Rewriting the Bill of Rights

Annotation
This lesson is designed for a fourth grade class. The students will learn about the United States Constitution and its Bill of Rights. After learning about the importance of the Bill of Rights, the students will individually create their own set Bill of Rights.

Primary Learning Outcome(s)  (PLO)
A) The students will rewrite the Bill of Rights.
B) The students will apply correct principals of grammar and mechanics.

Related QCC Standard(s)
A) Topic: Writing
Standard: Writes in a variety of genres to produce paragraphs
and compositions:
-Personal narratives
-Imaginative stories
-Responses to literature
-Content area pieces
-Correspondence (including writing letters and addressing
  envelopes).
B) Topic:  Writing
Standard: Applies correct principles of grammar, parts of
speech, usage, and mechanics.

Materials and Equipment

KWL chart or transparency of KWL.
Extra transparency sheet for terms and definitions.
Copies of KWL chart for students.
Book about the Bill of Rights (We the People: The Bill of Rights by Michael Burgan).
Copy of easy version of the Bill of Rights (see attachment and technology connection).
Lined paper for students.
Pencils for writing.
Copies of the grading rubric.
Completed KWL chart for modeling.

Technology Connection

Web Link
Title:  Education Place
URL:  http://www.eduplace.com/graphicorganizer/
         Annotation:  This website includes a variety of graphic organizers that are in PDF form.  Click on KWL chart for this lesson.
Title:  U. S. Constitution
URL:  http://www.constitutionfacts.com/amendments.shtml
Annotation:  This website includes a version of the Bill of Rights.
Title:  Your Map of Rights
URL:  www.ccle.fourh.umn.edu/rulesbly.html
Annotation:  This website contains an easy readable version of the Bill of Rights.  See the end of this website for the version used in this lesson.

Procedures

Step One:  Introduction
· The teacher will spark the students' interest by asking several questions about the topic:  the Bill of Rights.
· Explaining each part, fill in the K and W part of the KWL chart.
· Students should complete their copies of the KWL chart.
· The teacher will then tell the students that they will learn about the Bill of Rights and at the end they will write their own Bill of Rights.
· The teacher will inform the students that the Constitution is very important to their lives because it is the basis of our freedom.
· Ask the students, "What do you know about the Bill of Rights?  This next activity will help you learn more about the Bill of Rights."
Estimated Time:  10 minutes
Step Two:
o The teacher will tell the students definitions of several important words
(terms and definitions attached).  The teacher will have the students copy the terms and definitions.
o Read the Bill of Rights book to the students.
o Complete the L part of the KWL chart.
o Students will complete the L part of their KWL chart.
o Next, explain the definition of a simulated journal.
o Tell the students the following specific expectations of a simulated journal:
1. Write the Bill of Rights from first person point of view.
2. Write in complete sentences.
3. Write 10 Rights.
4. Use correct grammar, punctuation, and mechanics.
· Demonstration:
o The KWL chart will serve as a student model to help complete the Bill of Rights.
o During this time the teacher will also show a completed model of the Bill of Rights.

Estimated Time:  10 minutes

2.  Check for understanding before going on.
· During this time, the teacher will check for understanding by reviewing the completed KWL chart.
· The teacher will also ask the students the following questions:
1. What is the main topic?
2. What is the Bill of Rights?
3. Who wrote the Bill of Rights?
4. What is the Bill of Rights closely related to?

Estimated Time:  5 minutes

3.  Provide practice and feedback related to the primary learning outcome.
· Provide practice by grouping the students and have them create 2 amendments for an example of the Bill of Rights.  Teacher can assign a topic.
· Encourage group collaboration.
· Have each group share their writing in the author's chair.
· The teacher will provide feedback as needed.

Estimated Time:  15 minutes

Step Three:  Closure
· The teacher will say, "Today I explained how to complete a KWL chart and create the Bill of Rights.  I gave you an example and model.  We have previously practiced this activity and now it is time for you to do your own."

Estimated Time: 5 minutes

 Assessing the Primary Learning Outcome(s)

 Students will work individually to complete their own Bill of Rights.
· Remind students that grammar and mechanics will be graded (see rubric).
· Students will have a copy of the grading rubric.
· Teacher will go over the rubric, explaining the requirements of this activity.
· Teacher will walk around and monitor, giving feedback to the students as necessary.

Estimated Time: 15 minutes

Modifications of Lesson for Student(s) with Special Needs

Extension:
· The students will type their Bill of Rights using a word processor.

Remediation:
· The teacher will help the struggling students individually.

Accommodation:
· The students identified with exceptional needs are not present at this time.
 

Grading Rubric

Pre/Post Test

1. Why did the United States Constitution include the set of Bill of Rights?
2.  How many amendments are included in the Bill of Rights?
a. 8
b. 4
c. 10
d. 12