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Ashley L Gorecki
California Baptist University School of Education

U.S. Constitution vs Mexicos Constitution
Lesson Three/ Diverse Constitution

1. MATERIALS (5 points)
Social Studies Journal
Visuals/Photos of artifacts regarding the Constitution and the government
Classroom White Board
Classroom Projector
Access to a world map (or find online source)
Copyrighted materials must be
credited according to APA standards.

Vocabulary and definitions to be

listed on the classroom whiteboard.
-Government: the political direction and control exercised over the actions of the members, citizens, or inhabitants
of communities, societies, and states;direction of the affairs of a state, community,etc.; the governing body of a
nation, state, or community.: "an agency of the federal government""government controls".
-Cabinet: A body of advisers to the president, composed of the heads of the executive department of the
-branches: executive, legislative, and judicial branches. In the case of the federal government, the three branches
were established by the Constitution.
-Veto: a constitutional right to reject a decision or proposal made by a law-making body.
-Legislator:a person who makes laws and is a member of a legislature.
-legislative: having the function of making laws
-Representative:consisting of people chosen to act and speak on behalf of a wider group.
-Federal:having or relating to a system of government in which several states form a unity but remain independent
in internal affairs.
-Candidate: a person who applies for a job or is nominated for election.
-Bill: a draft of a proposed law presented to parliament for discussion.
-Amendment: a change or addition to a legal or statutory document.

2. OBJECTIVE (10 points)

The objective will state the learning that the students will attain by the end of the lesson.
State the objective in behavioral terms, as follows:
1. A=Audience, 4th grade
2. B=Behavior, Apply knowledge and develop generalization concerning the topic of
3. C=Conditions, Students should understand the generalizations they have made about
4. D=Degree of accuracy needed to achieve the objective. Students should gain knowledge and
develop generalizations about constitutions with accuracy.
The key question to ask: Can this objective be assessed and what will the student be able to think, say, or do
when the objective is accomplished? Yes by comparing two nations constitutions.

After the lesson on using data to support generalizations, students in grade four will apply this knowledge and
develop generalizations concerning the topic of diverse national constitutions with accuracy of 80 percent.

Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)

Lesson will be Composition since students will be gathering and organizing information on a graphic organizer in
order to gain knowledge and develop generalization of constitutions in diverse counties. Word choice and using
active voice to discuss generalizations and vocabulary is essential.

Hist. Social Science Standard

Social Studies Standard 4.5 Students understand the structures, functions, and powers of the local, state, and
federal governments as described in the U.S. Constitution.
4.5.1 Discuss what the U.S. Constitution is and why it is important (i.e., a written document that defines
the structure and purpose of the U.S. government and describes the shared powers of federal, state, and local

CCSS ELA Standard

Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of
events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
from the text.

CCSS ELD Standard

W.3.45; SL.3.1, 6; L.3.1, 3, 6

Adapting language choices to various contexts (based on task, purpose, audience, and text type)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
10. W.1.13, 5-8; L.1.12, 6
Write longer literary texts (e.g., a story) and informational texts (e.g., an informative text on the life cycle of
insects) collaboratively with an adult (e.g., joint construction), with peers, and independently.

College and Career Readiness Anchor Standard CCSS

Production and Distribution of Writing:
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
Comprehension and Collaboration:
1.Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,
building on others ideas and expressing their own clearly and persuasively.
Conventions of Standard English:
1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

ELD Standard(s)
Level 1 (B): Demonstrate comprehension of oral presentations and instructions through non-verbal responses
(e.g., gestures, pointing, and drawing).
Level 2 (EI): Listen attentively to stories/information and identify key details and concepts using both verbal and
nonverbal responses.
Level 3 (I): Listen attentively to more complex stories/information on new topics and identify the main points and
supporting details.
Level 4 (EA): Listen attentively to stories and subject area topics, and identify the main points and supporting

Language Demand Statement: edTPA p. 61

Students will use specific academic language (vocabulary, functions, discourse, syntax) while writing their definition in order to
participate in a learning task that demonstrates their disciplinary understanding.

Language Function Statement: edTPA p. 61

The content and language in this lesson will focus on the learning task of the Constitution and the branches of government
represented by the active vocabulary used. Therefore, students will identify main ideas and details that represent the concept. In
addition, they will be comparing ideas with others.

3. ASSESSMENT (10 points)

Students will be informally assessed while I observe their interactions in class and group discussions on the
concept of generalizations.
Students will be formally assessed through their work in their Social Studies journal of constitutions and
comparing them to constitutions of other countries.
This journal will be displayed for parents to view on Back to School Night and saved for their end of the
year performance/ memory binder.
Independent work (powerpoint presentation) will be authentically assessed. Attached rubric provides
details for assessment.

Proficient (3 points) Basic (2 points) Below Basic (1 point)

Student compared 3 5 Student compared 2 points Student compared maybe one

points between constitution between constitution in the point between constitution in
in the U.S. and Mexico, U.S. and Mexico, included the U.S. and Mexico, did not
included all necessary one of the necessary pictures include all necessary pictures
pictures and did so in and did so in presentation and tried presentation format.
presentation format. format.

4. PURPOSE (5 points)

The main purpose of this lesson is for students to come up with generalizations regarding constitution in the
U.S. and Mexico. They must demonstrate general knowledge from diverse countries around the world. Students will
use this lessons to connect it to new information in order to create generalizations.
Good morning boys and girls! These past few days we have been studying about the constitution. Can you
share with me a few things we have studied about constitutions? (Allow students to share a few responses). Well,
today we are going to use all of the information we have studied and connect it to how constitutions are the same
around the world. You should have some knowledge about constitutions in the United States. You should also have a
general idea about neighboring countries such as Mexico. Because of this, it is important to understand
constitutions in different counties in order to develop more knowledge of different laws, rights, history and cultures.
In addition, we can learn about how laws have changed over the years. Therefore, todays lesson will provide us
with new information about constitutions in other countries and will show us the similarities and differences about
constitutions. Most importantly, how different countries constitutions influences laws.

Excellent Proficient (3 points) Basic (2 points) Below Basic (1


-Data collection and Data collections and -Data collection and -Data collection and
organization has a specific organization has a organization has a specific organization does not
purpose and is related to specific purpose and is purpose and is related to have a specific purpose
three or more specific related to three or two or more specific and is not related to
constitution research more specific constitution research constitution research
questions. constitution research questions. questions.
-Data collection is questions. -Data collection is not
organized around -Data collection is -Data collection is organized around
research questions that organized around organized around research questions that
draw from previous research questions that research questions that draw from previous
conclusions and generate draw from previous draw from previous conclusions and
inquiry of more complex conclusions and conclusions and generate inquiry of
law concepts. generate inquiry of generate inquiry of more complex law
-Hypothesis of these more complex law more complex law concepts.
research questions are concepts. concepts.
used for further inquiry.

5. ANTICIPATORY SET/Motivation for Learning (5 points)

I will introduce students to a short powerpoint that contains photos of U.S. officials and Mexicos officials. I will
also include where each country is located on the globe.
Then I will have students identify differences and similarities they see within the photos
Next, I will share a similarity between the countries constitution
I will then ask students to share any of their knowledge with the U.S. constitution (we have been working on
this the past two lessons). I will also ask them to share something they know about laws or government in Mexico.
I will then show the two brain pop videos

6. LESSON BODY (25 points)

Justify for your choice of strategies.

Students will apply their background knowledge on the topics about the U.S. Constitution and Mexico, while consider the
two have both similarities and differences. In addition, students will use prior knowledge or their own experiences to
consider present day examples of laws and constitution, which influence on another.

Note: The inducing-a-generalization technique helps pupils arrive at an explanatory generalization by

applying their own logical thinking skills. The teacher begins by selecting a well-validated
generalization and finding specific examples that support its truth. The learners are presented only
with this evidence. They are challenged to develop an explanatory generalization that is consistent
with the evidence. These steps are typically followed:

Step 1. Pupils look at evidence the teacher has made available such as lists, data
charts, artifacts, videos and science demonstration activities.

Class, we have learned about constitution, government and laws in our previous lessons. We
have discovered many facts about each of these topics, such as their special qualities and
differences. Today, we are going to look deeper into two specific areas dealing with government,
such as comparing the U.S. constitution to its neighboring country, Mexico. I am dividing our
classroom into two groups. I want the first group to list facts about the U.S. Constitution and the
second group to list and research facts about Mexico's constitution. We will then write the top
facts on our classroom white board (the chart will already be posted on the board). When your
group has finished listing facts, I would like for you to quietly sit with your group so we can see
with what we came up with. (Students are allowed to use resources, texts, and pictures to assist
them in finding information regarding U.S. and Mexicos constitution they have been assigned to

Americas Constitution Mexicos Constitution

The U.S. Constitution was drafted February 5th 1917 is Mexican

in 1787, with the Bill of Rights added in Constitution Day
1791. Constitution was a result of Mexican
The U.S.A. has an English Revolution.
Common Law system Declare independence from Spain.
the U.S. Constitution only has 27 The Mexican Constitution spells out in
amendments, and 10 of them, called detail many legal principles, including the
collectively the Bill of Rights, were added responsibilities of local governments.
at the same time. Mexico has a European Civil law system
The right to bear arms is part of The Mexican Constitution has been
the U.S. Bill of Rights amended nearly 500 times since 1917
Constitutions are products of the gun rights have been severely
cultures restricted
Legal guarantees in the U.S. Constitutions are products of the
Constitution are much more limited - cultures
basically they are the rights to expression Article 25 of the Mexican constitution
(press, religion, speech, petition) the right designates the Mexican government as the
to bear arms and basic legal rights of the "rector" of national development. That means
Anglo-American legal system. that the government is responsible for the

Step 2. Pupils compare or contrast data, discuss and note relationships and general trends. Script the

Some ideas are as follows. If necessary use Mind Talk (where teacher speaks out loud so students
can follow the thinking) here to help them get started:

Lets see, what do we notice about the information we have? Give student answers.
What can we say, in general about this information?
Students pointed out that each country's constitutions arose when a war was won. Both of these North American
countries wanted freedom from European control. These constitutions law the groundwork for the running of the
country. Moreover they both serve a purpose of protecting the people.
Step 3. Finally, ask students to develop generalizations based on the
Information discussed. Encourage them to analyze the data, then
use their analysis to form an educated guess or hypothesis. Model
as needed.

Class, how do you think we could explain the relationships and general trends we see? Can
anyone think of a way to say it? Script
-All countries have set laws that govern the country
-The constitution is a general law binding agreement between the governing officials and
the citizens.
-History has shaped every country's constitution.

Is there anything we could say about how this could apply in a similar situation or in
another place?
- Many countries constitutions work for the people.
- These laws and guidelines protect the people and
- Like classrooms and schools have rules so do countries. These
keep people safe.
- Laws come when bad things happen.

Write the students generalizations on the board or on an overhead transparency as they think
of them. Accept all that are suggested. In your lesson plan, be sure to script possible responses
from your students.
Add the list here.
Bullet responses:
All countries have a set of rules
Many of these rules came from wars
Countries have constitutions
Rules protect the people and help them understand what is important for the country

Have students consider each of the proposed generalizations. Is each generalization supported
by the data? Script this discussion.
All countries have a set of rules> Can you find data on this? Yes, many counties have a set
of rules established.
Many of these rules came from wars>Can you find data on this? MANY counties rules have
derived from past conflicts, not always wars.
Countries have constitutions> Can you find data on this? Countries have rules but they are
not always called constitutions
Rules protect the people and help them understand what is important for the country Can you
find data on this? >Rules do not always work in the best interest of the people, sometimes they
protect the country and government officials.

7. CLOSURE (5 points)

Ask the students to state here, in their own words, what they learned about the use of data to form generalizations.
It is here that you pull them back together as a class for a moment.
What did you learn from the data today concerning the U.S. and Mexicos Constitutions?
I have learned that both of these Constitutions came from revolutions
What have we learned about using facts/data/evidence to solve problems (generate new ideas, form
conclusions, etc.)
We have learned that research can be done in the encyclopedia and online We have to make sure the online
source is supported and a website that is accredited
The issue here is to help students learn the PROCESS as well as to develop the PRODUCT. They should be
able to express in their own words the learning they acquired.
Ask them if they have any other comments. Script possible responses.
Teacher should restate the learning one last time in another way.
After the lesson on using data to support generalizations, students in grade five will apply this knowledge and
develop generalizations concerning the topic of diverse national constitutions with accuracy of 80 percent.
Today we learned general information about two countries constitutions, Mexico's and the United States
Fully script what you will say as well as possible student responses.
Class, today we used our knowledge about constitutions of different countries. We also used the
information we studied to make generalizations between the two, such as their similarities and differences. As
you can see constitutions exist to establish law for protection. In addition, constitutions have similarities and
will likely continue to be similar. If you looked at data from other countries it would also be similar.
S1: My family is from Mexico and my mother told me about different laws there and explained how they are similar
but not the same in the United States.
S2: Rules are important for every country.
S3: Constitutions can be connected to the independence of many countries.


Provide a rationale.
Asking students to evaluate their own countries and their constitutions and discuss their new information with their
classmates and teacher will provide them with independent practice since it is consistent with what students have
learned in class. In addition, it requires them to think independently and use resources outside of those used in the
classroom. This lesson represents training in the area of applying and classifying information, so a mild form of
independent research is an ideal task for learning outside the classroom. Independent practice will often create a
dialogue at home and will allow students to share what they learned or get help from their family (parent/guardian) in
finding additional examples. In researching and reading about laws, government and constitution will discover new
information, which will benefit them as we move forward on the topic of Constitutions here and in other countries.

After students have completed their Venn Diagram, they will be able to share
Assign work that is to be done without your help. (Ex. Now students can write in their journals about the
ideas discussed. This can be an open-ended writing that allows for further thinking.
The list of generalizations will still be visible on the board or a chart and students can also list them in the
journal. Some will need the reference and others wont need it at all but you have taken care of a diverse range
of writers and thinkers.

Student will be assigned to create a Venn diagram where they write a brief statement to compare
and contrast the U.S. Constitution and the Mexican Constitution.
This will give students the opportunity to make further generalizations about other countries
They can also be challenged to ask their family about their countries origins, laws and
constitutions and do further research on that particular countries constitutions.
They will also be asked to create a powerpoint slideshow that demonstrate the similarities and
differences between the countries constitutions. A venn diagram should be included as well as photos from
the country, its government officials, facts, generalizations, and a resource page.
The assignment will be assessed by using a rubric:

Proficient (3 points) Basic (2 points) Below Basic (1 point)

Student provided/compared Student provided/compared Student provided/compared at

4-5 points between the U.S. 2-3 points between the U.S. least one point between points
and Mexico's constitution. and Mexico's constitution. between the U.S. and Mexico's
Included all necessary Included 3 necessary constitution. Included 2
components and did so in components and did so in necessary components and did
presentation format: A venn presentation format: A venn so in presentation format: A
diagram should be included diagram should be included venn diagram should be
as well as photos from the as well as photos from the included as well as photos
country, its government country, its government from the country, its
officials, facts, officials, facts, government officials, facts,
generalizations, and a generalizations, and a generalizations, and a
resource page. resource page. resource page.

These Venn diagrams will be hung in our classroom wall after sharing and comparing/contrasting their
findings with their classmates. The slide shows will be presented in small groups at the end of the lesson. Slide
shows can also be printed and hung on the wall.

After several sessions of this type of lesson, students should be able to analyze another set of
data and formulate generalizations on their own.


How will you meet the learning needs of all students in the class? Provide specific strategies that
might be used for each type of learner.

Provide feedback for each of the 3 focus students on the work sample. (See edTPA for directions on feedback)
ELL Learner W/Few Describe specific feedback type to help learn the essential literacy strategy
Anticipatory Guide - Students are given a series of statements that relate to a reading selection,
lecture, or video. Students indicate AGREE or DISAGREE. After the information has been presented,
students check to see if they were correct.

Graphic Organizers - Graphic organizers are charts, graphs, or diagrams, which encourage students to
see information as a component of systems rather than isolated facts. Students may complete these as
they read or view a presentation. There are a variety of ways to use graphic organizers, including the
following: semantic word map, story chart, Venn diagram, spider map, network tree, word map, and
KWL chart. Other examples of graphic organizers are listed below.
Comparison-Contrast Matrix-Students determine similarities and differences between two people,
things, solutions, organisms stories, ideas, or cultures.

Journals -Students keep questions and ideas in a journal. These may be used later to develop a formal
piece of writing.
Key Words Story Prediction - In their groups, students using keywords listed on the board.
Student with low
reading ability Pairs Check - Cooperative pairs work on drill and practice activities. Students have worksheets. One
student answers the first question while a second student acts as the coach. After the coach is satisfied
that the answer is correct, then roles are reversed. Then this pair can check with the other pair on the
team. If all agree, then the process continues. If they do not agree, students try one more time to figure
out the answer, or ask for help from the teacher.

Student with advanced PQRST Study Strategy - Preview: Student skims the title, side headings, pictures and graphics to
literacy skills/other identify writer's generalization. Question: Student identifies questions that the writer is going to answer
during the reading. Read: Student reads to obtain answers to the questions and takes notes.
Summarize: Student summarizes the information regarding each question posed. Test: Student tests
the generalization against the supporting information to see if the author has enough information to
support the generalization.

10. THEORETICAL OVERVIEW (10 Pts.): Provide an overview of the theoretical basis for this lesson model
and a rationale for why you have selected this content for this lesson model. Link your rationale to the specific
lesson objective/standard cognitive level and corresponding descriptive words (i.e., evaluate, generalize).
(10 points)

Structure of Knowledge
Cognitive Level Rationale for using this Lesson Model in relationship to the cognitive level.
Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
Generalization Instruction plan is based on helping students evaluate the differences between the U.S.
Evaluation constitution and Mexicos constitution. This lesson plan also allows students to apply their previous
background knowledge about laws to the new information gathered throughout this lesson.
Generalization Instruction plan allows students to construct a list of facts regarding constitutions
around the world, focusing on the U.S. and their neighbor, Mexico.
I used a Direct Instruction lesson for this standard because students needed to be introduced to the
concept before other forms of instruction could be presented.


Attach the work you have assigned for independent practice. You must do the assignment just as if you were a
student in your class. Use the appropriate paper, print, and line size suitable for the developmental level of the
These Venn diagrams will be hung in our classroom wall after sharing and comparing/contrasting their
findings with their classmates. They will also include their Constitution slideshow in their Journal. Both of these
assignments will be displayed for back to school night where families have the opportunity to explore the unit the
students have been learning about.

Lesson Summary of Instructional Preparation

Adaptation Features for Focus Students
Link all Adaptations to Lesson Objective/Standard
Select and explain only what you used in each box and why. Delete the unused ideas.
Preparation Scaffolding Grouping Adaptation
o o Adaptation of o o Modeling o Whole group o Advanced
Content o Introduction of o Small groups o EL
o o Background generalizations o Pairs o Other
Knowledge o o Guided Practice o Works o Lesson concentrated
o o Links to past o Copy generalizations into Independently on each student
learning Social Studies journal o o Works (advanced, EL, other) in
o Draws on Direct o o Independent Practice Independently order to teach to his or her
Instruction lesson and o Make generalizations o The entire class level.
Concept Attainment with the U.S. Constitution and participated in
Lesson introduction to other countries. discussing the different
the U.S. Constitution. generalizations made. In
o o Strategies Used small groups or with
o Concept shoulder partner
attainment, concrete students were able to
examples, discuss their
o SDAIE, generalizations when
o Working in pairs broken into two groups.
o Resources Selected
o Reading book,
website, etc.

Integration of Processes Application Assessment Objective

o Reading o Hands on o Rubric o Linked to Standard
o Writing o Meaningful o Group o Integrated with
o Speaking o Linked to objectives o Written Language Arts
o Listening o Engaging o Oral o Age Appropriate
o Viewing o Active Learning o Formative o Lesson connected to
o Vocabulary Student product was based on o Rubric was used to standards, such as Social
o Students read the meaningful information and was assess the final product. Studies. In addition, it was
material and were linked to learning objectives for Following the lesson age appropriate (5th
engaged in listening, 5th grade. students were assessed grade).
speaking, viewing of on written and oral
images as well as the accuracy introducing
generalizations made. new generalizations from
o the material they

Notes for next lesson based on lesson results:

o Strengths/Weaknesses of Lesson
Lesson contained engaging intro/story. Many good generalizations were made.
Students needing more help
It may be necessary to pull out level group to review a few of the generalizations that were shared.
Content Adaptations
Allow students to study various images and descriptions of constitutions, country histories, laws and governments in advance
so they are prepared to discuss generalizations with the class.
Reading Skills
May vary depending on the lesson
Vocabulary clarification
o It is important to possibly review key vocabulary terms days prior to the lesson, especially for the focus students in
the classroom.