Discourse Analysis: 14th Amendment

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by Screeg1
Last updated 4 years ago

Discipline:
Language Arts
Subject:
Reading Comprehension
Grade:
9,10

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Discourse Analysis: 14th Amendment

Student Centered Activities1.)Class discussion: The teacher will present a textbook chapter and ask the question: what are the different sections of a textbook chapter? (Title, heading, subheading) The teacher will highlight the sections of the text, like the students will later be expected to do with the Constitution.Teacher will introduce the activity by saying, “Today we are going to analyze how the Constitution is structured, or set up. Our Constitution is split into different sections, just like our chapters are split into different sections”.2.)Highlighting: Students can use different colored highlighters to separate the different parts of Constitution. Label each heading and sub-heading.3.) As a class we will label the Preamble, the Articles, the Sections, and the Amendments. 4.) Students will work in pairs to identify the purpose of a Preamble, Articles, Amendments, and Sections.5.) In pairs, students will propose an amendment to the U.S. Constitution, defining what an amendment is and justifying their proposal.

Activity: Identify 5 vocab words from 14th amendment that aid in overall content understanding - Naturalized - Jurisdiction- Immunities - Abridge - Due ProcessStudent Centered activities include: 1.)Group/Partner work will include students looking up words at vocabulary.com or another dictionary website and writing defintion on Vocabulary Four Square worksheet. 2.) Students will complete Four Square worksheet by - defining - using in sentence- drawing a picture- finding a synonym3.) As a class we will put the words on a Word Wall as a reference throughout the unit.

CCSS.ELA-LITERACY.RH.9-10.5Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

Discourse Analysis

Reading: Structure of Texts

Writing: Structures of Texts

Discipline Specific Words: Semantics

Instructional Activity:1.) Students have already analyzed the structure of the Constitution.2,) Working in groups of 3-4, students will create a Classroom Constitution, incorporating an accurate and relevant preamble and articles.- Step One: The teacher and students will create a preamble for their classroom.- Step Two: Each student will brainstorm an article.- Step Three: In small groups, students will share and combine their articles in order to present their ideas to the class.- Step Four: Each group will share the ideas that their group constructed.- Step Five: The whole class will condense and refine the ideas. Then they will vote on which ideas will become part of the class’ Constitution.

CCSS.ELA-LITERACY.RH.9-10.5Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

CCSS.ELA-LITERACY.RH.9-10.4Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

By:Dana Smilko& Kelly McGinty

Works Cited:http://www.sennhs.org/ourpages/auto/2014/10/24/63296967/Vocabulary%20Four%20Square.pdf http://www.corestandards.org/ELA-Literacy/RH/9-10/http://constitutioncenter.org/interactive-constitution#https://www.google.com/search?q=class+constitution&espv=2&biw=933&bih=667&source=lnms&tbm=isch&sa=X&ved=0CAYQ_AUoAWoVChMIt8fnkvbZyAIVSHQ-Ch1MrwmW#imgrc=b_k4JAgQiDXW-M%3Ahttps://www.google.com/search?q=class+constitution&espv=2&biw=933&bih=667&source=lnms&tbm=isch&sa=X&ved=0CAYQ_AUoAWoVChMIt8fnkvbZyAIVSHQ-Ch1MrwmW#tbm=isch&q=constitution&imgrc=GslWGQ0LC6RLfM%3A


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