Making a New Nation Unit 4: Open Court Shh! We’re Writing the Constitution

Making a New NationUnit 4: Open CourtShh! We’re Writing the Constitution

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http://www.opencourtresources.com/




Objectives

• You will identify and decode words with the inflectional –ing ending.

• You will identify and decode words with the long I sound followed by a consonant and silent e.

• You will also understand the relationship between words by identifying word origins.

• Finally, you will learn to drop the final e before adding endings to words. Let’s begin!

Word Knowledge• Coming contributing existing running• Time arrived pride decide• Conform confederation conjoin decide• Uniteddescribed revising draped• She will be contributing to the existing fund.• He will decide when the time has arrived.• Members agreed to conform with laws set forth by

the confederation.• When the last delegate arrived, they united to

discuss and write the Constitution.

What do these words have in common?

• Coming contributing existing running• The words contain the inflectional –ing ending.

Words with this ending are the participial form of verbs. These words can function as verbs, adjectives, and nouns.

• What word is dropped when you add the –ing ending?

• That’s correct: e.• With your partner, use the words in a sentence.

What is the same with these words?

• Time arrived pride decide• These words contain the /i/ sound followed by a

consonant plus silent e.• With your partner, come up with words that have

the /i/ sound followed by a consonant plus silent e.

• Here are some examples: • Lime, dived, ride, wide.

What is the spelling pattern in the next set of words?

• Conform confederation conjoin concurrent

• The words contain the prefix con-, which means “with”.

• Let’s use our glossary to find origins of these words.

• Look in you books. Can you come up with other examples of words with the prefix con-?

What’s the secret pattern between these words?What’s the secret pattern between these words?

• United described revising draped• You drop the e when adding the suffix endings.• Can you think up any other examples?

Please read the following sentences together:

• She will be contributing to the existing fund.• Can someone read the words ending in -ing?• Contributing and existing are right!• Now let’s read sentence two:• He will decide when the time has arrived.• What words contained the /i/ sound, a consonant

and silent e?• That’s correct: decide, time, arrive• What were the nouns in the sentence?• He, time- Excellent!

Now, let’s read the following sentences together:

• Members agreed to conform with laws set forth by the confederation.

• Which words had the prefix con-?

• Conform, confederation

• What does the prefix con- mean?

• With! Nice job folks…

One last line: Let’s read it,… today!

• When the last delegate arrived, they united to discuss and write the Constitution.

• Which words do you drop the final e to add the word ending?

• When the last delegate arrived, they united to discuss and write the Constitution.

•That’s right! Arrived, united

Prior Knowledge

• Boys and Girls, what is a Constitution?

• It is a plan for governing a state, country, or organization.

Background Information

• George Washington (1732-1799) served as commander in chief of the American army during the Revolution.

• He then went on to become the first American president, serving from

1789-1797.


• Alexander Hamilton (1755-1804) served as the U.S. secretary of the treasure from 1789-1795. He worked to improve industry, increase trade, and build a strong central government.

• James Madison (1751-1836) served as secretary of state and later became the fourth U.S. president. He was nicknamed “The Father of the U.S. Constitution.


• Edmund Randolph (1753-1813) went on to become the attorney general and secretary of state under Washington.

• Not to be confused with Orlando Jordan.

Shh! We’re writing the Constitution

• Predict what the story might be about

• Questions that come to mind.

• Images that pop into my mind. (Visualize)

• Summarize story in own words• Listen/Speak 1.1,1.2

Preview and Prepare (Reading 2.3 pp. 20M-20N)

• Let ‘s read aloud: the title, the author and illustrator. • Now let’s browse the first page or two of the story.• Who are the main characters?• Look at the illustrations in the selections.• Make sure you make predictions about the text to

help monitor your comprehension.• Look for: clues, problems, such as unfamiliar words

(trans. 54)• Now let’s look at the focus question.

Student Observation

• Clues Problems Wonderings• Nation -Sovereign -Who wrote the• George -states Constitution?

Washington -Central• Nonfiction -government

Set Purpose (Focus Question)• Why did people living in the states not

want a national constitution?

• Why did they come to need one?

• What system of government did they create?

Selection Vocabulary Reading 1.3, 1.5 p. 20N Trans 1

• Nation confederation convention constitution federal (Transparency 37)

• What do these words mean? • Context clues, word structure (root word,

prefix & suffix), apposition, prior knowledge• Add vocabulary words to your Writers’

Notebook in the Vocabulary Words section• Vocabulary words and the definitions

Selection Vocabulary Reading 1.4 p. 20N Trans 37Nation

confederation convention constitution federal

Selection Vocabulary Reading 1.4 p. 20N Trans 1

• Nation: a group of people living in a particular area under one government (p. 366)

• Confederation: the act of joining states together for a common purpose (p. 368)

• Convention: a formal meeting for some special purpose (p.369)

• Constitution: the basic principles used to govern a state, country, or organization (p. 372)

• Federal: formed by an agreement of states or provinces to join together as one nation (p. 372)

Investigating Concepts Beyond the Text TG 379A Workshop time

• What do you know already about how America became a nation? During the last four weeks, we read stories and discussed how America formed.

• Does anyone have any further questions or points to share up to this point?

Investigating Concepts Beyond the Text TG 379A Workshop time

• Primary sources are first hand accounts of Historic events.

• Now, let’s learn about Primary sources, Inquiry Journal, pg. 106.

• Later on, come up with two questions for the Concept/Question board about competition and cooperation.

• Let’s share our findings later on.

Language Arts Day 1Word Analysis (TE. P. 35F)

• Spelling – This week, we drop the e at the end of a word before adding an ending.

• United described revised arrived draped• Pretest p. 40• Vocabulary Skill Words (word origins)• Judiciary Congress declaration proceedings

convention

English Language ConventionsGrammar, Usage, and Mechanics (TG p. 35F Eng. Lang. Conv. 1.0, 1.4)

• Contractions (Read L.A. Handbook, p. 374-375)• A contraction is formed by combining two words,

omitting one or more letters, and replacing the letters with an apostrophe

(isn’t {is not}); can’t {cannot})• The idea of noor not is expressed by using a

negative word. Some negative words include never, nobody, none, no one, and nothing.

English Language ConventionsGrammar, Usage, and Mechanics (TG p. 379F Eng. Lang. Conv. 1.0, 1.4)

• A double negative occurs when two negative words are used to express a single idea when only one negative word is necessary. I never say no one there should be I never saw anyone there.

• Complete Comprehension and Language Arts Skills Book p. 128-129

(Independent Practice)

Writing Process Strategies TG p. 379F (writing 1.0)

• Decisions Before Writing• Language Arts Handbook pp. 220-225• I will imagine that I am a delegate to the Constitutional

Convention in 1787. I hear delegates from some states pushing for state sovereignty and others pushing for a strong federal government. I want to do what is best for the people I represent, so I will research the pros and cons of each position, select a viewpoint, and write a report giving reasons why other delegates should adopt my views.

• Independent Practice –Choose a topic for your report.

Word Knowledge-Day 2 (TG p. 20L)

• Coming contributing existing running

• Time arrived pride decide

• Conform confederation conjoin decide

• United described revising draped

• Raise your hand if you can make up a sentence with one of the words from word line 1.

• Now, I need a second volunteer to raise their hand if they can extend the sentence by answering the questions:

• Who? What? Where? When? Why? or How?

• Let’s repeat this activity using words from line 2.

• Time arrived pride decide

• Let’s repeat this activity using words from line 3.

• Conform confederation conjoindecide

Selection Vocabulary (Review)Reading 1.2, 1.5 p. 377B Trans 37


• What do these words mean? • Context clues, word structure (root word,

prefix & suffix), apposition, prior knowledge• Review vocabulary words from your

Writers’ Notebook (in the Vocabulary Words section)

• Vocabulary words and the definitions,& synonyms


• Nation

• confederation

• convention

• constitution

• federal

Supporting Vocabulary Reading 1.4 p. 366N Trans 37

Use your vocabulary skills to find out what do these words mean:

Impeach (pg. 375, paragraph 3)

Electors (pg. 376, paragraph 2)

Reading RecommendationsSecond Read Day 2(reading 1.1 p.366-377)

• Making Predictions - causes reader to analyze information given about story events and characters in the context of how it may logically connect to the story’s conclusion.

• Making Connections-causes readers to analyzes information given about story events and characters in the context of how it may logically connect to the story’s conclusion.

• Summarizing-prompts readers to keep track of what they are reading and to focus their minds on important information.

• Students read pages 366-377 (Day 2)• Read aloud using fluency with appropriate expression,

pacing, and intonation.

Investigating Concepts Beyond the Text TG 379B Workshop time

• What are new ideas you learned so far about how the Constitution was made?

• Come up with two questions for the Concept/Question board about the U.S. Constitution.

• Let’s share our findings later on.

Language Arts Day 2Word Analysis (TE. P.379G) ELC 1.5, Reading

1.0• Spelling –Word Sort: Write the base word for each spelling

word.• Vocabulary: Greek and Latin roots were discussed in unit 2.

Knowing the common roots can help us define unfamiliar words.

• Liberty: The root of this word is liber.• What do you think liber means?• It means free. Liberty means freedom.• Guided Practice: Spelling Book, pg. 98: Homework, pg. 99.

0

100

1st

Qtr

3rd

Qtr

English Language Conventions Grammar,

Usage, and Mechanics (TG p. 379G E.L.C., 1.0,1.5)

• Review: Contractions• Always avoid double negatives ( I don’t never did it.)• Use isn’t , wasn’t and doesn’t when talking about a

singular person (he,she) and with the word it.• Use aren’t, weren’t and don’t when talking about

more than one person (they) and with the word you.• In partners, list as many contractions as you know.• Assignment: Look for contractions in Shh! We’re

writing the Constitution.

Writing Process Strategies TG p. 379F (Writing 1.0, 1.2a; Soc. St. 5.7)

• Prewriting• The purpose of a persuasive report is to

persuade readers; therefore, the facts, examples and expert opinions should be selected with this goal in mind.

• Define your purpose by determining whether you want to simply change the way your audience thinks about a certain topic, persuade your audience to take action, or point out a problem and persuade readers to agree with a solution.

Writing Process Strategies TG p. 379F (Writing 1.0, 1.2a; Soc. St. 5.7)

• The opposing viewpoint!• Including defeating or opposing viewpoints in

persuasive writing adds to persuasiveness.• Include the opposing viewpoint along with

reasons that show the weakness of the opposing viewpoint.

• Don’t forget to put the opposing viewpoint in your outline and report!

• Complete Writer’s Workbook, pg. 74

Investigating Concepts Beyond the

Text TG 377B Workshop time

• Concept/Question Board• Post questions you have about the story.• Post questions you may have about the

story before reading it, if they were unanswered.

• Bring in items, newspaper articles and stories about competition, and cooperation.

• You can sign out and read books from the concept/question board (for in class only).

Vocabulary Review Day 3

• ''Shh! We're Writing the Constitution'‘• Syllables Word SPANISH• na-tion Nation nacion• con-fed-er-a-tion confederation confederacion

con-ven-tion convention convencion, conveniocon-sti-tu-tion constitution constitucion

• fed-er-al federal federal, federativo

http://www.canada.ca/

http://www.confederation.org/

http://www.heber.k12.ca.us/Programs/Open%20Court%20Vocabulary/convention.htm

http://www.heber.k12.ca.us/Programs/Open%20Court%20Vocabulary/constitution.htm

http://www.heber.k12.ca.us/Programs/Open%20Court%20Vocabulary/federal.htm







Discussing Strategy Use TE.p. 32

• Which confusing passages did you clarify by reading on or by rereading?

• How often did you summarize as you read?

• What kinds of questions did you ask as you read?

• How did the strategies help you better understand the selection?

Discussing the SelectionTE. P 379A Reading 2.3 Listen/Speak 1.1

• Handing-Off - Whole group discussion Routine Card 1 (5. Handing-Off)

• Let’s go over rules for handing off.• How does it connect to what you learned?• What have you learned that is new?• What did you find interesting?• What is important here?• What was difficult to understand?• What information surprised you?• Whey would someone want to read this?• Record your personal responses to the

selection in your Writers Notebook.

Student Observation

• Clues Problems Wonderings• Nation -Sovereign -Who wrote

the• George -states

Constitution?• Washington -Central• Nonfiction -government







Day 3 p.378-379 Reading 2.1

• Comprehension Skills – Fact and Opinion

• Checking Comprehension, p. 377• What is the main topic of this story?• Why were people hesitant to create a

national government?• How has this story connected with your

knowledge of the unit theme?

Inquiry, TE. 3C

Let’s discuss ideas about stories read so far. What have you learned?Of the ideas discussed in class about America, describe which ones you found most interesting.-Complete Inquiry Journal, pg. 88.

Reading and Responding (day 4)

–Using technology in presentations.

–Inquiry Journal p.108

–On the lines provided, write ideas about how each of the items below might be used to help you present a class project or get information.

Day 3 Language Arts (p. 379H )

• Spelling – If a word ends in e and the ending begins with a vowel, drop the e before adding the ending.

• Guided Practice: Spelling Book- pg. 100• Vocabulary:• Voluntary, contribute, nationVoluntary, contribute, nation• What are the roots to the above words?• Vol: Vol: means “to be willing”• Trib: Trib: means “to assign, allot, or pay”• Nat: Nat: means “to be born”• Give examples of other words with the same roots!• Volunteer, tribute, distribute, attribute, tributary, national, Volunteer, tribute, distribute, attribute, tributary, national,

native, nativity, and nature.native, nativity, and nature.• Let’s discuss what these words mean…

Day 3 English Language Conventions (TG. p. 379H Eng. Lang. Conv. 1.0, 1.5)

Contractions, Negatives and Double negativesContractions, Negatives and Double negatives

Read L.A. Handbook, pgs. 374-375 to learn about the use of contractions and negatives and the need to avoid double negatives.

Formal writing should not include contractions.

Guided Practice:

Reread you persuasive reports and change any contractions you may have used.

This is an important part of editing.

Writing Process Strategies Day 3 (TG 379H)

• Writing (outlining)

• Outlines are formatted plans used by writers to organize notes and ideas before beginning a first draft. Outlines arrange information into main topics and subtopics.

• Use your most persuasive reason last and list it as the last main topic or subtopic in an outline.

Writing Process Strategies Day 3 (TG 379H)

• Let’s complete Comprehension Book, pgs. 130-131 to practice outlines.

• Guided Practice:

• Complete the outline on page 75 of your writer’s workbookwriter’s workbook.


• Nation

• confederation

• convention

• constitution

• federal



• What do these words mean?

Reading and Responding (day 4)• Meet the Author/IllustratorMeet the Author/Illustrator (Read Pg. 378)(Read Pg. 378)

• Why was Jean Fritz curious about American Heroes?

• What would she have had to do in order to learn the things she did about these American Heroes?

• Where does Mr. dePaola get ideas for the books that he writes and illustrates?

•

Literary ElementsDay 4TG p. 377E

• Author’s PerspectiveAuthor’s Perspective

• Perspective means opinion. Authors usually write about topics they think are important.

• In order to communicate their ideas about a topic, authors may include facts that support their opinions or describe ideas using words that will make them seem appealing or unappealing to the reader.


• Discuss with your partners what you think the author feels about the issues and people she writes about.

• Get examples from your text to support your answers.

• For example, I think the author finds history entertaining. In the story, she uses funny word choices in her description of events.


• Independent Practice:Independent Practice:

• Look through your Writing folders for a story that is important to you.

• Think about facts and descriptions you could use to persuade readers to agree to your point of view.

Day 4 Spelling p.223I

• Snow, wind, flakesSnow, wind, flakes• Give the spelling word that is in the

same contexts as these words:• Flurries is correct!• Complete Spelling Book, pg. 105• Vocabulary:Vocabulary:• Use a dictionary or thesaurus to find the

meaning of:• Confounded, infallibility, Confounded, infallibility, • infirm, conciliatoryinfirm, conciliatory

English Language Convention Day 4 TG 387I listen/Speak 1.3 Understanding what we hearUnderstanding what we hear

- One reason for listening well is to make informed judgments based on what we’ve heard.

- To be a good listener, we need to:- Make eye contact, and face the speaker in order to give him/her

your attention.- We should also pay attention, concentrate on what is being said

and try not to be distracted.- We learn information from many different sources: songs,

poetry, newspaper articles,…- If we listen carefully, we can learn a lot of different information.- The information we learn allows us to form our own ideas or

judgments. Listening well allows us to make informed judgments.

English Language Convention Day 4 TG 387I listen/Speak 1.3

• What information did you learn from

“Shh! We’re Writing the Constitution”?• Based on the information you learned, make

informed judgments about the characters and the decisions they made.

• For example, was George Washington the best person for the job as President?

Writing Process Strategies:Writing Process Strategies: Day 4 Day 4 TG 387I Writing 1.0TG 387I Writing 1.0

• Transparency 25 (editing).• Let’s correct the errors in this piece.• Poor spelling and punctuation will

disrupt the flow of writing and cause confusing for the reader.

• Use the checklist on page 77 of the Writer’s WorkbookWriter’s Workbook to edit your persuasive report.

• Share your work with a classmate, so they can edit your work when you are finished.

Day Five…Day Five…• General Review –General Review – • Word KnowledgeWord Knowledge• Lesson AssessmentLesson Assessment (Reading 2.1, 2.2 & 3..3

)

– “Shh! We’re writing the Constitution” pp.2-3 (TG p. 35I)

• Spelling pelling – Dropping the e and Adding the Ending (E.L.C. 1.7)

– Unit 4 Assessment 1 p. 30-31• VocabularyVocabulary Assessment Unit 4,lesson 5

p.4 (Reading 1.2, 1.3 & 1.4)

English Language Conventions (Penmanship)English Language Conventions (Penmanship)

• Let’s practice using cursive I and t:

•D D D d d d d d d d d d d•T T T t t t t t t t t t t t• Politicians from Denmark visit the United

Nations.• Write a paragraph about a role model you

admire.• Write two paragraphs in cursive from “Shh! We’re writing the Constitution.”

Writing Process Strategies (Day 5)Writing 1.0, 1.1a

• Parallelism:Parallelism: means combining words or parts of sentences that are the same part of speech. Nouns go with nouns, adjectives go with adjectives, and verbs go with verbs. Words may be listed in a series or combined with conjunctions.

• What is the purpose of Parallelism?

Writing Process Strategies (Day 5)Writing 1.0, 1.1a

• ParallelismParallelism saves writers from having to write one short sentence after another, and it adds variety, clarity, and smoothness to writing.

• Let’s practice parallelism by completing Comprehension Skills Book, pgs. 132-133 together.

Social Studies ConnectionSocial Studies Connection p. 377Fp. 377F

• In the story, the author describes one of the major problems of the Articles of Confederation-Congress could make rules, but there was no government in place to enforce the rules.

• Why would this be an important issue? Discuss.

California Theme Connection, California Theme Connection, Social Studies, Social Studies, TE 377FTE 377F

• In September of 1849, 48 delegates of the United States territory of California met at a constitutional convention organized by then Governor Riley. These delegates created a constitution for California that was used until 1879 when it was reworked. The members of this convention defined state boundaries and created the state flag and seal, in addition to establishing the laws for the state.

• Compare and Contrast:Compare and Contrast: What are the similarities and differences between state constitutions and our national constitution?

Documents

Making a New Nation Unit 4: Open Court Shh! We’re Writing the Constitution