Close Reading Read Aloud

Transcription

1 Text Title: We the Kids: A Preamble to The Constitution of the United States Author / Illustrator: David Catrow Publisher: Penguin Group (USA) Incorporated ISBN 13: Learning Objectives: The goal of this series of lessons is to give students the opportunity to explore the Preamble of the Constitution of the United States in a fun, and familiar way that children can better understand. The students will, through teacher read aloud and scaffolded discussion of text dependent questions, recognize that content information is gleaned from careful reading and rereading of texts, vocabulary is learned from context, illustrations can be a key to author focus, and writing supports deeper understanding of what is read. Text Selection: David Catrow s, We the Kids, was chosen to allow students to practice literary grade level standards with teacher guidance and support in 2 nd grade and will further facilitate discussions related to the constitution and citizenship. Reading Literature Task: The students will listen to the teacher read the text aloud in its entirety at least one time. Students will then, with teacher guidance, revisit chunks of the text to practice continually attempting to clarify the meaning of what they read and making inferences about the text. The teacher will ask questions and solicit students ideas and thoughts to guide them through purposeful interaction with the text. The questions will focus on Key Ideas, Craft and Structure, Integration of Knowledge and Ideas. Speaking and Listening Task: Through the use of text dependent questions and then engaging in whole class discussion based on answers supported by the text, the students will engage in collaborative conversations that will deepen their understanding of key ideas that were presented in the text. Vocabulary Task: Most of the meanings of the words in this text can be discovered from careful reading of the text or using the context of the surrounding text. Teachers will read and discuss selected words from the story and model how to figure out a word based on surrounding text and other strategies. In addition to teaching context clues, the text contains many Tier 2 and Tier 3 words that require explicit vocabulary instruction. Conventions Task: A careful examination of the text will reinforce developing language as the teacher and students explore language and its conventions when writing, speaking, reading, and listening. Writing Task: Students will use informative or explanatory writing to write their own preamble to a class constitution or other classroom document. Marion County Unit of Study Link: Students will participate in this close reading read aloud as part of the 2 nd Grade This is Our Nation Unit of Study. Students will use writing to summarize learning as they practice note taking skills at various intervals and engage in a culminating activity. Marion County Public Schools revised: 12/1/2012 Page 1

2 Common Core Standards Addressed: Second Grade W.1.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.8 Recall information from experiences or gather information from provided or gather information from provided sources to answer a question. RI.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.4 Determine the meaning of words and phrases in a text relevant to grade 2 topic or subject area. RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI.3.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. RI.3.8 Describe how reasons support specific points the author makes in a text. RF.4.4 Read with sufficient accuracy and fluency to support comprehension. SL.1.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.1.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL.1.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. L.1.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.3.4 Demonstrate or clarify the meaning of unknown and multiple meaning words and phrases based on grade 2 reading and content, choosing flexibility from an array of strategies. Social Studies Next Generation Sunshine State Standards SS.2.C.1.1 Explain why people form governments. SS.2.C.1.2 Explain the consequences of an absence of rules and laws. SS.2.C.2.2 Define and apply the characteristics of responsible citizenship. SS.2.C.2.4 Identify ways citizens can make a positive contribution to their community. SS.2.C.3.1 Identify the Constitution as the document which establishes the structure, function, powers, and limits of American government. SS.2.C.3.2 Recognize symbols. Individuals, events, and documents that represent the United States. Marion County Public Schools revised: 12/1/2012 Page 2

3 Vocabulary List: Vocabulary in the story is critical to the students understanding of the text although the amount of focus on each word should vary. Tier 2 words are more abstract, likely to be encountered in a variety of situations and could have different meanings depending on the context. These words deserve more attention in the context and in daily vocabulary instruction and use. Tier 3 words in the text are more concrete and can quickly be told or pointed out with respect to the illustrations so the student can make meaning of the context and text. They do not need extensive focus. The student friendly definitions for the words below were found at Tier 2 words: defense (n) the act of protecting or guarding establish (v) to bring into being; to found general (adj) relating to all or most of something or of some group; not limited to any particular thing or member growl (growled) (v) to make a deep, rumbling sound to express anger or hostility harm (v) to hurt or damage insure (v) to guarantee against loss or harm with an insurance policy (related words: assure, pledge, secure) justice (n) the upholding of what is fair, just, and right posterity (n) all generations to come promoted (v) to support the growth of or help move forward protect (v) to defend or keep safe; shield from danger or harm provide (v) to give what is needed; supply secure (adj) free from fear or danger tranquility (n) the condition or quality of being peaceful, untroubled, or calm; serenity wreck (wrecked) (n) an action that causes great or total destruction / (v) to ruin or destroy Tier 3 words: constitution (n) the set of basic laws by which a nation, state, or other organization is governed domestic (adj) of or related to the home or family liberty (n) freedom from being confined or controlled ordain (v) to order or decide by law or authority preamble (n) an introduction to a speech or document, esp. one that explains the purpose of the text to follow Marion County Public Schools revised: 12/1/2012 Page 3

4 Reminders: It is important that the text remains the expert, not the teacher. All answers to questions must be supported with specific text sections or selections. Students must be asked to support their claims by giving specific text sections to justify their answers. Collaborative discussion and processing is an important piece of this lesson. Ask students to share with partners their thoughts and ideas, and then ask them to share out their answer. When possible, the teacher should ask a question, allow partners to discuss an answer that they can support with the text, then allow them to answer. Subsequent partners should be allowed to share additional justified answers before the teacher moves to the next question. The goal is for deep understanding of text and not rushing through the text. Lessons should be completed over the course of SEVERAL days. Reading a book to a class once is not sufficient to really enjoy the text and to understand the deeper meanings of the text. When possible, allow students to see the text during the discussion. If each student cannot have his/her own copy, or even share with a partner, the teacher should display the pages so all the students have exposure to the text during discussions. Have the text available to students when it is not being discussed so that they can explore the text independently as their confidence with the text improves and their understanding deepens. You will find students returning for multiple reads of this text independently. Do not front load the text prior to the first read, and do not front load any assignments. It is important that students discover and develop answers on their own or through collaborative discussion with peers. Marion County Public Schools revised: 12/1/2012 Page 4

5 Lesson Sequence: Day 1: Read the story aloud to students straight through with very little discussion. When the story is over, ask the students to turn and talk to their partners about how they liked or disliked the story. Ask students to support their statements with specific examples in the text. After a short time, have students that are willing share their discussion points. (Note: The teacher should not share his/her opinion about the story, as students need to use their own judgment.) Day 2 and beyond (varies): Revisit specific sections of text for the various lesson points listed below. Student responses and behaviors should be noted so that the discussion activities do not last too long for their age and attention span. Make note which activities were completed each day, so that the other lesson discussions can be complete on subsequent days. (Note: Not all discussion lessons need to be completed. In addition, discussions do not need to follow a specific sequence.) Final Day: Introduce and complete one of the cumulative writing activities listed below. Conclusion / Cumulative Writing Activity Options: Create a Class Book: Divide students into 10 groups. (You may wish to give 2 prompts to higher pairs, or you can pair up with another class). Give each group a phrase from the Preamble and have them design a page to describe the meaning of the phrase. Tape or staple the class pages together and display them on a bulletin board or somewhere in the room. The phrases are: 1. We the People of the United States 2. In order to form a perfect Union 3. Establish Justice 4. Insure domestic Tranquility 5. Provide for the common defense 6. Promote the general welfare 7. And secure the Blessings of Liberty 8. To ourselves and our Posterity, 9. Do ordain and establish this Constitution 10. For the United States of America Explanatory Writing: Students could write a class Preamble to precede a class Constitution or other school or classroom document. Reader s Theater: Students can create and perform a Reader s Theater script about the Preamble. Create Symbols: As a whole class or with partners, students could draw/display pictures to represent examples of the phrases. For example, a handshake, a balance scale, a dove, a tank or soldier, or a school or hospital, and the Statue of Liberty. Additional Resources School House Rock much and lyrics to song about the preamble is available on YouTube. A More Perfect Union: The Story of Our Constitution by Betsy Maestro Marion County Public Schools revised: 12/1/2012 Page 5

6 We the Kids: A The Preamble to the Constitution of the United States by David Catrow Puffin Publishing ISBN 10: Text under Discussion The Words in the Preamble Preamble: Page 1 We the People of the United States: Page 2 In Order to Form a more Perfect Union: Definition to lead students to/directions for Teachers/Guiding Questions for Students...and What They Mean The first part of something, an introduction. Page 1 All the people in our country including kids. Why does the author say including kids? Why are the words, We the people of the United States, important? Page 2 To come together and make things better for everyone who lives in our community. What is a community? Is your classroom considered a community? Page 3 Establish Justice: Page 4 Insure Domestic Tranquility: Page 3 To make things fair and honest for everyone Page 4 Why did the illustrator include the drawing on this page? To make sure we can all have a nice life and get along with one another. Why would the writers of the Constitution want to Insure Domestic Tranquility? Marion County Public Schools revised: 12/1/2012 Page 6

7 Page 5 Provide for the Common Defense: Page 5 To protect us from other people or countries who might try to harm us, as in a war, and to help us if we have been harmed. What are some examples of ways that citizens can provide for the common defense? Page 6 Promote the General Welfare: Page 6 To help make life good for everyone. Having enough to eat, a place to live, being safe, and having friends and fun times are some of the things that make our lives good. Why would the writers of the Constitution want to promote the general welfare? Page 7 And Secure the Blessings of Liberty: Page 7 To protect our rights and freedoms and not let anyone take them away. Being able to choose our religion, to say what we think, and to get together with friends, family, and other people are some of the freedoms we have. What are other examples of securing the blessings of liberty? Page 8 To Ourselves and our Posterity: Page 8 For kids, parents, other grown-ups, and all the people born in our country after we are. Marion County Public Schools revised: 12/1/2012 Page 7

8 Page 9 Do Ordain and Establish this Constitution: Page 9 To write down, and then to live by a list of rules and promises for our government to keep and our people to obey. Why would it be important to write down the Constitution and not just spread the information by word of mouth? Page 10 For the United States of America: Page 10 Our country-where we live. What does the Preamble mean to you? Think of one idea from the book that stands out to you? How does it relate to you? Marion County Public Schools revised: 12/1/2012 Page 8