TEACHING RESEARCH

SKILLS AND THE UNITED

STATES CONSITITUION
Final Exam Project: Integrated Curriculum Lesson
Plan
How&Our&Project&Connects&
This&project&is&for&a&fourth&grade&Social&Studies&Unit&about&the&United&States&Constitution.&
Additionally,&the&unit&aims&to&help&students&further&their&research&skills.&The&first&lesson&(Chad&
Created)&is&use&to&create&the&background&knowledge&needed&to&understand&how&the&U.S&
Constitution&historically&came&to&be.&Students&learn&this&by&working&together&to&make&a&class&
timelinePpuzzle&about&the&historical&events&leading&up&to&the&writing&of&the&U.S&Constitution.&Then&
to&build&upon&that&knowledge,&students&will&explore&the&parts&of&the&Preamble&of&the&United&
States&Constitution.&In&this&second&lesson&plan&(Josie&Created),&the&class&will&create&posters&about&
each&section&of&the&Preamble.&This&will&extend&the&knowledge&they&learned&from&the&first&lesson&
plan&and&prepare&them&for&further&lesson&plans&about&the&U.S.&Constitution.&&Throughout&both&of&
these&lesson&plans,&students&will&be&working&in&small&groups&doing&research&about&their&event&or&
section&of&the&Preamble.&This&will&strengthen&their&research&and&cooperation&skills.&&

Josie&Brewster&and&Chad&Koontz&
EDUC&260/&October&12,&2017&
 Brewster 2

Josie Brewster
EDUC 260
Final Exam Lesson Plan
October 12, 2017

Teaching Research Skills and The Preamble of the United States Constitution: Lesson Plan
Two

Primer Information:
•! Title: The Parts and Definitions of the Preamble of the United States Constitution
•! Subject: Social Studies Civics & Government (Student Involvement)
•! Grade Level: Fourth
•! Duration: 30-minute group reading and directions, 1 hour for posters, and 30 min for
wrap-up presentation

Standard and Learning Goals:

•! Standard Area - Civics and Government: Principles and Documents of Government
o! Standard- 5.1.4.C: Explain the principles and ideals shaping local and state
government (Liberty/Freedom, Democracy, Justice, and Equality)
o! Standard- 5.1.4.D: Identify key ideas about government found in significant
documents (United States Constitution)
•! Standard Area - Civics and Government: Rights and Responsibilities of Citizenship
o! Standard- 5.2.4. A: Identify individual rights and needs and the rights and needs
of others in the classroom, school, and community
•! Standard Area - 8.3: United States History
o! Standard - 8.3.4.B: Locate historical documents, artifacts, and places critical to
United States history.
•! Standard Area - CC.1.2: Reading Informational Text: Students read, understand, and
respond to informational text – with emphasis on comprehension, making connections
among ideas and between texts with focus on textual evidence.
o! Standard- CC.1.2.4. F: Determine the meaning of words and phrases as they are
used in grade-level text, including figurative language
o! Standard - CC.1.2.4. K: Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade-level reading and content,
choosing flexibly from a range of strategies and tools.
o! Standard - CC.1.2.4. E: Use text structure to interpret information (e.g.,
chronology, comparison, cause/effect, problem/ solution).
o! Standard - CC.1.4.4. V: Conduct short research projects that build knowledge
through investigation of different aspects of a topic.

Objective
•! Using research tools, students will define their part of the Preamble, answering at least
three of the guided questions in a visual format.

Curriculum Alignment
•! Big Ideas:
 Brewster 3

o! An expanded vocabulary enhances one’s ability to express ideas and information.

o! Understanding the important aspects of the United States government prepares
students to be productive citizens within our society.
•! Essential Questions:
o! Why is it important to define vocabulary in one’s own words and understanding?
o! What is the Preamble of the United States Constitution?
o! What are the different parts of the Preamble?
o! Why is the Preamble important to the United States?
o! How does the Preamble impact one’s daily life?

Rationale:
•! Students recently finished a history lesson about the events leading up to the writing of
the Preamble of United States Constitution. This lesson will extend this knowledge, by
going further in depth about the Preamble. The class has also been learning how to
conduct research, define vocabulary terms in their own words, and how to present
information in front of a large group during our language arts class time.

Activity:
•! The teacher will reread the book We the Kids: The Preamble to the Constitution of the
Untied States by David Catrow to the entire class as a group reading and discussion time.
Then the students will break up into groups to research an assigned part of the Preamble
and create a visual poster of their gathered information to present to the class. Through
this, students will be meeting the developmental milestone of making connections from
their lives, text, research, and visual representation of materials (Morin & Algermissen,
2016).

List of Materials:
•! Supply List
o! We the Kids: The Preamble to the Constitution of the Untied States by David
Catrow
!! Have a printed copy of the pages of the book that correlate with each
group’s assigned part, so each group has access for reference. For
example: We the People assigned part of the project would have copies of
page 1 and 2 of the book.
o! Poster Board (Two for each group, incase a mistake is made), Markers, Crayons,
Colored Pencils, Tape and Glue, Scissors, Stencils (Optional), Construction
Paper, Computers (If available), Dictionaries, Checklist, Group Assignments, and
Guided Questions.
•! Safety Concerns:
o! Since there will be a significant amount of noise and movement in the classroom
during group work time, it is important to have designated spaces for each group.
There will also be assigned roles in the groups. This will reduce the amount of
students walking around the room. For example, one student in each group will be
responsible for gathering the supplies. This will reduce the movement in the
classroom.
 Brewster 4

o! Since the class will be working with their hands, it is important to have a first aid
kit readily available. There is a chance of paper cuts, so band aids need to be
easily accessible.
o! The teacher will have to assign the groups. This is to make sure that certain
students who have clashing personalities are separated. By doing this, it will
reduce the chance of students fighting with each other.
•! Environmental Modifications:
o! Make sure the room is arranged so all students, no matter their physical abilities,
are able to maneuver and access the supplies.
o! Have all of the supplies in a designated location/table in the classroom.
o! Give each small group an assigned space in the classroom, so they can have
enough space to hear each other, create their poster, and have access to the teacher
and supplies.
o! The teacher will be moving around the room, to guide students and answer any
questions they may have.
o! The class will need to have an environment where all voices are respected and
heard. This will involve the teacher working all year long with the students on
how to work together, listening to each others’ ideas.

Vocabulary:
•! Justice: deciding what is a right and fair and creating laws to protect these rights
•! Liberty: when a person is free and independent
•! Domestic Tranquility: all people of a country have a nice life and get along with one
another

Procedures:
1.! The teacher rereads the book We the Kids: The Preamble to the Constitution of the
Untied States by David Catrow to the entire class.
a.! As the teacher reads, have the students talk about what the dog is doing in each of
the picture depictions of the parts of the Preamble. This will help them better
understand what each part means or represents.
b.! The teacher will also go over the vocabulary with the students while reading the
book. Each of the vocabulary words come from the books, so the class can discuss
and define them as the teacher reads.
2.! The teacher explains the project to the students
a.! “We will be breaking up into small groups to each take one of the parts of the
Preamble to go into further detail. You will be given a list of guided questions to
answer about your section. After finding the answers to the questions, record your
findings on your group’s poster board. You can decorate it any way you want, just
make sure to include the important information. Once we are all finished, we will
come back together as a class and present our posters.” Then show the students
the teacher example (We the People part of the Preamble). Finally, give students
time to ask any questions they may have.
3.! The teacher breaks the class up into assigned small groups (All of this is planned ahead of
time).
 Brewster 5

a.! The parts/groups of the Preamble include the following: We the People (Teacher),
In Order to Form a More Perfect Union, Establish Justice, Insure Domestic
Tranquility, Provide for the Common Defense, Promote General Welfare, Secure
the Blessings of Liberty, To Ourselves and our Posterity, and Do Ordain and
Establish this Constitution
i.! Each of the parts has a section in the We the Kids: The Preamble to the
Constitution of the Untied States book we read as the introduction to the
project
b.! Each group member is given a role (i.e. supply runner, question asker, recorder,
and more)
c.! Each group is assigned a part of the Preamble to research
d.! Each group is given a specific location in the classroom to work in
e.! Working in groups will give students the opportunity to work on their problem
solving skills. It is also an interactive way of learning the material, making
students more engaged in their learning.
4.! The groups will work together to answer the guided questions
a.! Guided questions are as follows:
i.! Define the terms in your section in your own words. Rewrite the title of
your section and define any words your classmates may not know.
1.! This will push students to investigate the definition of words and
connect the words to their own understanding.
ii.! Create a picture or visual representation of what your section looks like
(picture definition of your part). This is to symbolize what your section
means.
1.! This will be a way for students to make the connections between
written and visual language.
iii.! Give an example of what this topic would look like in our classroom. This
can be either in drawn or written form on the poster.
1.! Students will be connecting the content they are learning about in
this project to how our classroom is run.
iv.! Why is this part of the Preamble important for community, society, and/or
The United States?
1.! Students will be connecting the content they are learning about to
how our society/country works.
v.! Why do you think the finding fathers decide to add this section into the
Preamble?
1.! Students will be hypothesizing why certain events in history
happened as they did and making connections from their
knowledge about the historical events that led up to the writing of
the Preamble and the parts of the document.
b.! Students will have access to their section of the book We the Kids: The Preamble
to the Constitution of the Untied States by David Catrow, dictionaries, computers,
and the timeline they created from the previous lesson plan to do further research
if needed. This can be to look up definitions, pictures, or ideas.
i.! Through this, students will be investigating specific details about their part
of the Preamble. They will be exploring different materials that can be
 Brewster 6

used to research. This gives them the opportunity to further their research
skills.
c.! The teacher will walk around the room, checking in with each of the groups.
5.! The groups will record their findings from the questions above on their poster
a.! The supplies are located at a designated table in the classroom for students to grab
whatever they need.
b.! They have the creative freedom to choose what to do on their poster.
c.! The teacher will walk around the room, checking in with each of the groups.
d.! This poster will give students the opportunity to represent their learning and
problem solve. They need to work together to show what they have learned and
decide how to do that. The poster also gives them the opportunity to work with
many different types of materials.
6.! Once all groups have finished their posters, the class will come together to wrap up the
lesson with a presentation.
a.! Each groups will be given five minutes to present what they have learned.
b.! They will describe the different parts of their poster and what each picture or
word means.
c.! Class members from other groups and the teachers will be given the opportunity
to ask questions about the poster.
d.! This gives students the opportunity to show the class what they have learned. It
also teaches the other groups about all of specific sections of the Preamble.
7.! All of the posters will be displayed in the classroom.

Assessment:
Checklist
! Everyone talked at some point in the presentation (unless adaptations are noted)
! Answered the following guided questions (Need to have at least 3 answered to pass)
! Define the terms in your section in your own words. Rewrite the title of your
section and define any words your classmates may not know.
! Create a picture or visual representation of what your section looks like (picture
definition of your part). This is to symbolize what your section means.
! Give an example of what this topic would look like in our classroom. This can be
either in drawn or written form on the poster.
! Why is this part of the Preamble important for community/society/The United
States?
! Why do you think the finding fathers decide to add this section into the Preamble?
! Visual presentation was completed and eye catching (colorful, neat, easy to read, etc.)

Along with the checklist, the poster and any notes the students made will also be collected at the
end. This is to have a physical copy of the student’s work. Additionally, the teacher will be
walking around the room during the small group work time. The teacher will take notes on each
student’s participation and contributions.

Related Materials:
 Brewster 7

•! Book: We the Kids: The Preamble to the Constitution of the Untied States by David
Catrow- a book that describes the different parts of the Preamble of the United States
Constitution in a student friendly way.
•! Website: SnappyWords.com- an interactive online dictionary and thesaurus to find
meanings and connections to words. It also has fun games to build vocabulary.
•! App: Dictionary for Kids- includes pictures, adult, and student translations of vocabulary
words.

Adaptations:
•! ELL: The book the class will be gathering most of the information from is picture based.
This way, ELL students will still be able to understand the concepts. They can gather the
information from the images. The teacher could also translate this book for the students,
reading in both the ELL student’s native language and English. It is a simple enough
book where translation would work well. ELL students also have the option to draw,
instead of write on the poster. This way they can still contribute to and have ownership
over their group’s poster.
•! Advanced Students and Struggling Students: I will place students in groups based on
their skill level. Each group will have students who are advance and students who
struggle (disabilities). Within the group, the more advanced students will have the
opportunity to help/teach the students who are struggling. This will push them to think
deeper into the content they are researching. Teaching others is a great way to learn.
Doing this will also help the students who struggle, because they will be given the extra
support they need. This process is also less isolating for students who struggle. They will
not have all of the attention drawn to them, because they have an aid working with them
(unless that is a part of their IEP). Instead the student is a member of the group who is
contributing to the poster and being supported by fellow students. Through this, all
students have the opportunity to succeed. This type of adaptation is also something that
the teacher needs to watch and develop carefully. It should not be stated out loud in front
of the entire class that one student needs to help another. Instead the teacher should foster
a classroom environment where this type of interaction is normal and natural. Along with
this, the advanced students may be given extra guided questions to answer for their
group. It would be their sole responsibility to answer that extra question. The students
who struggle with writing will also have the adaptation of being able to draw the
information down on the poster, instead of having to write about the concepts.
•! Students with Physical Disabilities: Make sure the room is arranged so all students, no
matter their physical abilities, are able to maneuver and access the supplies.
•! Fear of Public Speaking: Students who are terrified to speak in front of the class will not
be required to speak during the presentation. Instead the teacher will ask them a specific
question about their section one-on-one. This will check for the student’s comprehension
of the material, while also creating a safe environment for the student to learn.

Extensions:
Students will take home the chart below to fill out with their family. They will take the different
parts of the Preamble that they learned in class and relate it to their home life. Through this, they
will discover how the different values in the Preamble relate to the values in their home. It will
also reinforce what each of the parts of the Preamble entail. This extension also gives families
 Brewster 8

the opportunity to talk about their values and identity. The students will then have the
opportunity to share their findings with the class the next day.

Take Home Extension Chart for Student to Fill Out

Parts of the Preamble Definition (From Class) How does this relate to your
family? What does this look
like in your home?
We the People

In Order to Form a More

Perfect Union

Establish Justice

Insure Domestic
Tranquility

Provide for the Common

Defense

Promote General Welfare

Secure the Blessings of

Liberty

To Ourselves and our

Posterity

Do Ordain and Establish

this Constitution

Student Reflection:

After reviewing the rubric, I believe that this lesson plan deserves an A grade. There are many
reasons why I believe this, but there are a few things that stick out. The first is the theory I use to
base this lesson plan on. I chose to use the Cooperative Learning Theory as my basis for
instruction. Cooperative Learning Theory is where students work together to maximize their own
and other’s learning (Johnson & Johnson, 2009). This is done in small groups, with the guidance
of the teacher. I believe that this is a great way to get students involved in their own learning.
This will keep them more engaged in the material they are learning. It is more fun for them to
 Brewster 9

work in a group to create a poster, instead of independently filling out a worksheet. Additionally,
it teaches them how to work with their peers, an essential life skill. Through this, the Cooperative
Learning Theory was the perfect foundation for my lesson plan. In addition to using this fantastic
theory, I also made sure that the lesson was developmentally appropriate. According to Dr.
Algermissen and Amanda Morin, the cognitive milestones of fourth grade include the following:
“1. Start developing a better sense of responsibility. 2. Are able to understand how things are
connected” (Morin & Algermissen, 2016). My lesson plan addresses the first by giving the
students a significant amount of responsibility over their poster. Fourth graders still need
guidance from the teacher, so I gave them questions to focus their research. The rest of the
project is up to their creativity and intelligence. This gives students a significant amount of
responsibility over their school work, with the guidance they need. My lesson plan also addresses
the second milestone by giving them the opportunity to make connections. Students have to
make the connection between the book, their extra research, visual representations of written
ideas, definitions and the Preamble. By giving students the opportunity to make such a wide
range of connection from different sources, this developmental need is being met. Through all of
this, my lesson plan is developmentally appropriate for fourth grade. Not only was this lesson
developmentally appropriate, it also incorporated cultural diversity. The home extension I
created was done with cultural diversity in mind. Each culture looks at values and the
government in different ways. This translates into how a family is run and what they believe. I
wanted to have an opportunity for students to have discussions with their family about the values
they find important. This will help them define their own cultural identity. In addition to this, the
students will have the opportunity to share their findings with the class. This creates an
opportunity for the class to talk about diversity and how it is a good thing. We can find what is
similar and different between the different cultures in the class. Students would have the option
to not share if they are uncomfortable, but this gives them the outlet to talk about family values,
cultures, and diversity. While all of this makes my lesson plan worth an A, I do have room for
improvement. There are two areas of this lesson plan that need improvement. The first is the
length of the project. I am not sure if there is enough time or too much time given to complete
each section of the lesson. If it is too long, the students will disengage, but if it is too short they
will not have time to understand the content. I want to improve my ability to manage the time of
this lesson plan. In order to accomplish this I plan to do the project myself ahead of time. This
will give me an idea about the timeframe I should work within. I also think that with more
experience, I will be able to fix this issue. The second area of my lesson plan that needs
improvement is defining the activity. It can only be three sentences long. While I did make this
requirement, the sentences are lengthy. I would like to see them be more concise. In order to
solve this issue, I plan to practice writing simple directions. This will teach me how to simplify
my idea. By working on these two issues, my future lesson plans will be stronger. Overall, I had
a very strong lesson plan but still has room to grow.
 Brewster 10

Materials for The Class

Guided questions are as follows:

1.! Define the terms in your section in your own words. Rewrite the title of your section and
define any words your classmates may not know.
2.! Create a picture or visual representation of what your section looks like (picture
definition of your part). This is to symbolize what your section means.
3.! Give an example of what this topic would look like in our classroom. This can be either
in drawn or written form on the poster.
4.! Why is this part of the Preamble important for community/society/The United States?
5.! Why do you think the finding fathers decide to add this section into the Preamble?

Checklist
! Everyone talked at some point in the presentation (unless adaptations are noted)
! Answered the following guided questions (Need to have at least 3 answered to pass)
! Define the terms in your section in your own words. Rewrite the title of your
section and define any words your classmates may not know.
! Create a picture or visual representation of what your section looks like (picture
definition of your part). This is to symbolize what your section means.
! Give an example of what this topic would look like in our classroom. This can be
either in drawn or written form on the poster.
! Why is this part of the Preamble important for community/society/The United
States?
! Why do you think the finding fathers decide to add this section into the Preamble?
! Visual presentation was completed and eye catching (colorful, neat, easy to read, etc.)

Parts/Groups of the Preamble

•! We the People (Teacher)
•! In Order to Form a More Perfect Union
•! Establish Justice
•! Insure Domestic Tranquility
•! Provide for the Common Defense
•! Promote General Welfare
•! Secure the Blessings of Liberty
•! To Ourselves and our Posterity
•! Do Ordain and Establish this Constitution
 Brewster 11

Sources

Catrow, D. (2005). We the kids: the preamble to the Constitution of the United States. New

York: Puffin.

Johnson, R., & Johnson, D. (2009). What is Cooperative Learning? Retrieved October

07, 2017, from http://www.co-operation.org/what-is-cooperative-learning/

Morin, A., & Algermissen, M. (2016). Developmental Milestones for Typical Fourth

Graders. Retrieved September 19, 2017, from https://www.understood.org/en/learning-

attention-issues/signs-symptoms/developmental-milestones/developmental-milestones-

for-typical-fourth-and-fifth-graders