we in a constitutional crisis? In a word, no. The Constitution was born in crisis. It was written in secret and in violation of the existing one, the Articles of Confederation, at a time when no one knew whether America would survive. The Constitution has never not been under threat. Benjamin Franklin was skeptical that it would work at all. Alexander Hamilton wondered whether Washington should be a king. Jefferson questioned the constitutionality of his own Louisiana Purchase.

Today's debates represent conflict, not crisis. Conflict is at the core of our politics, and the Constitution is designed to manage it. There have been few conflicts in American history greater than the internal debates the framers had about the Constitution. For better or for worse — and I would argue that it is for better — the Constitution allows and even encourages deep arguments about the most basic democratic issues. A crisis is when the Constitution breaks down. We're not in danger of that.

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There is an old Latin phrase, inter arma enim silent leges, which roughly translates as "in time of war, the Constitution is silent." But it's not just in times of war that the Constitution is silent. The Constitution is silent much of the time. And that's a good thing. Two hundred twenty-three years after it was written, the Constitution is more a guardrail for our society than a traffic cop. The Constitution works so well precisely because it is so opaque, so general, so open to various interpretations. Originalists contend that the Constitution has a clear, fixed meaning. But the framers argued vehemently about its meaning. For them, it was a set of principles, not a code of laws. A code of laws says you have to stop at the red light; a constitution has broad principles that are unchanging but that must accommodate each new generation and circumstance.

…

A constitution in and of itself guarantees nothing… A constitution must embody something that is in the hearts of the people. In the midst of World War II, the great judge Learned Hand gave a speech in New York City's Central Park that came to be known as "The Spirit of Liberty." It was a dark time, with freedom and liberty under threat in Europe. Hand noted that we are Americans by choice, not birth. That we are Americans precisely because we seek liberty and freedom — not only freedom from oppression but freedom of speech and belief and action. "What do we mean when we say that first of all we seek liberty?" he asked. "I often wonder whether we do not rest our hopes too much upon constitutions, upon laws and upon courts. These are false hopes; believe me, these are false hopes. Liberty lies in the hearts of men and women; when it dies there, no constitution, no law, no court can even do much to help it."

The Constitution does not protect our spirit of liberty; our spirit of liberty protects the Constitution. The Constitution serves the nation; the nation does not serve the Constitution.

That's what the framers would say.

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“One Document, Under Siege”-Text Dependent Questions

Essential Understanding: The Constitution is a guiding set principles, not a set of laws. The Constitution is open to interpretation today as it was then.

1. In lines 5-14, the author refers to the “framers” multiple times. Who are some of the framers? What are some examples the author uses to indicate they lived in a different time period?

2. What democratic freedoms did the framers protect? The author states the framers were not perfect people. Who was excluded from these freedoms and protections?

3. What is the author’s view point about being “in a constitutional crisis?” What evidence does he use to support that viewpoint?

4. Authors use figurative language to bring life to their writing. Some examples of figurative language are a simile compares two objects using like or as, a hyperbole is an exaggeration, onomatopoeia is the use of sound in writing, personification gives a nonhuman object human characteristics, and imagery creates a mental image and often uses the five senses. What example of figurative language does the author use in lines 46-51 to show that the Constitution was written as a set of principles, not a code of laws?

5. Identify the structure of the text as narrative (a story), informational (real and accurate facts/evidence), or opinion (an individual’s belief/viewpoint/judgement). What evidence supports your choice?

6. Write an argumentative paragraph using claim, evidence, and reasoning answering the following question: Does the power of the Constitution lie in the document or with the people?

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“One Document, Under Siege” Answer Key

Essential Understanding: The Constitution is guiding set principles, not a set of laws. The Constitution is open to interpretation today as it was then.

1. In lines 5-14, the author refers to the “framers” multiple times. Who are some of the framers? What are some examples the author uses to indicate they lived in a different time period? (L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.) The framers are the writers of the Constitution and men who shaped the way the government of the United States should look. Some of the framers include: George Washington, James Madison, and Thomas Jefferson. The author uses terms such as “What would the framers say about…” “Back then” or “George Washington didn’t even dream that a man could fly…”

2. What democratic freedoms did the framers protect? The author states the framers were not perfect people, but who was excluded from these freedoms? (Women were excluded, as they were not allowed to vote (line 24.) Blacks were considered three-fifths of a person (line 23.) They also gave us the freedom of speech, assembly, and religion (lines 22-23.)

3. What is the author’s view point about being “in a constitutional crisis?” What evidence does he use to support that viewpoint? The author views that we are not in constitutional crisis (line 33.) His view is that we are in conflict, not crisis (line 39) and that debate and conflict encourages argument (lines 41-43.) He believes that a crisis is when the constitution breaks down, which has not occurred.

4. Authors use figurative language to bring life to their writing. Some examples of figurative language are: Simile compares two objects using like or as, a hyperbole is an exaggeration, an onomatopoeia is the use of sound in writing, personification gives a nonhuman object human characteristics, and imagery creates a mental image and often uses the five senses. What figurative language does the author use in lines 46-51 to show that the Constitution was written as a set of principles, not a code of laws? Words such as silent, guardrail, and traffic cop are used to describe the set of principles. The guardrail acts a guide or deterrent, rather than a traffic cop which is more absolute, unyielding, or as an enforcer. The silent nature of the document allows for interpretation

5. Identify the structure of the text as narrative, information, or opinion. What evidence supports your choice? Opinion Paper: Claim, Reasoning, Evidence

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Culminating Task: (Formative Assessment)

6. Write an argumentative paragraph using claim, evidence, and reasoning. Does the power of the Constitution lie in the document or with the people?

(Teacher sample answers the question according to the author’s opinion. The example of the author’s viewpoint/claim can be used as a lesson to help students identify claim, evidence and reasoning within a text. Refer to the notes in the teacher portion of the lesson on this process.)

The author of “One Document, Under Siege”, Richard Stengel believes the power in the Constitution lies with the people. As the Constitution was born out of intense debates, the framers themselves believed that debate of the document would be healthy. The principles which the document outlines work because they are general enough that people can debate them, an intention of the framers. The document is a reflection of what is in the heart of the people it serves (lines 57-58). In line 66 Stengel cites Judge Hand to support his claim when he quotes that “liberty lies in the hearts of men and women. Hand also goes on to say that when freedom and liberty has been challenged, Americans actively stand up to protect these ideals because being an American is a way of life (lines 61-62). The United States was born in an attempt to free people from oppression. Finally, Stengel concludes that a spirit of liberty (line 68) protects the Constitution. This spirit is a feeling generally held by most Americans (lines 61-63).

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Lesson 4: Understanding the Preamble of the U.S. Constitution

Purpose: Students will define important vocabulary to understand the preamble of the U.S. Constitution and build the background knowledge needed to develop a claim related to the interpretation of the U.S. Constitution.

CCSS: RL.7.6 and 8.6, RI.7.2 and 8.2, RSL.7.6 and 8.6, W.7.2 and 8.2, L.7.6 and 8.6, RH.6-8.4, WHST.6-8.2

English Language Development Objective: With support, students will use sentence stems to discuss, summarize and rewrite the Preamble using their own words and/or illustrations.

Materials: Text with preamble of the U.S. Constitution; graphic organizer for key vocabulary, dictionary/thesaurus (if applicable); chart paper and markers; We the Kids by David Catrow (optional), We The People (Constitution Song) by Sandy Wilbur available on Youtube or located at the following link: https://www.youtube.com/watch?v=PIf7uFAKkJc.


Approximate Time

(e.g. 15 mins)





5-10 minutes Copy the Preamble onto chart paper and post in the room.

Pass out Preamble text and graphic organizer. Read the definition of preamble. Discuss the significance of the document being used.

Students will read along with the definition and participate in discussion of document being used.

RI.7.2 and 8.2

ELL Support:

# The chart paper preamble will remain on display so students can refer back to as the layers of sketches and synonyms are added while developing vocabulary.

10 minutes Assign students to read the preamble independently.

% Assign partners to read the preamble together.

Students will read preamble once on their own, once with a partner.

After partner reading, students listen while teacher reads preamble aloud.

ELL Support:

% For partner read, students are paired with proximal level partners i.e. beginning and

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Note: It is essential that the first read is independent. Second/partner read is done with an elbow partner (close proximity, within 10” inside voice, elbows and knees touching).

After partner reading, teacher models fluency by reading aloud. This series of exposure to the text allows all students more meaningful access to the passage.

SL.7.6 and 8.6 mid-level language learners and more proficient language learners with native English speakers.

5-10 minutes # Lead a class discussion about unknown, confusing, interesting, important vocabulary. Record a list of words that students generate.

Highlight these words on the Preamble chart paper.

Teacher reads aloud We The Kids. Teacher needs to read fluently, but pause at the end of each page to allow students to see images and record familiar items seen and words heard. Students will use the graphics in the story to help build their understanding of the words and phrases in the preamble.

Students will read preamble and highlight important vocabulary to define. Students will discuss which words are unknown, confusing, interesting, and important and list them on their graphic organizer. Lists will be shared with the class. Groups can compare words shared that were on their lists.

As students listen to We The Kids, have them record what they see in the pictures and words they hear and familiar with in context to the U.S. Constitution.

RL.7.2 and 8.2, RH.6-8.4

ELL Support:

# Have ready probing questions, context clues, explanations or sources for key terms such as: union, popular, republicanism, concurrent, amendment, citizen, naturalization

10-15 minutes Teacher assigns groups vocabulary terms to define on graphic organizer.

Students will use dictionaries or technology to complete graphic organizer.

L.7.4 and 8.4, L.7.6 and 8.6, RH.6-8.4

ELL Support:

If using optional David Catrow text, terms may be defined in the book. Students may be given these definitions and then asked to

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put in their own words or sketch a corresponding picture to develop comprehension.

20 minutes # Create a class chart of terms, definitions and pictures/symbols based on student group work.

*Add sketches of defined words on the preamble chart.

At this point in the lesson, key words from the Preamble have been defined and a sketch of the word created. Groups then choose 3-4 words from the list to add to their unit glossaries.

Groups share their terms and definitions to the class to be recorded on a chart.

L.7.6 and 8.6

Students add 3-4 words from defined class list to their unit glossaries.

ELL Support:

# Teacher adds pictures or symbols to chart of unknown and important vocabulary.

20 minutes # After key terms and definitions have been added to class chart, model process for generating synonyms with the word “union.” Possible synonyms could include league, group, coalition, etc.

Then, whole class works together to generate synonyms for “perfect.” Discuss and list synonyms on chart paper.

Next, assign groups vocabulary words and the task of generating 1-2 synonyms for those words.

Once students have created synonyms, add these to class chart.

*Add synonyms in a new color above the highlighted words on the preamble chart.

After teacher models this process with “union”, students will complete for the word “perfect.”

Groups will work together to generate synonyms for key vocabulary words. Students may use a thesaurus (print or digital) to assist this process.

L.7.1 and 8.1

ELL Support:

# % Classroom or ELL teacher pull students reading below grade level to complete task as a small group. Additionally, picture support will increase students’ comprehension of vocabulary.

Ex.: peace sign for tranquility

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15 minutes Teacher will show the video from Lesson 1, “We The People”. The purpose of this is to “hear” the vocabulary in context while “seeing” images that represent key terms. This will allow students increased independence and success when rewriting the preamble.

Teacher will assign the task of rewriting the preamble in their own words, using the synonyms generated from group/class discussion.

% Students can choose to complete this task individually, in partners, or in small groups.

W.7.1 and 8.1

ELL Support:

# ELL students will use the visuals and lyrics of the video to build vocabulary for writing the preamble in their own words.

A paragraph frame has been provided for students to use as needed.

Extension:

For students who complete this task, they can extend their understanding of the preamble by creating a preamble for the class, their family, a hobby, sport, etc. The paragraph frame provided for students above could be used.

20 minutes Teacher instructs students on how to create a Found Poem.

Found Poem Directions:

Choose 11 words from the Preamble students believe are important to the

Students complete Found Poem.

Students choose 11 words from the Preamble that they believe are important to the main idea of the Preamble and write them on strips of

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main idea of the Preamble and write them on strips of paper.

Then, students choose 9 words from the strip to create a Diamante Poem.

Teacher gives exit ticket instructions and collects. Teacher monitors students’ understanding based on the Exit Ticket and uses the questions to guide further instructions.

paper.

Students choose 9 words from the strip to create a Diamante Poem.

______

_______ ________

________ _________ ________

_________ ________

________

Students pay attention to rhythm and flow of the poem based on their word choice. No words should be repeated.

Students completes the Exit Ticket.

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Preamble of the U.S. Constitution

A preamble is an introductory explanation or a section at the beginning of a speech, report, or formal document that introduces what follows and explains its underlying philosophy or purpose.

Below is the Preamble of the United States Constitution, the current body of principles for the United States of America.

Preamble to the U.S. Constitution We the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America.

1. Highlight vocabulary important to understanding the philosophy and purpose of the Preamble to the U.S. Constitution.

Key Vocabulary Terms:

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2. Each group will be responsible for the definitions of 2-4 terms. You may use a dictionary or your own language. Be prepared to share them on a class chart.

Key Term: _________________

Definition:

___________________________________________________________________________________________

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Key Term: _________________

Definition:

___________________________________________________________________________________________

___________________________________________________________________________________________

Key Term: _________________

Definition:

___________________________________________________________________________________________

___________________________________________________________________________________________

Key Term: _________________

Definition:

___________________________________________________________________________________________

___________________________________________________________________________________________

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Preamble to the U.S. Constitution

We the _____________________________, in order to form

______________, __________________ justice, insure ____________, provide for

_______________, promote the______________, and secure the

__________________________________________, do__________ and_____________

this Constitution for the United States of America.

Found Poem

_______________________________

_______________________________ _______________________________

_________________________ ___________________________ _______________________

_______________________________ _______________________________

_______________________________

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Exit Ticket:

Write three things you learned from today’s lesson about the Preamble to the Constitution.

1.__________________________________________________________________________________________

2._________________________________________________________________________________________

3._________________________________________________________________________________________

Write two purposes that a preamble serves.

1.__________________________________________________________________________________________

2._________________________________________________________________________________________

Write one question you have about the preamble to the U.S. Constitution.

1.__________________________________________________________________________________________

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Lesson 5: The Important Book of the Bill of Rights

Purpose: In this lesson, students will read historical, complex text, determine the meaning of unknown content vocabulary, and write an informative piece with the frame of The Important Book.

CCSS: RI.7.4 and 8.4, W.7.1 and 8.1, W.7.2 and 8.2, SL.7.1 and 8.1, SL.7.4 and 8.4, L.7.1 and 8.1, L.7.4 and 8.4, L.7.5 and 8.5, L.7.6 and 8.6, RH.6-8.1, RH.6-8.2, RH.6-8.4, RH.6-8.7, WHST.6-8.1, WHST.6-8.2, WHST.6-8.9

English Language Development Objective: With support, students will demonstrate understanding of the Bill of Rights through an informative writing piece based on The Important Book.

Materials: Copy of the Bill of Rights or Scott Foresman United States textbook page R42-R43, The Bill of Rights by Norman Pearl, The Important Book by Margaret Wise Brown, chart paper, poster board, I Have My Rights! Graphic organizer, Defining the Bill of Rights note taker, The Important Thing About… amendment frame, student created example of final product (included), “Bill of Rights Rap” by Smart Songs https://www.youtube.com/watch?v=tlt6R1KD4E0

*Bill of Rights Newspaper Match: (This can be used as an extension assessment/task.) Collect newspaper articles that address the protections guaranteed in the Bill of Rights. Have students match the article to the Amendment. Example article: Pentagon: Ex-SEAL faces legal action for book—Free Speech under the First Amendment. Students can also bring in articles on their own and present to the class the protection it guarantees.


Approximate Time

(e.g. 15 mins.)





Day 1:

60 min.

Pass out I Have My Rights! graphic organizer.

Students make notes to answer the questions.

ELL Support:

# Teacher can facilitate small group discussion to generate related/supporting images for each section of the handout. Students will then use the images on the handout to help them answer

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the questions.

Facilitate a class discussion about how students’ rights differ in different settings (home, school, friends, and job).

Create a class word web based on student responses. Draw a circle with “Rights” in the middle. Draw 4 circles from the center circle with the topics: “Home”, “School”, “Friends”, and “Job”. Solicit and record student ideas related to each of the 4 topics.

Students discuss their answers and make changes to their notes where appropriate.

SL.7.1 and 8.1

Assign students to independently read over the Bill of Rights without the margin explanations from page R42-R43 in the textbook. You may also make a copy of the Bill of Rights from the National Archives.

It is important to allow students to struggle with the complex text. They will continue to read, build understanding and make changes throughout the lesson.

As students read, they will create a quick sketch for each Amendment.

Model this for students by reading aloud the first amendment and creating a corresponding sketch.

Students independently read over the Bill of Rights without using the margin explanations. As they read, they create a quick sketch for each Amendment.

RI.7.2 and 8.2, RI.7.3 and 8.3, RH.6-8.2

ELL Support: # Students identify words they know and build their sketches off of those.

Read aloud The Bill of Rights by Norman Pearl. Stop after each Amendment and have students paraphrase the amendment (purpose/rights granted) with a partner.

Call on students to share the visual

Students listen for clues and facts in the passage that helps them understand what the Amendment means and guarantees. With a partner, students paraphrase what the Amendment guarantees, what protection each Amendment gives.

ELL Support: # Students use pictures/images (found by teacher) to build their comprehension of amendments.

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and context clues that helped them understand the Amendment.

ELL Support: As you read aloud, have a picture/image that matches each amendment. Label the picture with the amendment number. Post these as you read.

Students make revisions to their sketches.

RI.7.4 and 8.4, RH.6-8.2

Pass out “Defining the Bill of Rights” note taker. Assign each group one Amendment to read, define, and prepare to teach the class.

There are 10 Amendments so you will have 10 groups. % Some groups may need more assistance and some students may benefit from being partnered with stronger readers or native English speakers.

Students read assigned Amendment, identify and define unknown or unfamiliar words as a group. Groups use the explanation in the margin of their textbook to discuss and write its meaning.

RI.7.4 and 8.4, L.7.4 and 8.4, RH.6-8.4

ELL Support: There are 10 Amendments so you will have 10 groups. % Some groups may need more assistance and some students may benefit from being partnered with stronger readers or native English speakers. A support teacher could also meet and work with a specific group to provide additional support.

# Students should refer back to their visual/ Amendment match.

Day 2:

45 Min.

Play the YouTube video “The Bill of Rights Rap” one time through. Play video again and stop after each Amendment and explain the meaning. Teacher helps guide groups in their creation of the Amendment explanation.

Students watch the rap and pay close attention to details that help explain their group’s assigned Amendment. They go back to their seats and make revisions to their explanations.

W.7.2 and 8.2, RH.6-8.7, WHST.6-

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8.2

Read The Important Book aloud. Ask students to identify the topic and supporting details of each page. Ask them to infer the reasoning behind the author’s claim using personal experience. Discuss frames and stanzas in poetry.

Students identify the topic and supporting details of each page. Students will infer the reasoning for the author’s claim using personal experience. Students will identify a frame or stanza in poetry.

L.7.5 and 8.5, L.7.6 and 8.6, W.7.1 and 8.1, RH.6-8.8

ELL Support:

# An anchor chart with definitions, examples, and an image for frame and stanza will provide ongoing support for these terms.

Give groups a piece of chart paper that has the frame used in The Important Book. Students will use this to create an Important Book page for their assigned amendment with a corresponding sketch.

To prepare for Day 3, collect group’s chart papers and provide students feedback. Suggested feedback: Is their definition of the amendment accurate, did they describe the most important aspect, are their examples of rights appropriate/accurate, does their sketch demonstrate students understand their amendment? Also provide feedback for grammar usage and conventions.

Groups use their notes to draft an “Important Book page” for their Amendment. Their page must include an illustration.

L.7.1 and 8.1, W.7.1 and 8.1

Day 3:

45 min.

Instruct groups to revise and edit their draft based on teacher feedback provided. Teacher monitors and gives final “ok” when the Important Book page meets teacher expectations.

Groups revise and edit their Important Book Page draft and wait for final teacher approval.

L.7.1 and 8.1, W.7.1 and 8.1

ELL Support:

Provide the included student generated example as a reference for students.

Pass out final poster boards to groups that are ready to create their published Important Book Page

Groups use their Important Book draft to create their published Important Book Page.

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L.7.1 and 8.1, W.7.1 and 8.1

Day 4:

20 min.

Call on groups to present their poster.

Post the Important Book Pages in Amendment order around the room.

Students take notes on their “Defining the Bill of Rights” note taker for each Amendment as it is presented. This becomes their study guide.

SL.7.4 and 8.4, SL.7.6 and 8.6, L.7.6, and 8.6, W.7.1 and 8.1, WHST.6-8.9

ELL Support:

Ensure each student in the group has a speaking role in the presentation.

Provide opportunities for students to practice their presentation.

As students present, teacher can record main ideas/facts about each amendment for students to reference and copy into their note taker.

Day 5:

20 min.

Pass out Bill of Rights assessment. Students write a title for each Amendment and explain each Amendment in order.

ELL Support:

# All students can use their Amendment visuals on their assessment.

Students could use their “Defining the Bill of Rights” note taker during assessment.

Alternative Assessment: Match

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Amendment Title, Amendment Description, and Visual.

To make: Teacher presents amendments out of order on handout. Student will cut into strips, glue in correct order and write explanation.

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I Have My Rights!

Think about the rights you have and the ones you owe to other people. Below each section make notes to answer the questions.

At homeWhat rights do you have in your family?What rights do you want your parents and other family members to respect? Whatrights do you respect?

At schoolWhat rights do you have at school? Whatrights do you expect from your teachers andfellow students? What rights do you give?

With your friendsWhat rights do you have that you wantyour friends to honor? What rightsdo you honor?

On your jobIf you have a paper route or do odd jobs, what rightsdo you have on your job? What rights do you wantyour employer to honor? What rights do you give youremployer

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Defining the Bill of Rights Note taker

Assigned Amendment: ______________

Unfamiliar or interesting words:

Word ____________________

Meaning ____________________________________________________________________________________

Word ____________________

Meaning __________________________________________________________________________________

Word ____________________

Meaning ____________________________________________________________________________________

Word ____________________

Meaning ____________________________________________________________________________________

Amendment 1 Title _____________________________________

Explain ____________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Amendment 2 Title _____________________________________

Explain ____________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

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Amendment 3 Title _____________________________________

Explain ____________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Amendment 4 Title _____________________________________

Explain ____________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Amendment 5 Title _____________________________________

Explain ____________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Amendment 6 Title _____________________________________

Explain ____________________________________________________________________________________

___________________________________________________________________________________________

Amendment 7 Title _____________________________________

Explain ____________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

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Amendment 8 Title _____________________________________

Explain ____________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Amendment 9 Title _____________________________________

Explain ____________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Amendment 10 Title ____________________________________

Explain ____________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

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____________________________

(Amendment Title)

The important thing about the ___________________________________________________Amendment

is that ______________________________________________________________________. (claim)

It __________________________________________________________________________________,

it __________________________________________________________________________________,

and ________________________________________________________________________________.

But the important thing about the ________________________________________________Amendment

is that _______________________________________________________________________. (claim)

Create a sketch to

match your claim:

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The Bill of Rights Test

Write the title/name of each of the first 10 Amendments.

Under each Amendment title, explain the right the Amendment protects.

1. ______________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

2. ______________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

3. ______________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

4. ______________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

5. ______________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

6. ______________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

7. ______________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

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8. ______________________________

_____________________________________________________________________________________

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9. ______________________________

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10. ______________________________

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Challenge Question:

What other Amendment do you think should be added to the Constitution and why?

_____________________________________________________________________________________

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_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

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Lesson 6: Free Speech Inside the Schoolhouse Gate

Purpose: Students will synthesize information from multiple sources and generate claims with evidence through discussions. Students will write an opinion piece supporting their point of view with reasons and evidence.

CCSS: RI.7.1 and 8.1, RI.7.2 and 8.2, RI.7.3 and 8.3, RI.7. and 8.4, RI.7.6 and 8.6, RI.7.9 and 8.9, SL.7.1 and 8.1, SL. 7.4 and 8.4, L.7.4 and 8.4, L.7.6 and 8.6, RH.6-8.1, RH.6-8.4, RH.6-8.6, WHST.6-8.1

English Language Development Objective: With support, students will demonstrate finding the author’s claim with reasoning and evidence from sources orally and in written form.

Materials: Student Speech and the First Amendment notes (student and teacher versions), “Common Ground and Further Questions” Graphic Organizer, “The Other Side of the Issue” Graphic Organizer, Tinker V. Des Moines note taker, chart paper, Tinker V. Des Moines Independent Community School District (excerpts from Decision and Dissent). Note: For ease of monitoring and grouping, print “Decision” on one color paper and the “Dissent” on a different color paper. The Note taker can be copied onto plain paper.

Text Complexity: The Qualitative and Quantitative dimension of the text complexity are above the 6-8 grade level band for the text provided in this lesson. However, the tasks and scaffolding provided allow for the high level text to be used successfully as a Structured Academic Controversy (SAC) using Close Read Components. Follow specific teacher directions in the lesson plan below in order to implement the SAC successfully.


Approximate Time

(e.g. 15 mins)



Notes (formative assessment ideas, differentiation, modifications)

Day 1:

30 min.

Prior to the lesson, create “Structured Academic Controversy” packets:

Packet 1: Staple Tinker V. Des Moines Background, Decision/Opinion, and Note taker

Packet 2: Staple Tinker V. Des Moines Background, Dissent, Note taker

Provide students background on student free speech cases. This can be done as lecture, PowerPoint, or

Students are filling out notes on Student Free Speech cases.

Students listen and take notes on the background of Student Free Speech.

ELL Support: # Provide ELL students a copy of the teacher notes with bulleted information. With support, students highlight key words and phrases as the teacher presents the background information on

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classroom discussion. free speech.

Day 2:

45 min.

Structured Academic Controversy (SAC):

Group students into groups of four, then partners of two.

Assign one group of two as “1s” and the other “2s” in each group. (Each group of four will have two students as 1s and two students as 2s.)

As a whole class, define and add to unit glossaries the words decision, opinion, and dissent.

Students will add the words decision, opinion, and dissent to their unit glossaries.

L.7.6 and 8.6, RH.6-8.4

ELL Support:

% Proximal grouping will support ELLs and students reading below grade level.

ELL Support: % Students who need more support - assign them the same argument side decision (1s) or dissent (2s). This allows the teacher to provide targeted small group instruction.

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Pass out Tinker case Opinion/Decision to 1’s and the Dissent 2’s. Each group of four should have two Decision and two Dissent.

Assign groups to read background information and circle new vocabulary.

# Introduce Content Vocabulary: protest, comply, policy, violate, suit, file, decision, appeal, case, argued

As a class, create a Flowchart about the appeals process.

Students identify where Des Moines, Iowa is on a United States map.

Students read the background information and identify new vocabulary.

# % Student groups discuss new vocabulary and find context clues to help them define them.

Students write synonyms to the words on their background paper.

Students record information to the Flow Chart using the background informational text.

RI.7.4 and 8.4, L.7.4 and 8.4, L.7.6 and 8.6, RH.6-8.4

Assign students to read the decision or the dissent. Tell them to focus on identifying the author’s claim as they read. “Does the author support student free speech or restrict student free speech?” Tell students to pay attention to “loaded language”. Authors use loaded language to persuade their intended audience.

Teacher checks to make sure the students have properly identified the author’s claim by checking their S or R. (Decision/Justice Forbes is an S) (Dissent/Justice Blake is an R)

Students read Tinker v. Des Moines one time independently, focusing on the author’s claim. They will write S or R at the top of their paper.

RI.7.2 and 8.2, RI.7.6 and 8.6, RH.6-8.6

ELL Support:

% Teacher can pull students in need of extra support to work through the text together. (Small group would work with a single text.)

# Teacher has list of must-know words. Group decides which vocabulary is tricky and negotiates together.

Assign students to complete a second read and identify evidence in the text

Students complete a second reading of Tinker v. Des Moines this time highlighting key words and phrases

ELL Support:

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that supports the author’s claim. from the text that support the author’s claim.

RI.7.1 and 8.1, RI.7.3 and 8.3, RH.6-8.6

Assign students a chunk (Decision paragraph 5, Dissent paragraph 3) to work with.

Assign students to list their evidence, cite line numbers, and make a note of the reasoning (how their evidence supports the author’s claim)

Students list their evidence and highlighted words and phrases that answer the question: Based on the author’s opinion do First Amendment Rights of Free Speech apply to students in the school environment?

Next to the evidence, students explain why this evidence supports the author’s claim.

RI.7.6 and 8.6, WHST.6-8.8

ELL Support:

Guided small groups work through the claim, reason, and evidence process together.

Explanations can be generated through a group discussion and recorded on chart paper. Students can copy, use it to write their own, or write independently.

Teacher monitors the discussion during “Keep It” or “Junk It” as teacher rotates around classroom prompting students to explain their justification for keeping or junking the evidence.

Students sit knee to knee with their partners and review their evidence: Keep It or Junk It. Pairs discuss evidence that is a discrepancy and decide if they should Keep It or Junk It. Cross out evidence they Junk and highlight or add any evidence they Keep but don’t already have.

SL.7.1 and 8.1, SL.7.4 and 8.4, RH.6-8.1

Teacher briefly meets with all pairs to ensure students will be presenting

Partners now decide how they are going to present their argument, author’s claim/opinion, during the

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evidence. discussion. What evidence are they going to present? Who is going to present what evidence? Both partners must present evidence during the discussion.

SL.7.1 and 8.1, SL.7.4 and 8.4, RH.6-8.8

3 min. Assign the Decision partners (1s) to present their arguments. They will have 3 min.

Partners with Decision (1s) present their argument to Dissent (2s) partners. Dissent (2s) partners take notes in the Opposing Claims and Reasons and Evidence section and DO NOT TALK.

SL.7.1 and 8.1, SL.7.4 and 8.4, RH.6-8.8

3 min. Assign the Dissent (2s) partners to ask questions to the Decision (1s) partners. Give 3 min. (This is a question-answer section, don’t let students debate)

Dissent (2s) partners ask questions about the evidence presented by the Decision (1s) partners. Decision (1s) answers the questions.

SL.7.1 and 8.1, SL.7.4 and 8.4

3 min. Assign the Dissent (2s) partners to present their arguments. They will have 3 min.

Partners with the Dissent (2s) present their argument to Decision (1s) partners. Decision (1s) partners take notes in the Opposing Claims and Reasons and Evidence section and DO NOT TALK.

SL.7.1 and 8.1, Sl.7.4 and 8.4, RH6-8.8

3 min. Assign the Decision (1s) partners to ask questions to the Dissent (2s) partners. Give 3 min. (This is a

Decision (1s) partners ask questions about the evidence presented by the

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question-answer section, don’t let students debate)

Dissent (2s) partners.

SL.7.1 and 8.1, Sl.7.4 and 8.4

5 min. Have the groups of four work on the “Common Ground and Further Questions” graphic organizer. The groups need to come to some agreement on the question Do First Amendment Rights of Free Speech apply to students in the school environment?

Groups of four discuss and create a Common Ground based on the question: Do First Amendment Rights of Free Speech apply to students in the school environment?

Sl.7.1 and 8.1, SL.7.4 and 8.4, L.7.6 and 8.6, RI.7.9 and 8.9

ELL Support:

% Supported small group discuss Common Ground. Focus on meaning of First Amendment, school environment and how this relates to them.

Accountable talk sentence stems used in previous discussions may be useful here.

5 min. Pass out chart paper for groups to make a claim and evidence using their “Common Ground” notes.

Students work in their groups of four to create a claim and evidence from their “Common Ground” discussion on chart paper.

Groups share out their “Common Ground” to the class.

Sl.7.1 and 8.1, SL.7.4 and 8.4, L.7.6 and 8.6

ELL Support:

% follow similar procedure to step 5.

Teacher directs students to complete the self-analysis at the bottom of the note taker.

Students reflect on their participation during the SAC at the bottom of the note taker.

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Tinker v. Des Moines

Background of the case:

In 1965, Des Moines, Iowa residents John F. Tinker (15 years old), his siblings Mary Beth Tinker (13 years old),

Hope Tinker (11 years old), and Paul Tinker (8 years old), along with their friend Christopher Eckhardt (16 years

old) decided to wear black armbands to their schools in protest of the Vietnam War and supporting the Christmas

Truce called for by Senator Robert F. Kennedy. The principals created a policy that stated that school children

wearing an armband would be asked to remove it immediately or be suspended and allowed to return to school

after agreeing to comply with the policy. The participants decided to violate this policy. They were suspended

from school for wearing armbands until after January 1, 1966, when their protest had been scheduled to end.

Their parents filed suit in U.S. District Court, which upheld the decision of the Des Moines school board. A tie

vote in the U.S. Court of Appeals for the 8th Circuit meant that the U.S. District Court's decision continued to

stand, and forced the Tinkers and Eckhardts to appeal to the Supreme Court directly. The case was argued before

the court on November 12, 1968.

Excerpts from Decision/Opinion:

Tinker v. Des Moines Independent Community School District

Justice Abe Fortas

First Amendment rights, applied in light of the special characteristics of the school environment, are available to

teachers and students. It can hardly be argued that either students or teachers shed their constitutional rights to

freedom of speech or expression at the schoolhouse gate.

The Fourteenth Amendment, as now applied to the States, protects the citizen against the State itself and all of its

creatures - Boards of Education not excepted. These have, of course, important, delicate, and highly discretionary

functions, but none that they may not perform within the limits of the Bill of Rights. That they are educating the

young for citizenship is reason for scrupulous protection of Constitutional freedoms of the individual, if we are

not to strangle the free mind at its source and teach youth to discount important principles of our government as

mere platitudes."

On the other hand, the Court has repeatedly emphasized the need for affirming the comprehensive authority of the

States and of school officials, consistent with fundamental constitutional safeguards, to prescribe and control

conduct in the schools. See Epperson v. Arkansas, supra, at 104; Meyer v. Nebraska, supra, at 402. Our problem

lies in the area where students in the exercise of First Amendment rights collide with the rules of the school

authorities.

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The problem posed by the present case does not relate to regulation of the length of skirts or the type of clothing,

to hair style, or deportment. It does not concern aggressive, disruptive action or even group demonstrations. Our

problem involves direct, primary First Amendment rights akin to "pure speech."

The school officials banned and sought to punish petitioners for a silent, passive expression of opinion,

unaccompanied by any disorder or disturbance on the part of petitioners. There is here no evidence whatever of

petitioners' interference, actual or nascent, with the schools' work or of collision with the rights of other students

to be secure and to be let alone. Accordingly, this case does not concern speech or action that intrudes upon the

work of the schools or the rights of other students.

The District Court concluded that the action of the school authorities was reasonable because it was based upon

their fear of a disturbance from the wearing of the armbands. But, in our system, undifferentiated fear or

apprehension of disturbance is not enough to overcome the right to freedom of expression. Any departure from

absolute regimentation may cause trouble. Any variation from the majority's opinion may inspire fear. Any word

spoken, in class, in the lunchroom, or on the campus, that deviates from the views of another person may start an

argument or cause a disturbance. But our Constitution says we must take this risk; and our history says that it is

this sort of hazardous freedom - this kind of openness – that is the basis of our national strength and of the

independence and vigor of Americans who grow up and live in this relatively permissive, often disputatious,

society.

In order for the State in the person of school officials to justify prohibition of a particular expression of opinion, it

must be able to show that its action was caused by something more than a mere desire to avoid the discomfort and

unpleasantness that always accompany an unpopular viewpoint. Certainly where there is no finding and no

showing that engaging in the forbidden conduct would "materially and substantially interfere with the

requirements of appropriate discipline in the operation of the school," the prohibition cannot be sustained.

In our system, state-operated schools may not be enclaves of totalitarianism. School officials do not possess

absolute authority over their students. Students in school as well as out of school are "persons" under our

Constitution. They are possessed of fundamental rights which the State must respect, just as they themselves must

respect their obligations to the State. In our system, students may not be regarded as closed-circuit recipients of

only that which the State chooses to communicate. They may not be confined to the expression of those

sentiments that are officially approved. In the absence of a specific showing of constitutionally valid reasons to

regulate their speech, students are entitled to freedom of expression of their views. As Judge Gewin, speaking for

the Fifth Circuit, said, school officials cannot suppress "expressions of feelings with which they do not wish to

contend.

MR. JUSTICE STEWART, concurring.

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Although I agree with much of what is said in the Court's opinion, and with its judgment in this case, I cannot

share the Court's uncritical assumption that, school discipline aside, the First Amendment rights of children are

coextensive with those of adults. I continue to hold the [that]:

"[A] State may permissibly determine that, at least in some precisely delineated areas, a child -- like someone in a

captive audience -- is not possessed of that full capacity for individual choice which is the presupposition of First

Amendment guarantees."

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Read the excerpt Decision/Opinion Tinker v. Des Moines.

1. Highlight evidence that supports the author’s claim.2. Make a list of evidence, highlighted key words that answer the question; Do First Amendment Rights of Free Speech apply to students in the school environment based on the author’s opinion?

Line # Evidence Reasoning

3. With your partner go over your evidence. If you have something that your partner doesn’t have, you must explain why it answers the question. If your partner agrees “Keep It.” If he/she disagrees “Junk It.” Cross out the evidence you junked.

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The Other Side of the Issue

Opposing Claims and Reasons Opposing Evidence and Examples

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Common Ground and Further Questions

We can agree that…. We need further clarification on…..

The most thought provoking idea/moment in this discussion was _________________________because

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

I would give myself ___________/10 points on this discussion because

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

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Tinker v. Des Moines

Background of the case:

In 1965, Des Moines, Iowa residents John F. Tinker (15 years old), his siblings Mary Beth Tinker (13 years old), Hope Tinker (11 years old), and Paul Tinker (8 years old), along with their friend Christopher Eckhardt (16 years old) decided to wear black armbands to their schools in protest of the Vietnam War and supporting the Christmas Truce called for by Senator Robert F. Kennedy. The principals created a policy that stated that school children wearing an armband would be asked to remove it immediately or be suspended and allowed to return to school after agreeing to comply with the policy. The participants decided to violate this policy. They were suspended from school for wearing armbands until after January 1, 1966, when their protest had been scheduled to end.Their parents filed suit in U.S. District Court, which upheld the decision of the Des Moines school board. A tie vote in the U.S. Court of Appeals for the 8th Circuit meant that the U.S. District Court's decision continued to stand, and forced the Tinkers and Eckhardts to appeal to the Supreme Court directly. The case was argued before the court on November 12, 1968.

Excerpts from Dissenting Opinion:

Tinker v. Des Moines Independent Community School District

MR. JUSTICE BLACK, dissenting.

Assuming that the Court is correct in holding that the conduct of wearing armbands for the purpose of conveying political ideas is protected by the First Amendment, cf., e.g., Giboney v. Empire Storage & Ice Co., 336 U. S. 490 (1949), the crucial remaining questions are whether students and teachers may use the schools at their whim as a platform for the exercise of free speech -- "symbolic" or "pure" -- and whether the courts will allocate to themselves the function of deciding how the pupils' school day will be spent. While I have always believed that, under the First and Fourteenth Amendments, neither the State nor the Federal Government has any authority to regulate or censor the content of speech, I have never believed that any person has a right to give speeches or engage in demonstrations where he pleases and when he pleases. This Court has already rejected such a notion. In Cox v. Louisiana, 379 U. S. 536, 379 U. S. 554 (1965), for example, the Court clearly stated that the rights of free speech and assembly "do not mean that everyone with opinions or beliefs to express may address a group at any public place and at any time."While the record does not show that any of these armband students shouted, used profane language, or were violent in any manner, detailed testimony by some of them shows their armbands caused comments, warnings by other students, the poking of fun at them, and a warning by an older football player that other nonprotesting students had better let them alone. There is also evidence that a teacher of mathematics had his lesson period practically "wrecked," chiefly by disputes with Mary Beth Tinker, who wore her armband for her "demonstration." Even a casual reading of the record shows that this armband did divert students' minds from their regular lessons, and that talk, comments, etc., made John Tinker "self-conscious" in attending school with his armband. While the absence of obscene remarks or boisterous and loud disorder perhaps justifies the Court's statement that the few armband students did not actually "disrupt" the classwork, I think the record overwhelmingly shows that the armbands did exactly what the elected school officials and principals foresaw they would, that is, took the students' minds off their classwork and diverted them to thoughts about the highly emotional subject of the Vietnam war. And I repeat that, if the time has come when pupils of state-supported schools, kindergartens, grammar schools, or high schools, can defy and flout orders of school officials to keep their minds on their own schoolwork, it is the beginning of a new revolutionary era of permissiveness in this country fostered by the

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judiciary. The next logical step, it appears to me, would be to hold unconstitutional laws that bar pupils under 21 or 18 from voting, or from being elected members of the boards of education

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.Read the excerpt Dissent Tinker v. Des Moines.1. Highlight evidence that supports the author’s claim.2. Make a list of evidence, highlighted key words, that answer the question; Do First Amendment Rights

of Free Speech apply to students in the school environment based on the author’s opinion?

Line # Evidence Reasoning

3. With your partner go over your evidence. If you have something that your partner doesn’t have, you must explain why it answers the question. If your partner agrees “Keep It.” If he/she disagrees “Junk It.” Cross out the evidence you junked.

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The Other Side of the Issue

Opposing Claims and Reasons Opposing Evidence and Examples

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Common Ground and Further Questions

We can agree that…. We need further clarification on…..

The most thought provoking idea/moment in this discussion was _________________________because

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

I would give myself ___________/10 points on this discussion because

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

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Lesson 7: Opinion/Argumentative Essay (Assessment)

Purpose: Students will synthesize information from multiple sources in order to form a coherent opinion essay.

CCSS: RI.7.1 and 8.1, W.7.1and 8.1, SL.7.1 and 8.1, SL.7.4 and 8.4, L.7.6 and 8.6, W.7.1 and 8.1, RH.6-8.1, WHST.6-8.1

English Language Development Objective: With the support of a pre-writing graphic organizer and unit glossaries, students will write an opinion essay/paragraph.

Materials: “One Document, Under Siege” by Richard Stengel from TIME magazine, a copy of The United States Constitution, a copy of the Preamble, a copy of the Bill of Rights, Tinker V Des Moines court case, Opinion Essay rubric (In Appendix), “Opinion Writing” graphic organizer (Included in lesson), CREE: Claim, Reason, Evidence, Elaborate pre-write graphic organizer (In Appendix), Flip Book (In Appendix),

Lesson Plan Outline: Students will synthesize information from the entire unit in order to form a coherent opinion essay. Students will write their essay on the following prompt: If the Constitution is a set of principles, not a set of laws, is it open to interpretation? The essay will be five paragraphs in length and it must contain evidence from the unit to support the opinions stated.

**Adjust the amount of evidence and reasoning on the Flip Books based on student’s current level of writing. You can also add additional flaps for the essay by extending the Flip Book into two pages that the students can easily connect with tape. For example, students would use the following format to create a super claim: Claim, Reason, Evidence, Reason, Evidence, Reason, Evidence or Counterclaim: Evidence, Reason, Evidence, Reason, Evidence, and Reason.

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Approximate Time

(e.g. 15 mins)



Notes (formative assessment ideas, differentiation, modifications)

15 min. Introduce the prompt with a short discussion and review of the concept lesson to remind students of laws and principles. When you talk about the assignment, remind students that they must use evidence from the unit (i.e. primary source documents, texts, graphic organizers, etc.) Also review the rubric on which they will be graded.

Students will be participating in discussion, referencing past lessons and sources from the unit.

SL.7.1 and 8.1, SL.7.4 and 8.4

45 min Allow students time to reference materials and organize their thoughts in a graphic organizer. As this is an assessment, students should be working on their own as much as possible. The teacher should be checking-in with students to remind them to use evidence from their unit sources and materials.

Students gather evidence to complete their graphic organizer to form their opinion essay and must be using sources and materials from the unit of study to cite evidence.

RI.7.1 and 8.1, W.7.1 and 8.1, L.7.6 and 8.6, RH.6-8.1, RH.6-8.2, WHST.6-8.1

ELL Support:

See graphic organizer lesson resource. Please note the times listed for the lesson are approximate. Use professional judgment to determine the length of this assessment and how much support is provided.

Pre-writing discussion, graphic organizer

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work and sentence stems might all be useful.

45 min. Have students rank the evidence on their graphic organizer and use the top three for their prewrite, then drafting stage. Pass out Flip Books. Check in with students as needed and remind them to use resources from the unit.

Students will collect evidence that answers the question, If the Constitution is a set of principles, not a set of laws, is it open to interpretation? Students will rank their evidence and use the top three to create a pre write. Students will write their first draft of their essay using the Flip Book and complete an analysis and revise their writing. They should be using unit resources as needed. Students will write a final opinion paragraph.

RW.7.1 and 8.1, L.7.6 and 8.6, RH.6-8.1, RH.6-8.2, WHS.6-8.1

ELL Support:

For students who show competency in the skill of paragraph writing, add counterclaim expectation.

45 min. Move students into the final draft stage of their essay. Check in with students as needed.

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Opinion Graphic Organizer

Reasons Evidence Summary

Resource:

Page or line number:

Resource:


Resource:


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Resource:


Read through your evidence and rank your evidence 1-4: 1 being the best piece of evidence that proves your claim/answers the question: If the Constitution is a set of principles, not a set of laws, is it open to interpretation?

Use your top three pieces of evidence to complete your prewrite.

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Appendix of Lesson Resources

Web Links:

Instruction for Close Reading:

http://63000resources.com/about/close-reading/

Academic Vocabulary List:

http://www.englishcompanion.com/pdfDocs/acvocabulary2.pdf

Opinion Writing Rubric (located on page 7 of Grade 5 Evaluation Guides at the following link):

**http://www.doe.nv.gov/NDE_Offices/APAC/Testing/Writing/ES_Resources/

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Claims, Evidence, Reasoning Flip Book

1. Fold Flip Book in half.

2. Cut between boxes and stop at fold.

3. Answer the questions above using C,E,R.

4. Open the Claim flap and write a claim on

the non flap side. You must write only in the

space provided behind the flap.

5. Open the Evidence flap and write your evidence

from the document. Cite your source.

6.Open the reasoning flap and write your reasoning

behind the reasoning flap.

7.Continue with the remaining flaps.

8.Use the box below to analyze and revise your

Rough Draft.

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Claim/Evidence/Reasoning Rubric

Claim 8 6 4 2 0

Claim is fully developed. It is very clear which

side of the argument the claim is for.

The Claim is evident. It is

clear which side of the argument the claim is for.

The Claim is evident. It may not be clear within

the claim which side of the argument

it is for.

The Claim is very unclear.

It is not evident which

side of the argument the claim is for.

No claim(s) are evident.

Evidence Evidence is very clear and linked to both the claim .All evidence is

cited in the correct format.

Evidence used is the best

evidence to prove the claim.

Evidence is clear and may

be linked to the claim. All evidence is

cited. Evidence used may be

good evidence to prove the

claim.

Evidence may or may not be clear. It may not be linked to the claim. Evidence is not cited.

Evidence is not good to prove the

claim.

Evidence is not clear. It is

not linked back to any claim. It is

difficult to tell it is evidence. Evidence is not cited.

Evidence is very unclear

or not present.

Reasoning Reasoning is very clear and thorough. It shows high

levels of understanding. The reasoning

links the evidence to the

claim(s).

Reasoning is very clear and thorough. The reasoning links the evidence to

the claim(s).

Reasoning is clear. The reasoning links the

evidence to the claim(s).

Reasoning may be

unclear. It may not link evidence to the claim(s).

Reasoning is very unclear

or may not be present.

107

2031250

1251

1252

1253

1254

204

Argumentative Paragraph Rubric

Strong Claim/ Arguable and clear what side

1

Evidence #1 from text supports/aligns to claim

1

Evidence #1 cited (quoted or paraphrased)

1

Reasoning explains or elaborates upon evidence and links evidence to claim

1

Evidence #2 from text supports/aligns to claim

1

Evidence #2 cited (quoted or paraphrased)

1

Reasoning#2 explains or elaborates upon evidence and links evidence to claim

1

Academic Vocabulary- at least 2 words from the bank used correctly with context clues

1(.5 perWord)

108

2051255

1256

1257

1258

1259

1260

206

Total 8_____________________

.

Text Annotation Chart

109

207

1261

1262

1263

1264

1265

208

110

209

1266

210

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