Transcript We, the People of the United States Story

Making a New
Nation
Unit 4: Open Court
We the People of the United States.
By the end of this lesson, you will:
• identify understand the relationship between
words by identifying antonyms.
• identify and decode words with the long /e/
sound spelled ee.
• Identify and decode words with consonant –r
blends.
• Review spelling conventions.
p. 380K
•
•
•
•
Sovereignty/autocracy
Needed weeks
Presided created
Presiding derived
foreign/domestic old/new
speeches
fleets
approaching obstruction
urging prepared securing
p. 380K
• His foreign policy was excellent; however, his
domestic policy was lacking.
• They needed weeks to write their speeches.
• The approaching car created a lot of noise.
• The presiding judge is urging the defense
lawyer to keep her arguments short.
?
• Sovereignty/autocracy
foreign/domestic
old/ new
• The words contain antonym pairs.
Antonyms are words that mean the
opposite or nearly the opposite of each
other.
• What is the meaning of these antonym
pairs?
What is the same with these
words?
•
Needed
weeks
speeches
fleets
• These words contain the long /e/ sound
spelled ee. With your partner, come up
with other words that have the ee spelling.
• Agree meet
greet
feet
What is the spelling pattern in the next set of words?
•
Presiding
derived
urging
prepared securing
• The words contain the –r blends. These
blends do not have to appear at the
beginnings of words. Other examples:
• Group, brand,
sacrifice
• Let’s use our glossary and Open Court
book to find other words with –r blends.
What’s the secret pattern between these words?
• Presiding derived urging
prepared
securing
• Drop the final e before adding a word ending.
• Can you think up any other examples?
Please read the following sentences together:
• His foreign policy was excellent; however, his domestic
policy was lacking.
• Can someone identify and explain the antonyms?
• Excellent and lacking are right!
• Now let’s read sentence two:
• They needed weeks to write their speeches.
• What words contained the long /e/ sound, spelled
ee?
• That’s correct: needed and speeches
Now, let’s read the following sentences together:
• The approaching car created a lot of noise.
• Which words had the consonant r- blend?
 Approaching, created
• Let’s read the sentence again.
• The approaching car created a lot of noise.
• Nice job folks…
One last line: Let’s read it,… today!
• The presiding judge is urging the defense
lawyer to keep her arguments short.
• Which words do you drop the final e to
add the word ending?
• The presiding judge is urging the defense
lawyer to keep her arguments short.
• That’s right!
argument
Presiding, urging,
Prior Knowledge
• What do you remember from
Shh! We’re writing the Constitution?
• Why was it difficult for delegates to agree on
certain topics?
• The delegates were more concerned about
their own matters of state than they were
about the union.
• Discuss with your partner what the process
of making the U.S. constitution involved.
Background Information
p. 380M
• This story is written at a high reading
level; however, it provides detailed
information about the time period and
the event from the point of view of a
participant in the event.
Background Information
• The language of the time period is
different from contemporary language.
• Franklin uses rhetoric in his speech.
• Rhetoric is the art of using language to
persuade.
Background Information
• Franklin begins his speech with the
rhetorical device dimunutio a
confession of modesty or inadequacies.
• Such a device is used to gain sympathy
and attention of the audience from the
beginning.
We, the People of the United States
• Predict what the story might be about
• Questions that come to mind.
• Images that pop into my mind.
(Visualize)
• Summarize story in own words
•
Listen/Speak 1.1,1.2
Preview and Prepare
(Reading 2.3 pp. 380M-N)
• Let ‘s read aloud: the title, the author and illustrator.
•
•
•
•
Now let’s browse the first page or two of the story.
Who are the main characters?
Look at the illustrations in the selections.
Make sure you make predictions about the text to
help monitor your comprehension.
• Look for: clues, problems, such as unfamiliar words
(trans. 55)
• Now let’s look at the focus question.
Student Observation
• Clues
Problems
Wonderings
• Revolutionary
War
• Constitution
The word despotism
-Domestic
-tranquility
How did the
delegates react
to Franklin’s
speech?
nonfiction
Set Purpose (Focus Question)
• What were the reasons Franklin gave his
speech?
• Why did Benjamin Franklin urge delegates to
sign the Constitution?
• Why did he believe that the Constitution was
as close to being perfect as it could be?
• Why did he think that the Constitution might
not work without every delegate’s support?
Set Purpose (Focus Question)
• Why did he believe that the Constitution
was as close to being perfect as it
could be?
• Why did he think that the Constitution
might not work without every delegate’s
support?
• Let’s read the selection on page 380.
Selection Vocabulary
Reading 1.3, 1.5 p. 380N
Trans 38
• Preamble diplomacy ratification
despotism constituent
• What do these words mean?
• Context clues, word structure (root word,
prefix & suffix), apposition, prior knowledge
• Add vocabulary words to your Writers’
Notebook in the Vocabulary Words section
• Vocabulary words and the definitions
Selection Vocabulary
Reading 1.4
p. 380N
Preamble
diplomacy
ratification
despotism
constituent
Trans 38
Selection Vocabulary
Reading 1.4
p. 380N
Trans 38
• Preamble: the section of text at the beginning of a
law document that state why the document was
written (p. 381)
• Diplomacy: the handling of relations between nations
(p. 382)
• Ratification: the formal approval of a law or laws (p.
382)
• Despotism: a system of government in which one
ruler has all of the power (p. 383)
• Constituent: a voter in a particular area (p. 384)
Investigating Concepts
Beyond the Text
TG 387A
Listen/Speak 1.2, 1.6, 1.7, 1.8
• Choose an issue related to our theme.
• Was it a good idea to sign the
Constitution of the United States?
Explain your reasoning.
• Write up your own tv commercial about
your issue.
Investigating Concepts
Beyond the Text
TG 387A
Workshop time
• For ideas, watch tv ads tonight. Explain
how the commercial is trying to
persuade you to do or purchase their
product.
• Complete Inquiry Journal, pg. 109.
Language Arts Day 1
Word Analysis
(TE. P. 387F)
• Spelling – This week, we review our spelling.
• Presiding derived
urging procuring
securing
• Pretest p. 40
• Vocabulary Skill Words (key concepts)
• Tariffs preamble ratification
sects despotism
English Language Conventions
Grammar, Usage, and Mechanics
(TG p. 387F Eng. Lang. Conv. 1.0, 1.4)
• Let’s use Language Arts Handbook for
examples of dependent, and
independent clauses, misused words,
comparative adverbs, direct and
indirect objects, and contractions.
• Let’s now review the four types of
sentences.
English Language Conventions
Grammar, Usage, and Mechanics
(TG p. 387F Eng. Lang. Conv. 1.0, 1.4)
• Barely and Hardly are also negative words.
• They should be used by themselves and not
preceded by another negative word.
• Incorrect: I don’t barely have any homework.
• Correct: I barely have any homework.
• Incorrect: We don’t hardly know her.
• Correct: We hardly know her.
English Language Conventions
Grammar, Usage, and Mechanics
(TG p. 379F Eng. Lang. Conv. 1.0, 1.4)
• Complete Comprehension and
Language Arts Skills Book
• p. 136-137
(Independent Practice/Homework )
Writing Process Strategies
TG p. 387F (writing 1.0)
Language Arts Handbook pp. 280-283 (varying sentences)
• Use synonyms to avoid repetition and sameness in writing.
• Vary sentence length to improve rhythm and flow of writing.
• Change the way that sentences begin to add variety and flow of
writing.
• Change the way that sentences begin to add variety and
interest.
• Expand sentences with appositives, clauses, and phrases to
add smoothness.
• Complete Comprehension Book, pages 138-139 for practice.
Writing Process Strategies
TG p. 387F (writing 1.0)
• Let’s look at Language Arts
transparency 18, and discuss some
ways to revise for word choice.
• Complete Writer’s workbook, pg.76 and
revise your persuasive report.
Word Knowledge-Day 2 (TG p. 380L)
• Raise your hand if you can come up with
an antonym for the following words:
• Weak, Refused, Varying, Infirm
• Use the dictionary or thesaurus to find
the antonyms of the above words.
• Tell a story using all the antonyms.
Word Knowledge-Day 2 (TG p. 380L)
• Sovereignty/autocracy
•
•
•
•
foreign/domestic old/ new
Needed weeks
speeches
fleets
Presided created
approaching obstruction
Presiding derived urging prepared securing
Create a sentence using a word with the long e
sound spelled ee.
• Expand on the sentence by adding words with the
same spelling. Add other words from the above list.
Selection Vocabulary
(Review)
Reading 1.2, 1.5 p. 387B
Trans 38
• Preamble diplomacy ratification
despotism constituent
(Transparency 38)
• What do these words mean?
• Context clues, word structure apposition, prior
knowledge
• Review words from your Writers’ Notebook
Read the definitions, synonyms, antonyms
Selection Vocabulary
Reading 1.4
p. 380N
Trans 38
•
•
•
•
•
Preamble
diplomacy
ratification
despotism
constituent
Supporting Vocabulary
Reading 1.4
p. 366N
Use your vocabulary skills to find out
what do these words mean:
Infirm (pg. 382, paragraph 1)
sects (pg. 383, paragraph 1)
Apt (pg. 383, paragraph 1)
Infallibility (pg. 383, paragraph 1)
Reading Recommendations
Second Read Day 2
(reading 2.3, p.380-385)
•
•
•
Main Idea and Details-Authors of expository
texts often build arguments and develop ideas
and plots by stating main ideas and then
offering details to support those ideas.
To comprehend a text fully, you need to be
able to identify the relationships among ideas
and details.
Use your prior knowledge and text structure to
identify main ideas in this selection.
Reading Recommendations
Second Read Day 2
(reading 2.3, p.380-385)
• Use your prior knowledge and text
structure to identify main ideas in this
selection.
• Students read pages 380-385 (Day 2)
• Read aloud using fluency with
appropriate expression, pacing, and
intonation
Investigating Concepts
Beyond the Text
TG 387B
Workshop time
• What are new ideas you learned now?
• Come up with two questions for the
Concept/Question board about
Ben Franklin.
• Let’s discuss one or two questions.
• Let’s share our findings later on.
Language Arts Day 2
Word Analysis
(TE. P.387G) ELC 1.5, Reading 1.0
• Spelling –Word Sort: Complete the Spelling
Bee activity for Unit 4 on the Spelling
Software cd .
• Vocabulary: Social studies words are
words used in a specific context involving
history, people, government, culture,
politics, places, and other topics.
100
Language Arts Day 2
Word Analysis
(TE. P.387G) ELC 1.5, Reading 1.0
• Skim through, “We, the People of the United
States” for social studies words.
• Examples include: governed, Revolutionary War,
Articles of Confederation, Philadelphia,
Constitution, nation, diplomacy, sovereignty
• Let’s complete Spelling Book page 102 together.
Page 103 is for homework.
English Language Conventions Grammar,
Usage, and Mechanics
(TG p. 387G E.L.C., 1.0)
• Review: comparatives, superlatives,
adjectives, and adverbs.
• Write down the name of your favorite animal.
Write several adjectives to describe it.
• Next, write several adverbs to describe how
the animal acts (moves, eats, …).
• Compare your animal using adjectives, &
adverbs in the comparative and superlative
form- to other animals.
English Language Conventions
Grammar, Usage, and Mechanics
(TG p.
387G E.L.C., 1.0)
• My animal is a moose.
• My moose is large, tall, and furry.
• My moose moves slowly.
It eats quickly.
• My moose is smaller than a whale but
larger than a mouse.
Writing Process Strategies
TG p. 379F (Writing 1.0, 1.2a; Soc. St. 5.7)
• Revising: Continue to organize your writing
as you revise.
• Improving your organization will make your
ideas easier to follow and more persuasive.
Here are some ways writing may be
organized:
• 1. It may ask and answer a question.
• 2.It may point out a problem and offer a
solution or ask for a solution.
• 3.It may state an opinion and order the
reasons to reinforce that opinion in order of
importance.
Writing Process Strategies
TG p. 379F (Writing 1.0, 1.2a; Soc. St. 5.7)
• Let’s complete Comprehension Book,
pg. 140-141 for practice.
• Now, let’s look at Transparency 19.
Here’s what we need to look for when
we revise to improve fluency.
• Practice: Writer’s Workbook, pg. 76
Selection Vocabulary
Reading 1.4
p. 380N
Trans 38
• Preamble: the section of text at the beginning of a
law document that state why the document was
written (p. 381)
• Diplomacy: the handling of relations between nations
(p. 382)
• Ratification: the formal approval of a law or laws (p.
382)
• Despotism: a system of government in which one
ruler has all of the power (p. 383)
• Constituent: a voter in a particular area (p. 384)
Discussing Strategy Use
TE.p. 32
• Which confusing passages did you
clarify by reading on or by rereading?
• How often did you summarize as you
read?
• What kinds of questions did you ask as
you read?
• How did the strategies help you better
understand the selection?
Discussing the Selection
TE. P 379A
Reading 2.3 Listen/Speak 1.1
• Handing-Off - Whole group discussion
Routine Card 1 (5. Handing-Off)
• Let’s go over rules for handing off.
• How does it connect to what you learned?
• What have you learned that is new?
• What did you find interesting?
• What is important here?
• What was difficult to understand?
• What information surprised you?
• Why would someone want to read this?
• Record your personal responses to the
selection in your Writers Notebook.
Student Observation
• Clues
Problems
Wonderings
• Revolutionary
War
• Constitution
The word despotism
-Domestic
-tranquility
How did the
delegates react
to Franklin’s
speech?
nonfiction
Day 3
p.385 Reading 2.1
• Comprehension Skills – Main Idea & Details
• Checking Comprehension, p. 377
• What was the main purpose of Franklin’s
speech?
• The main purpose of his speech was to
convince the delegates to sign the
Constitution.
• How has this story connected with your
knowledge of the unit theme?
Comprehension Skills –
Main Idea & Details
• What are the two main ideas he gives for
signing it?
• The happiness of the country’s people
depends on them accepting the
Constitution.
• This Constitution may propose the best
possible means of government.
• How has this story connected with your
knowledge of the unit theme?
Inquiry, TE. 387C
Let’s discuss ideas about stories read so far.
What have you learned?
Of the ideas discussed in class about Making a Nation,
describe which ones you found most interesting.
-Complete Inquiry Journal, pg. 88.
Day 3 Language Arts
(p. 387H )
• Complete Spelling, pg. 104 (Review)
• Vocabulary: Identify words in the base
word as the words from the story:
• Ingenuity, philosophical, ratification,
delegate, deliberation.
• Possible answers: Genius, ingenious,
• Philosophy, philosopher, philosophize
• Ratify, ratified,
• Delegated, delegating
• Deliberate, deliberating, deliberated
Day 3 English Language Conventions
(TG. p. 387H Eng. Lang. Conv. 1.0, 1.1)
Review the following topics in the L.A.
handbook:
Dependent and independent clauses,
Misused words,
Comparative adverbs,
Direct and indirect objects,
Contractions.
Day 3 English Language Conventions
(TG. p. 387H Eng. Lang. Conv. 1.0, 1.1)
• Do not use a question mark after an
indirect question. An indirect question is
one that has been reworded to be a
part of a declarative sentence.
• I wonder why she’s late. Don asked
me whether I’d like pie or cake.
Writing Process Strategies
Day 3 (TG 387H)
• Revising (Language Arts Transparency 16)
• Change sentences so they are easy to
understand.
• Make sure the ideas are clear, logical,
and supported by relevant information.
• Make sure ideas are well managed.
• For greatest impact, develop a few ideas
well.
Writing Process Strategies
Day 3 (TG 387H)
• Language Arts (Transparency 20)
• Your writing should show a strong concern
for audience and topic.
• Enthusiasm should come through in the
language used.
• Your writing should sound as if you wrote it,
not as if it had been copied.
• Complete Writer’s Workbook, pg. 76.
Selection Vocabulary
Reading 1.4
p. 380N
Preamble
diplomacy
ratification
despotism
constituent
Trans 38
Selection Vocabulary
Reading 1.4
(Review)
p. 380N
• Nation confederation convention
constitution federal (Transparency 37)
• What do these words mean?
Reading and Responding
(day 4)
• Meet the Author/Illustrator (Read Pg. 386)
• What do you think it is important for
people to know about the past and the
present?
• The author’s goal was to teach young
people about the many cultural groups
that make up the United States. Why was
this important to him?
Reading and Responding
(day 4)
–Theme Connections.
–Complete questions on page 387.
Write your answers in complete
sentences using your Writer’s
Notebook, orange section.
Literary Elements Day 4
TG p. 385E
• Genre: Speech
• Speeches are usually written and then
presented orally.
• Speeches are constructed the same
way essays are.
• A formal speech should have an
introduction, a body of supporting details
and a conclusion.
Literary Elements Day 4
TG p. 385E
• When presenting a speech, a speaker
might memorize it word for word or
make numbered note cards that contain
main ideas.
• A speaker must remember to make eye
contact with the audience and
enunciate or speak clearly.
Literary Elements Day 4
TG p. 385E
• You may volunteer to make a speech
on a topic related to our theme: Making
a New Nation.
• Listeners may give suggestions about
the speech. Look through your stories
and writer’s notebook for ideas.
• Any volunteers?
Literary Elements Day 4
TG p. 377E
• Independent Practice:
• Write a persuasive speech about a
topic of your choice.
• Ideas may include: recycling, or
volunteering at a charity.
• Start with your topic and organize your
speech. Then begin writing!
Day 4 Spelling
p.387I
• Snow, wind, flakes
• Give the spelling word that is in the
same contexts as these words:
• Flurries is correct!
• Complete Spelling Book, pg. 105
• Vocabulary:
• Use a dictionary or thesaurus to find the
meaning of:
• Confounded, infallibility,
• infirm, conciliatory
English Language Conventions,
Presenting listen/speak 1.4, 1.5
• An effective presentation is one that is
organized and well thought out.
• We must be prepared to support details
with evidence from the text.
• Students may present their speeches.
Writing Process Strategies:
Day 4 TG 387I Writing 1.0
• Transparency 25 (editing).
• Let’s correct the errors in this piece.
• Poor spelling and punctuation will
disrupt the flow of writing and cause
confusing for the reader.
• Use the checklist on page 77 of the
Writer’s Workbook to edit your
persuasive report.
• Share your work with a classmate, so
they can edit your work when you are
finished.
Day Five…
• General Review –
• Word Knowledge
• Lesson Assessment
(Reading 2.1, 2.2 & 3..3 )
– “We the People of the United States”
pp.2-3 (TG p. 35I)
• Spelling Test– Review (E.L.C. 1.7)
– Unit 4, Assessment 7 (pg. 43)
• Vocabulary Assessment Unit 4,lesson 7
p.4
(Reading 1.2, 1.3 & 1.4)
Social Studies Connection
p. 377F
• In the story, the author describes one of the
major problems of the Articles of
Confederation-Congress could make rules, but
there was no government in place to enforce
the rules.
• Why would this be an important issue?
Discuss.
California Theme Connection,
Social Studies, TE 377F
• In September of 1849, 48 delegates of the United
States territory of California met at a constitutional
convention organized by then Governor Riley.
These delegates created a constitution for California
that was used until 1879 when it was reworked. The
members of this convention defined state boundaries
and created the state flag and seal, in addition to
establishing the laws for the state.
• Compare and Contrast: What are the similarities
and differences between state constitutions and our
national constitution?
English Language Conventions (Penmanship)
• Let’s practice using cursive I and t:
• RRRrrrrrrrrrrrrrrrr
• B BBBBbbbbbbbbbbb
• Bryan’s father, Richard, is a judge.
• Write a paragraph about what you think of
the United States government.
• Write two paragraphs in cursive from
“We the People of the United States.”
Publishing, Writing 1.0,
E.L.C. 1.0
• Share a piece of your writing from your
writer’s folder with your partner.
• Model of Good Writing (transparency 35)
• Presentation of Persuasive Writing
(transparency 29)
• You may present your speeches/or a good
piece of persuasive writing to the class.
Writing Process Strategies (Day 5)
Writing 1.0, 1.1a
• Parallelism: means combining words
or parts of sentences that are the same
part of speech. Nouns go with nouns,
adjectives go with adjectives, and verbs
go with verbs. Words may be listed in a
series or combined with conjunctions.
• What is the purpose of Parallelism?
Writing Process Strategies (Day 5)
Writing 1.0, 1.1a
• Parallelism saves writers from having
to write one short sentence after
another, and it adds variety, clarity, and
smoothness to writing.
• Let’s practice parallelism by completing
Comprehension Skills Book, pgs. 132133 together.