Are you a Federalist or Anti-Federalist?

Primary Learning Outcome(s)  (PLO)
A) The students will write a simulated journal.
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.
Copies of KWL chart for students.
Book about Constitution (Men of the Constitution by Pamela Bradbury and Illustrated by James Seward).
White paper for students.
Pencils for writing.
Copies of the grading rubric.
KWL chart for modeling.
Completed simulated journal for modeling.
Copy of new words and definitions.

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/cons.shtml
 Annotation:  This website includes facts about the Constitution.

Procedures

Step One:  Introduction
· The teacher will spark the students' interest by asking several questions about the topic:  the Constitution.
a. What is the Constitution?
b. Who is James Madison?
c. Who is Patrick Henry?
d. Who are the Federalists and Anti-Federalists?
· Explaining each part, fill in the K and W part of the KWL chart. The K stands for what we already know and the W stands for what we want to know.
· Students should complete their copies of the KWL chart and the teacher will complete the class KWL chart.
· The teacher will then tell the students that as they learn about the Constitution they will write a simulated journal entry.
· 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, "Do you remember the activity we did about the Bill of Rights?  This next activity is very similar and is closely related to the Bill of Rights.  You will be writing a journal entry from either Patrick Henry’s or James Madison’s point of view."
Estimated Time:  10 minutes

Step Two:  Teaching the Primary Learning Outcome(s)

1. Develop content relevant to the outcome.
· Instruction:
o The teacher will tell the students definitions of several important words
(terms and definitions attached).  The teacher will have a copy the terms and definitions for each student.
o Read the Constitution book to the students.
o Complete the L part of the KWL chart.  The L stands for what we learned.
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 from the point of view of either the Federalist, James Madison, or the Anti-Federalist, Patrick Henry, of the Constitution.
2. Write in complete sentences.
3. Write at least 3 sentences.
4. Use correct grammar, punctuation, and mechanics.

· Demonstration:
o The KWL chart will serve as a student model to help complete the simulated journal.
o During this time the teacher will also show a completed model of a simulated journal (see model attached).
 

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 which will help them think about what to write:
1. What is the main topic?
2. What type of journal writing are they to complete?
3. Who is a Federalist?
4. Who is an Anti-Federalist?
5. Who is James Madison and Patrick Henry?

Estimated Time:  5 minutes

3.  Provide practice and feedback related to the primary learning outcome.
· Provide practice by grouping the students and have them write an example of a simulated journal not related to the topic.  Teacher can assign a topic.
· Encourage group collaboration.
· Have each group share their writing in the author's chair as a speaking component.
· The teacher will monitor and 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 a simulated journal.  I gave you an example and model.  We have previously practiced how to write a simulated journal and now it is time for you to do your own."

Estimated Time: 5 minutes

Step Four:
· Students will work individually to complete a simulated journal.
· 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 simulated journals 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)Who are the Federalists and Anit-Federalists?

2) Who was James Madison?
 
a.  Federalists
b.  Anti-Federalists