Let’s Start with the Preamble

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2 MB5th Grade Lets Start with the Preamble 141 KB5th Grade ELA Standards

Audio Overview starring Lisa Smith


 Developed by twitter miniLisa Smith of Moore Public Schools!


This lesson will teach students how the Preamble came to be a part of our Constitution, what it means to us as citizens and how we understand the vocabulary using the standards.


377 KBPreamble Final Project Rubric PDF 392 KBPreamble Final Project PNG 292 KBUS Preamble PDF 437 KBUS Preamble PNG 239 KBWrite a GIST Sentence 239 KB5 Minute GIST Sentence Timer video clip

Stage 1: Desired Results – identify learning targets
The Oklahoma Academic Standards for English Language Arts bundled in this unit provide a structure to teach several standards at once to support the natural overlapping complexities of literacy. 
OAS for English Language Arts OAS for Social Studies
Standard 1: Speaking and Listening SS.1.A.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

SS.1.B.4 Determine the meaning of social studies-specific words and phrases in a text relevant to United States history and government.

SS.1.C.7 Draw on information from multiple print or digital sources (e.g., timelines, maps, graphs, charts, political cartoons, images, artwork), demonstrating the ability to locate an answer to a question or to solve an historic problem.

SS.1.C.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

SS.2.A.2 Write informative/ explanatory texts to examine a topic in United States history and government.

SS.2.A.3 Write historically-based narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

SS.2.B.4 Produce clear and coherent writing in which the development and organization are appropriate to the task, purpose, and audience.

SS.2.B.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others.

SS.2.C.8 Gather and recall relevant information from experiences, print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

SS.3.A.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 5 United States History topics and texts, building on others’ ideas and expressing their own clearly.

SS.3.A.2 Summarize a social studies text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.


S tudents will actively listen and speak clearly using appropriate discussion rules.


S tudents will engage in collaborative discussions about appropriate topics and texts, expressing their own ideas clearly while building on the ideas of others in pairs, diverse groups,and whole class settings.


S tudents will work effectively and respectfully within diverse groups, share responsibility for collaborative work, and value individual contributions made by each group member.
Standard 2: Reading Foundations


Students will begin to paraphrase main ideas with supporting details in a text.
Standard 3: Critical Reading and Writing


Students will determine an author’s stated or implied purpose and draw conclusions to evaluate how well the author’s purpose was achieved.
Standard 4: Vocabulary


Students will increase knowledge of academic, domain-appropriate, grade-level vocabulary to infer meaning of grade-level text.
Standard 7: Multimodal Literacies


Students will create presentations that integrate visual displays and other multimedia to enrich the presentation.
Stage 1: Desired Results (continued) identify learning targets


Students will be able to independently use their learning to…

    • …apply effective communication skills during group discussions while writing a classroom paraphrased version of the Preamble,
    • create and share a multimodal presentation to communicate their understanding of the United States Preamble, and
    • …be able to explain in writing the purpose and importance of creating a preamble.


        Understanding        Essential Questions
Students will understand

    • key words related to the Preamble,
    • the purpose of the Preamble,
    • classroom expectations for working together in small groups,
    • classroom expectations for whole group discussions, and
    • effective methods for learning new words.
  1. What is the importance of the Preamble?
  2. Why did our forefathers write a Preamble?
  3. Why is it important to have agreed upon rules for classroom discussions?
  4. How can I learn new vocabulary words?
  5. Why is it important to be able to paraphrase a text?
  6. How do we collaborate together to create a product and presentation?

Acquisition (Knowledge and Skill)

Students will know

    • classroom expectations for working in small groups,
    • the meaning of vocabulary terms found in the Preamble,
    • the authors’ purpose of the Preamble, and
    • how to paraphrase a text.
Students will be skilled at…

    • actively listening and speaking using classroom discussion rules,
    • engaging in collaborative discussions in diverse small groups and whole group settings,
    • sharing responsibility for collaborative work and valuing individual contributions, and
    • developing a paraphrase of main idea and supporting details (with assistance).
Stage 2: Evidence of Learning
Evaluative Criteria Assessment Evidence
Performance Tasks
Day 1 Exit Ticket: Students choose 1 word from the Preamble and explain what they learned about its meaning.

Day 2 Exit Ticket: 3 – 2- 1   Have students list: three things I learned about this topic, 2 interesting things and 1 big question I still have.

Day 3 Exit Ticket: Big Book Partner Activity/Movie.

Other Evidence
  • Recite Preamble
  • Paraphrase Different Sections of Preamble