Making a New Nation

Unit 4: Open CourtWe the People of the United States.

By the end of this lesson, you will:• identify understand the relationship between

words by identifying antonyms.• identify and decode words with the long /e/

sound spelled ee.• Identify and decode words with consonant –r

blends.• Review spelling conventions.

p. 380K

• Sovereignty/autocracySovereignty/autocracy foreign/domestic old/newforeign/domestic old/new• NeededNeeded weeksweeks speechesspeeches fleetsfleets• Presided Presided createdcreated approachingapproaching obstructionobstruction• Presiding Presiding derivedderived urgingurging prepared prepared

securingsecuring

p. 380K

• His foreign policy was excellent; however, his domestic policy was lacking.

• They needed weeks to write their speeches.• The approaching car created a lot of noise.• The presiding judge is urging the defense

lawyer to keep her arguments short.

?

• Sovereignty/autocracy foreign/domestic old/ new

• The words contain antonym pairs. Antonyms are words that mean the opposite or nearly the opposite of each other.

• What is the meaning of these antonym pairs?

What is the same with these words?

• Needed weeks speeches fleets

• These words contain the long /e/ sound spelled ee. With your partner, come up with other words that have the ee spelling.

• Agree meet greet feet

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

• Presiding derived urging prepared securing

• The words contain the –r blends. These blends do not have to appear at the beginnings of words. Other examples:

• Group, brand, sacrifice

• Let’s use our glossary and Open Court book to find other words with –r blends.

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

• Presiding derived urging prepared securing

• Drop the final e before adding a word ending.• Can you think up any other examples?

Please read the following sentences together:

• His foreign policy was excellent; however, his domestic His foreign policy was excellent; however, his domestic policy was lacking.policy was lacking.

• Can someone identify and explain the antonyms?• Excellent and lacking are right!• Now let’s read sentence two:• They needed weeks to write their speeches.They needed weeks to write their speeches.

• What words contained the long /e/ sound, spelled eeee?

• That’s correct: needed and speeches

Now, let’s read the following sentences together:

• The approaching car created a lot of noise. The approaching car created a lot of noise. • Which words had the consonant r- blend?

Approaching, created

• Let’s read the sentence again.• The approaching car created a lot of noise.The approaching car created a lot of noise.

• Nice job folks…

One last line: Let’s read it,… today!

• The presiding judge is urging the defense lawyer to keep her arguments short.

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

• The presiding judge is urging the defense The presiding judge is urging the defense lawyer to keep her arguments short.lawyer to keep her arguments short.

•That’s right! Presiding, urging, argument

Prior Knowledge

• What do you remember from Shh! We’re writing the Constitution?• Why was it difficult for delegates to agree on

certain topics?• The delegates were more concerned about

their own matters of state than they were about the union.

• Discuss with your partner what the process of making the U.S. constitution involved.

Background Informationp. 380M

• This story is written at a high reading level; however, it provides detailed information about the time period and the event from the point of view of a participant in the event.

Background Information

• The language of the time period is different from contemporary language.

• Franklin uses rhetoric in his speech.

• Rhetoric is the art of using language to persuade.

Background Information

• Franklin begins his speech with the rhetorical device dimunutiodimunutio a confession of modesty or inadequacies.

• Such a device is used to gain sympathy and attention of the audience from the beginning.

We, the People of the United States

• 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. 380M-N)

• 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. 55)• Now let’s look at the focus question.

Student Observation

• Clues Problems Wonderings• Revolutionary The word despotism How did the

War -Domestic delegates react

• Constitution -tranquility to Franklin’s

speech? nonfiction

Set Purpose (Focus Question)

• What were the reasons Franklin gave his speech?

• Why did Benjamin Franklin urge delegates to sign the Constitution?

• Why did he believe that the Constitution was as close to being perfect as it could be?

• Why did he think that the Constitution might not work without every delegate’s support?

Set Purpose (Focus Question)

• Why did he believe that the Constitution was as close to being perfect as it could be?

• Why did he think that the Constitution might not work without every delegate’s support?

• Let’s read the selection on page 380.Let’s read the selection on page 380.

Selection Vocabulary Reading 1.3, 1.5 p. 380N Trans 38

• Preamble diplomacy ratification despotism constituent

• 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. 380N Trans 38Preamble

diplomacy ratification despotism constituent

Selection Vocabulary Reading 1.4 p. 380N Trans 38

• Preamble: the section of text at the beginning of a law document that state why the document was written (p. 381)

• Diplomacy: the handling of relations between nations (p. 382)

• Ratification: the formal approval of a law or laws (p. 382)

• Despotism: a system of government in which one ruler has all of the power (p. 383)

• Constituent: a voter in a particular area (p. 384)

Investigating Concepts Beyond the Text TG 387A Listen/Speak 1.2, 1.6, 1.7, 1.8

• Choose an issue related to our theme.

• Was it a good idea to sign the Constitution of the United States? Explain your reasoning.

• Write up your own tv commercial about your issue.

Investigating Concepts Beyond the Text TG 387A Workshop time

• For ideas, watch tv ads tonight. Explain how the commercial is trying to persuade you to do or purchase their product.

• Complete Inquiry Journal, pg. 109.Inquiry Journal, pg. 109.

Language Arts Day 1Word Analysis (TE. P. 387F)

• Spelling – This week, we review our spelling.• Presiding derived urging procuring securing

• Pretest p. 40• Vocabulary Skill Words (key concepts)

• TariffTariffss prepreamble ratificaamble ratificationtion sectsectss despot despotism

English Language ConventionsGrammar, Usage, and Mechanics (TG p. 387F Eng. Lang. Conv. 1.0, 1.4)

• Let’s use Language Arts Handbook for examples of dependent, and independent clauses, misused words, comparative adverbs, direct and indirect objects, and contractions.

• Let’s now review the four types of sentences.

English Language ConventionsGrammar, Usage, and Mechanics (TG p. 387F Eng. Lang. Conv. 1.0, 1.4)

• Barely and Hardly are also negative words.• They should be used by themselves and not

preceded by another negative word.• Incorrect: I don’t barely have any homework.

• Correct: I barely have any homework.• Incorrect: We don’t hardly know her. • Correct: We hardly know her.

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

• Complete Comprehension and Language Arts Skills Book

• p. 136-137

(Independent Practice/Homework )

Writing Process Strategies TG p. 387F (writing 1.0)

Language Arts Handbook pp. 280-283 (varying sentences)• Use synonyms to avoid repetition and sameness in writing.• Vary sentence length to improve rhythm and flow of writing.• Change the way that sentences begin to add variety and flow of

writing.• Change the way that sentences begin to add variety and

interest.• Expand sentences with appositives, clauses, and phrases to

add smoothness.• Complete Comprehension Book, pages 138-139Comprehension Book, pages 138-139 for practice.

Writing Process Strategies TG p. 387F (writing 1.0)

• Let’s look at Language Arts transparency 18, and discuss some ways to revise for word choice.

• Complete Writer’s workbook, pg.76 and revise your persuasive report.

Word Knowledge-Day 2 (TG p. 380L)

• Raise your hand if you can come up with an antonym for the following words:

• Weak, Refused, Varying, InfirmWeak, Refused, Varying, Infirm

• Use the dictionary or thesaurus to find the antonyms of the above words.

• Tell a story using all the antonyms.

Word Knowledge-Day 2 (TG p. 380L)

• Sovereignty/autocracy foreign/domestic old/ new• Needed weeks speeches fleets• Presided created approaching obstruction• Presiding derived urging prepared securing• Create a sentence using a word with the long e

sound spelled ee.• Expand on the sentence by adding words with the

same spelling. Add other words from the above list.

Selection Vocabulary (Review)Reading 1.2, 1.5 p. 387B Trans 38

• Preamble diplomacy ratification despotism constituent (Transparency 38)

• What do these words mean? • Context clues, word structure apposition, prior

knowledge• Review words from your Writers’ Notebook

Read the definitions, synonyms, antonymsRead the definitions, synonyms, antonyms

Selection Vocabulary Reading 1.4 p. 380N Trans 38

• Preamble

• diplomacy

• ratification

• despotism

• constituent

Supporting Vocabulary Reading 1.4 p. 366N

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

Infirm (pg. 382, paragraph 1)

sects (pg. 383, paragraph 1)

AptApt (pg. 383, paragraph 1)

InfallibilityInfallibility (pg. 383, paragraph 1)

Reading RecommendationsSecond Read Day 2(reading 2.3, p.380-385)

• Main Idea and Details-Authors of expository texts often build arguments and develop ideas and plots by stating main ideas and then offering details to support those ideas.

• To comprehend a text fully, you need to be able to identify the relationships among ideas and details.

• Use your prior knowledge and text structure to identify main ideas in this selection.

Reading RecommendationsSecond Read Day 2(reading 2.3, p.380-385)

• Use your prior knowledge and text structure to identify main ideas in this selection.

• Students read pages 380-385Students read pages 380-385 (Day 2)

• Read aloud using fluency with appropriate expression, pacing, and intonation

Investigating Concepts Beyond the Text TG 387B Workshop time

• What are new ideas you learned now?

• Come up with two questions for the Concept/Question board about

Ben Franklin.

• Let’s discuss one or two questions.

• Let’s share our findings later on.

Language Arts Day 2Word Analysis (TE. P.387G) ELC 1.5, Reading 1.0

• Spelling –Word Sort: Complete the Spelling Bee activity for Unit 4 on the Spelling Software cd .

• Vocabulary: Social studies words are words used in a specific context involving history, people, government, culture, politics, places, and other topics.

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100

1st

Qtr

3rd

Qtr

Language Arts Day 2Word Analysis (TE. P.387G) ELC 1.5, Reading 1.0

• Skim through, “We, the People of the United States” for social studies words.

• Examples include: governed, Revolutionary War, governed, Revolutionary War, Articles of Confederation, Philadelphia, Articles of Confederation, Philadelphia, Constitution, nation, diplomacy, sovereigntyConstitution, nation, diplomacy, sovereignty

• Let’s complete Spelling Book page 102 together. Page 103 is for homework.

English Language Conventions Grammar,

Usage, and Mechanics (TG p. 387G E.L.C., 1.0)

• Review: comparatives, superlatives, comparatives, superlatives, adjectives, and adverbs.adjectives, and adverbs.

• Write down the name of your favorite animal. Write several adjectives to describe it.

• Next, write several adverbs to describe how the animal acts (moves, eats, …).

• Compare your animal using adjectives, & adverbs in the comparative and superlative form- to other animals.

English Language Conventions Grammar,

Usage, and Mechanics (TG p. 387G E.L.C., 1.0)

• My animal is a moosemoose.

• My moose is large, tall, and furrylarge, tall, and furry.

• My moose moves slowlyslowly.

It eats quickly.quickly.

• My moose is smallersmaller than a whale but largerlarger than a mouse.

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

• Revising: Continue to organize your writing as you revise.

• Improving your organization will make your ideas easier to follow and more persuasive. Here are some ways writing may be organized:

• 1. It may ask and answer a question.• 2.It may point out a problem and offer a

solution or ask for a solution.• 3.It may state an opinion and order the

reasons to reinforce that opinion in order of importance.

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

• Let’s complete Comprehension Book, pg. 140-141 for practice.

• Now, let’s look at Transparency 19. Here’s what we need to look for when we revise to improve fluency.

• Practice: Writer’s Workbook, pg. 76Writer’s Workbook, pg. 76

Selection Vocabulary Reading 1.4 p. 380N Trans 38

• Preamble: the section of text at the beginning of a law document that state why the document was written (p. 381)

• Diplomacy: the handling of relations between nations (p. 382)

• Ratification: the formal approval of a law or laws (p. 382)

• Despotism: a system of government in which one ruler has all of the power (p. 383)

• Constituent: a voter in a particular area (p. 384)

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 Selection TE. 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.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?• Why would someone want to read this?• Record your personal responses to the

selection in your Writers Notebook.

Student Observation

• Clues Problems Wonderings• Revolutionary The word despotism How did the

War -Domestic delegates react

• Constitution -tranquility to Franklin’s

speech? nonfiction

Day 3 p.385 Reading 2.1

• Comprehension Skills – Main Idea & Details• Checking Comprehension, p. 377• What was the main purpose of Franklin’s

speech?• The main purpose of his speech was to The main purpose of his speech was to

convince the delegates to sign the convince the delegates to sign the Constitution.Constitution.

• How has this story connected with your knowledge of the unit theme?

Comprehension Skills – Main Idea & Details• What are the two main ideas he gives for

signing it?• The happiness of the country’s people The happiness of the country’s people

depends on them accepting the depends on them accepting the Constitution.Constitution.

• This Constitution may propose the best This Constitution may propose the best possible means of government.possible means of government.

• How has this story connected with your knowledge of the unit theme?

Inquiry, TE. 387C

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

Day 3 Language Arts (p. 387H )

• Complete Spelling, pg. 104 (Review)• Vocabulary: Identify words in the base

word as the words from the story:• Ingenuity, philosophical, ratification,

delegate, deliberation.• Possible answers: Genius, ingenious,Genius, ingenious,• Philosophy, philosopher, philosophizePhilosophy, philosopher, philosophize• Ratify, ratified, Ratify, ratified, • Delegated, delegatingDelegated, delegating• Deliberate, deliberating, deliberatedDeliberate, deliberating, deliberated

Day 3 English Language Conventions (TG. p. 387H Eng. Lang. Conv. 1.0, 1.1)

Review the following topics in the L.A. handbook:

Dependent and independent clauses, Misused words,Comparative adverbs,Direct and indirect objects,Contractions.

Day 3 English Language Conventions (TG. p. 387H Eng. Lang. Conv. 1.0, 1.1)

• Do not use a question mark after an indirect question. An indirect question is one that has been reworded to be a part of a declarative sentence.

• I wonder why she’s late. Don asked I wonder why she’s late. Don asked me whether I’d like pie or cake.me whether I’d like pie or cake.

Writing Process Strategies Day 3 (TG 387H)

• Revising (Language Arts Transparency 16)

• Change sentences so they are easy to understand.

• Make sure the ideas are clear, logical, and supported by relevant information.

• Make sure ideas are well managed.

• For greatest impact, develop a few ideas well.

Writing Process Strategies Day 3 (TG 387H)

• Language Arts (Transparency 20)• Your writing should show a strong concern

for audience and topic.• Enthusiasm should come through in the

language used.• Your writing should sound as if you wrote it,

not as if it had been copied.• Complete Writer’s Workbook, pg. 76.Complete Writer’s Workbook, pg. 76.

Selection Vocabulary Reading 1.4 p. 380N Trans 38Preamble

diplomacy ratification despotism constituent

Selection Vocabulary Reading 1.4 p. 380N(Review)

• Nation confederation convention constitution federal (Transparency 37)

• What do these words mean?

Reading and Responding (day 4)

• Meet the Author/IllustratorMeet the Author/Illustrator (Read Pg. 386)(Read Pg. 386)

• What do you think it is important for people to know about the past and the present?

• The author’s goal was to teach young people about the many cultural groups that make up the United States. Why was this important to him?

Reading and Responding (day 4)

–Theme Connections.

–Complete questions on page 387. Write your answers in complete sentences using your Writer’s Notebook, orange section.

Literary Elements Day 4TG p. 385E

• Genre: SpeechGenre: Speech

• Speeches are usually written and then Speeches are usually written and then presented orally.presented orally.

• Speeches are constructed the same Speeches are constructed the same way essays are.way essays are.

• A formal speech should have an A formal speech should have an introduction, a body of supporting details introduction, a body of supporting details and a conclusion.and a conclusion.

Literary Elements Day 4TG p. 385E

• When presenting a speech, a speaker might memorize it word for word or make numbered note cards that contain main ideas.

• A speaker must remember to make eye contact with the audience and enunciate or speak clearly.

Literary Elements Day 4TG p. 385E

• You may volunteer to make a speech on a topic related to our theme: Making a New Nation.

• Listeners may give suggestions about the speech. Look through your stories and writer’s notebook for ideas.

• Any volunteers?

Literary Elements Day 4TG p. 377E

• Independent Practice:Independent Practice:

• Write a persuasive speech about a topic of your choice.

• Ideas may include: recycling, or volunteering at a charity.

• Start with your topic and organize your speech. Then begin writing!

Day 4 Spelling p.387I

• 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 Conventions, Presenting listen/speak 1.4, 1.5

• An effective presentation is one that is organized and well thought out.

• We must be prepared to support details with evidence from the text.

• Students may present their speeches.

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

)

– “We the People of the United States” pp.2-3 (TG p. 35I)

• Spelling Testpelling Test– Review (E.L.C. 1.7)

– Unit 4, Assessment 7 (pg. 43)

• VocabularyVocabulary Assessment Unit 4,lesson 7 p.4 (Reading 1.2, 1.3 & 1.4)

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?

English Language ConventionsEnglish Language Conventions (Penmanship) (Penmanship)

• Let’s practice using cursive I and t:

•R R R r r r r r r r r r r r r r r r r •B B B B B b b b b b b b b b b

b • Bryan’s father, Richard, is a judge.• Write a paragraph about what you think of the

United States government.• Write two paragraphs in cursive from “We the People of the United States.”

Publishing, Writing 1.0, E.L.C. 1.0

• Share a piece of your writing from your writer’s folder with your partner.

• Model of Good Writing (transparency 35)• Presentation of Persuasive Writing

(transparency 29)• You may present your speeches/or a good

piece of persuasive writing to the class.

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.