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1、The Bill of RightsU U1 Learning AZ All rights reserved.www.readinga-Focus Question:What is the Bill of Rights,and why is it important?Book SummaryText Type:Nonfiction/HistoricalWhat is the highest law of the land?The Bill of Rights explores how changes to the Constitution have allowed it to remain a
2、“living document”that provides important protections for all Americans.This book can also be used to teach students how to determine an authors purpose and the proper use of possessive nouns.The book and lesson are also available for levels X and Z1.Guiding the ReadingBefore ReadingBuild Background
3、Askstudentstosharewhattheyknowaboutlawsand rights.Then,have them discuss how these arehelpfulinsociety.Directstudentstothephotographsonpage5.Askstudentsiftheyarefamiliarwiththewords“Wethe People”and the images on the page,and have themsharewhattheyknow.Explaintostudentsthat the phrase“We the People”
4、is from the U.S.Constitution.Explainthatthisdocumentcontainsthe basic laws of the United States.However,after itwasdrafted,manyoftheFounderswanteda separate set of statements added that would protect the rights of all citizens and limit the power of the federal government.Introduce the Book Givestud
5、entstheircopyofThe Bill of Rights.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeofbookitis(genre,texttype,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsn
6、ame).Previewthetableofcontentsonpage3.Remindstudents that the table of contents provides an overviewofthebook.Askstudentswhattheyexpect to read about in the book,on the basis ofwhattheyseeinthetableofcontents.(Acceptallanswersthatstudentscanjustify.)Introduce the Comprehension Skill:Authors purpose
7、Explaintostudentsthatauthorshaveapurpose,orreason,forwhattheywrite.Writethewordsinform,entertain,and persuade on the board.Explaintostudentsthattoinformmeanstoprovideinformation,to entertain means to amuse,and to persuade means to convince another to act or feel acertainway.Remindstudentsthatauthors
8、cansometimes have more than one purpose for writing.Lesson EssentialsInstructional Focus Determineauthorspurpose Summarize to understand text Describeinformationprovidedbyaglossary Recognizeandusepossessivenouns Place words in alphabetical orderMaterials Book:The Bill of Rights (copyforeachstudent)S
9、ummarize,possessive nouns,alphabetical order worksheets Discussioncards Book quiz RetellingrubricVocabularyBoldfacevocabularywordsalsoappear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:amendment(n.),Bill of Rights(n.),Constitution(n.),freedoms(n.),guarantee(v.),
10、rights(n.)Enrichment:citizens(n.),Founders(n.),freedom of speech(n.),lawsuit(n.),revolution(n.),slavery(n.)Academicvocabulary:allow(v.),approve(v.),document(n.),individual(adj.),necessary(adj.),protect(v.)The Bill of RightsU U2 Learning AZ All rights reserved.www.readinga- Reviewwithstudentsabookthe
11、classhaspreviouslyread.Havestudentsworkingroupsto determine the authors purpose,and guide students to a class consensus.Have students work with a partner to predict the authors purpose for The Bill of Rights.Introduce the Reading Strategy:Summarize Explaintostudentsthatonewaytounderstandand remember
12、 information in a book is to think aboutorwriteasummary,orbriefoverview,ofthe most important information in a section of the book.Pointoutthatasummaryoftenanswersthequestions who,what,when,where,and why.CreateachartontheboardwiththeheadingsWho,What,When,Where,and Why.Readpages8 and 9 aloud and model
13、 summarizing those pages while writing information in the corresponding columns on the chart.VocabularyHave students turn to the“Words to Know”box on thecopyrightpage.Discusseachwordwithstudents.Then,havestudentsturntotheglossaryonpage16.Explainthattheglossaryprovidesdefinitionsforthevocabularywords
14、inthebook.Pointouttheuseofeachcontentwordandacademicvocabularywordin the book,and then use each word in a different model sentence.Have students work in groups to create posters for these words.Have them include on each poster the word and its part of speech,the definition,the word in an example sen
15、tence,and a picture illustrating the meaning of the word.Set the Purpose HavestudentsreadtofindoutmoreabouttheBillofRights.WritetheFocusQuestionontheboard.Invite students to look for evidence in the book to support their answer.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunder
16、standorcannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAs students read the book,monitor their understanding withthefollowingquestions.Encouragestudentstosupporttheiranswersbycitingevidencefromthebook.What are amendments,and why are they important
17、?(level2)page 4 What led to the Constitutions approval?(level3)pages611 Who is James Madison,and why is he important?(level1)pages 8 and 9 How does the Bill of Rights protect individual rights?(level3)multiple pages What is the Second Amendment,and what is unclear about it?(level2)page 11 How are th
18、e Fifth Amendment and the Eight Amendment related?(level2)page12 How would things be different if there were no amendments added to the Constitution?(level3)multiple pagesText Features:GlossaryExplainthataglossaryhelpsreadersdefinethewordsthat are in the book.Have students work with a partner torevi
19、ewtheglossaryonpage16.Askstudents:Where in the book can you find the vocabulary words listed on this page?How would you define the word lawsuit?On what page can you find the word citizens?Have studentsreviewothervocabularywordsintheglossaryanddiscussingroupswheretheywouldbefoundandhowtheyknow.Invite
20、volunteerstosharetheirthoughts with the rest of the class.SkillReview Havestudentsworkingroupstoperiodicallysummarizewhattheyhaveread.Havethemfocusthediscussiononwhatthetextsaysbutalsoontheeffects the text has on the reader.Have groups discuss their opinion on the authors purpose for writing.Modelev
21、aluatingdetailstodeterminethe authors purpose.Think-aloud:The book is presenting many details about the Bill of Rights:its history related to the Constitution,its guarantee of citizens rights,and so on.All of these facts give me new information on the topic,so I believe the authors purpose is to inf
22、orm.Still,I will read to the end of the book,examining each detail,to see if he has a different main purpose or more than one.Modelforstudentshowyousummarizeasyouread,fill in the chart on the board,and direct them to stop at several points during reading to answer the questions who,what,when,where,a
23、nd why.Check for understanding:Have students read pages 4and5withapartner.Askstudentstosummarizewhattheyreadingroups.Invitevolunteerstosharetheir summaries with the rest of the class.Assign student pairs a section from the table of contents to summarize.Independent practice:Introduce,explain,and hav
24、e students complete the summarize worksheet.If time allows,discuss their answers.After ReadingAskstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycan read these words using decoding strategies and context clues.Guiding the Reading(cont.)The Bill of RightsU U3 Learning AZ
25、 All rights reserved.www.readinga-SkillReviewWorksheet:SummarizeReviewthesummarizeworksheetwithstudents.Havestudents share their ideas in groups.Invite volunteers tosharewiththerestoftheclassthedetailstheychose.Comprehension ExtensionDiscussioncards covering comprehension skills and strategiesnotexp
26、licitlytaughtwiththebookareprovided for extension activities.Response to Focus QuestionHave students cite specific evidence from the book toanswertheFocusQuestion.(Sample:The Bill of Rights is a document of amendments to the U.S.Constitution.It is important because it protects citizens freedoms.)Com
27、prehension Checks Book quiz RetellingrubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Possessivenouns Writethefollowingsentenceontheboard:The Founders wanted to make a new government that would protect peoples rights.Readthesentencealoud,pointing to the word rights.Ask a volunteer to
28、 explain whose rights the sentence is referring to(peoples).Explainthatthewordpeoples shows that the rights belonged to the people because it includes an apostrophe and the letter Ss.Revieworexplainthatwordslikepeoples are called possessive nouns.Apossessivenounisformedbyadding-s(orjustanapostrophei
29、fthewordalreadyis a plural noun and ends in an s)to the end of a word to show ownership,or possession.Directstudentstopage9.Havethemfindapossessive noun in the third paragraph(citizens).Ask a volunteer to read aloud the sentence containing the possessive noun citizens.Ask another volunteer to explai
30、n what belongs to citizens(rights).Havestudentsfindanotherpossessivenounonpage 11(someones).Repeattheprocess,explainingthe placement of the apostrophe.Remindstudentsthatacontractionusing-s is not the same as a possessive.A contraction does not show ownership.Check for understanding:Have students fin
31、d and circle all the possessive nouns in the book and underline the item that each one owns.Independent practice:Introduce,explain,and have students complete the possessive nouns worksheet.If time allows,discuss their answers.WordWork:Alphabetical orderWrite the words crimes and criminals on the boa
32、rd.Point out that the words begin with the same letter.Reviewtheprocessofputtingalistofwordsinalphabeticalorder.Remindstudentsthat,whenalphabetizing words,if the first letter of two words isthesame,theymustcomparethesecondlettersinstead.Explainthatifthesecondlettersofthetwowordsarethesame,theycontin
33、ueontocomparethethirdletters,andsoon,untiltheyfindtwolettersthataredifferent.Modelhowtolistthesewordsinalphabetical order.Writethewordspower and powerful on the board.Have a volunteer explain which word would appear first in alphabetical order(power)andwhy.Pointout that all of the letters in power a
34、nd powerful are the same until the sixth letter.Point out that the letter Ff in powerful comes after the end in power,so powercomesfirstalphabetically.Check for understanding:Write the words refused and remove on the board.Have students write the words in alphabetical order and explain their thinkingonaseparatepieceofpaper.Discusstheiranswers with the class.Independent practice:Introduce,explain,and have students complete the alphabetical order worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)