Download Terry`s Lesson

COOPERATIVE LESSON PLAN—GUIDE TO THE U.S. CONSTITUTUION
By Terry Shores
Grade level: 6-8
Objective
Students will learn the powers and functions of the three branches of government by
creating an easy to read guide to the U.S. Constitution.
Introduction
Teacher will introduce the lesson by explaining to students that they will be in groups of
four, whose purpose is to create a mini-booklet outlining the U.S. Constitution. Groups
are not to go too much in depth when making these mini-booklets, or “guides”, but rather
they should serve as an easy to read guide that anyone would be able to understand.
Procedures
1. Teacher will first outline the necessary requirements for creating these guides.
a. Groups will first complete an information sheet before they begin to create their
guides. This is essential because the groups will be using the information from
this sheet to create their guides. THE STUDENTS MUST GET INFORMATION
SHEETS OK’D BY THE TEACHER BEFORE MOVING ON!!!! (Again, this is
important because the answers that they give on this sheet will be the basis for
their guides. Before handing this out to the groups, the teacher should fill one out
for themselves to serve as an answer key.)
b. Once the groups have their information sheets OK’d, they are now ready to
make their guides. Each guide will consist of a title page and nine additional
pages:
Page 1: Preamble—What is it? What does it say?
Pages 2-3: Article I, Legislative Branch. These pages should have the
following 3 sections:
1) The House of Representatives: How many members are there?
What are their qualifications? What are their powers? How
long are their terms in office?
2) The Senate: How many members are there? What are their
qualifications? What are their powers? How long are their
terms in office?
3) Congress: What are the powers that both sides share?
Page 4: Article II, Executive Branch. Who makes up this branch? How
long is the term of office? What are the qualifications? What are the
powers that this branch has?
Page 5: Article III, Judicial Branch. Who makes up this branch? What are
the different types of courts? What are the terms of office? What powers
do this branch have?
***Groups are to use the information from their information sheets to
answer these questions for pages 2-5.
Page 6: Articles IV and V. In one or two paragraphs, summarize them
into today’s English.
Page 7: Articles VI and VII. In one or two paragraphs, summarize them
into today’s English.
Page 8: Conclusion. In one or two paragraphs, summarize the importance
of the Constitution and what life would be like if we didn’t have it.
Page 9: About the authors. On this page describe the role that each person
played in the group and include a brief bio about each individual.
***Each page should include a visual representation of the information
presented on that page.
2. Next, the teacher should describe the roles that will be assigned in each group. The
roles are as follows:
A. Writers. There will be two writers in each group. These people will be
responsible for writing the product.
B. Illustrator. The person who has this job is responsible for designing the
product.
C. Editor. The person who has this job is responsible for overseeing the product.
They help complete whatever tasks need to be done
D. Although students have specific roles, it is EVERYONE’S responsibility to
see that the guide gets done on time. Sometimes this may mean helping out
someone else with their job.
3. After going over the requirements of the project and the roles that will be assigned to
each group, the teacher will then place the students into the groups they will be working
with.
4. After assigning students to their groups, the teacher should hand out a role sheet to
each group. Groups should decide who will be responsible for what part of the project,
and assign their name according to their role on the role sheet.
5. Once groups have decided what students will have what role, they are now ready to
begin the project. Teacher may now hand out the information sheets.
6. Once groups have completed their projects, they will present their Constitution guides
to the class with each member presenting one or more portions of the project to the class.
Time
Teacher should allocate 5-7 class periods. (50 minute classes)
Materials
Textbooks, old newspapers and magazines, (for pictures) computer access (for pictures as
well, for those students who do not like to draw), art supplies for the designing of the
guide.
Elements of Cooperative Learning
Individual Accountability—Each group member has a specific role that he or she must
complete in order for the guide to be completed.
Positive Interdependence—Each role within the group is essential to getting the task
finished in the time frame provided. Again, each member is important in completing the
task at hand.
Social Skills: In order for the constitution guides to be of quality work, it will require
students to use various social skills such as communication, cooperation, and the sharing
of ideas.
Face to Face Interaction—Groups will start off the project sitting in two pairs, each pair
facing each other. As groups start getting into their roles, it will be essential that students
work closely together so that they can collaborate their ideas. (ex. The two writers
working together in brainstorming ideas about the importance of the constitution, the
editor and illustrator coming together to brainstorm and look for ideas of good pictures.)
Heterogeneous Grouping—Each group will consist of one student who has demonstrated
good writing skills throughout the year. Other considerations in making up the rest of the
groups will include who does and does not work well together, what is the boy to girl
ratio of the group, racial make-up of the group, and what students are likely to have
attendance problems throughout the group project.
Evaluation—Students will be graded based on group evaluations that will be given to
each student within the group. They will also be graded according to their finished
product, with the criteria including: completed requirements, visual appearance of the
project, creativity, clarity of information presented.
Processing—Groups will present their projects to the class. Each member will be
responsible for presenting a portion of the project in their own words, and the
significance of their portion of the project.