Words we’re going to learn today…. grievance bear infringe quarter seizure Teachers- These words are from the First, Second, Third, and Fourth Amendments. These words were chosen because they are Tier 2 words that students will most likely come across in the future. Three of these words also have multiple meanings, which is another focus of the lesson. If you feel your students should learn different words found in the Bill of Rights, adapt this lesson. Five words is the ideal amount. Vocabulary Toolkit: For more information on choosing Tier 2 words, see the Vocabulary Toolkit, pages 12-21.

Student-Friendly Definition Grievance Word in Context Student-Friendly Definition People can “petition the government for a redress of grievances” (First Amendment). A grievance is something you want to complain about. See instructional sequence (slide 5).

Grievance “Say the Word” Semantic Response (Vocabulary Toolkit, page 71; see a video of this strategy at http://tinyurl.com/zwbqb8j) Say I’m going to read some statements. If you have a grievance with them, stand up and say “I have a grievance with that!” If not, don’t say anything. [Note: Teachers should always ask students why they responded as they did.] Learning you have to turn in your cell phone to the front office at the beginning of each day. When your teacher brings in pizza for the whole class. Finding $20 on the floor. Hearing that you will sit alphabetically in the classroom.

So, what does “grievance” mean in the context of the First Amendment? Turn to a partner and describe some of the grievances citizens must have had before the First Amendment was created. Use the word “grievance” in your conversation. Instructional Sequence- Have students begin to use word in their speech or writing.

Student-Friendly Definition Bear Word in Context Student-Friendly Definition “…the right of the people to keep and bear Arms, shall not be infringed” (Second Amendment) Bear means to carry or support something. See instructional sequence (slide 5).

Bear “Say the Word” Semantic Response (Vocabulary Toolkit, page 71; see a video of this strategy at http://tinyurl.com/zwbqb8j) Say “If you could bear the following situation or items, say ‘Oh, yeah!’. If not, don’t say anything. [Note: Teachers should always ask students why they responded as they did.] Could you bear the weight of your parents? Could you bear being the only student in the school? Could you bear losing your cell phone? Could you bear it if you had to do 10 pushups?

So, what does “bear” mean in the context of the Second Amendment? Write a sentence using the word “bear” to describe something you carry or support. Instructional Sequence- Have students begin to use word in their speech or writing. Note to teacher: Have students work individually or as a group as needed.

Student-Friendly Definition Infringe Word in Context Student-Friendly Definition “…the right of the people to keep and bear Arms, shall not be infringed” (Second Amendment). Infringe means to take away. See instructional sequence (slide 5).

Infringe “Say the Word” Semantic Response (Vocabulary Toolkit, page 71; see a video of this strategy at http://tinyurl.com/zwbqb8j) Say “I’m going to read some statements. If any of the examples infringe on your rights, stand up and say, ‘That’s an infringement!’ If not, say nothing. [Note: If necessary, discuss that the suffix is different and they are more likely to encounter the word “infringement” than “infringe.”] [Note: Teachers should always ask students why they responded as they did.] All students must wear jeans everyday. Students can only use purple pens. Students can sit wherever they want in the cafeteria.

So, what does “infringe” mean in the context of the Second Amendment? What can you do if you feel your rights have been infringed upon? - “When my right to ____ has been infringed upon, I can ____________.” Instructional Sequence- Have students begin to use word in their speech or writing. Possible example: When my right to privacy has been infringed upon, I can discuss my grievances with my parents.

Student-Friendly Definition Quarter Word in Context Student-Friendly Definition “No Soldier shall, in time of peace be quartered in any house…” (Third Amendment). To quarter means to be stationed or to stay somewhere. See instructional sequence (slide 5).

Quarter Use this slide for the visuals to explain the meaning of the word “quarter” in the context of the Bill of Rights. The next slide contains the semantic response activity.

Which is an example of where you’d rather be quartered? Number Option A Option B 1 2 “This or That” Semantic Response (Vocabulary Toolkit, page 73) Say “I’m going to show some pictures of places you might be quartered. Tell a partner where you’d rather be quartered. Use the sentence stem “I’d rather be quartered _____ because __________.” I’d rather be quartered _____________ because ______________.

So, what does “quarter” mean in the context of the Third Amendment? Instructional Sequence- Have students begin to use word in their speech or writing.

Student-Friendly Definition Seizure Word in Context Student-Friendly Definition “The right of the people to be secure in their persons, houses, paper, and effects, against unreasonable searches and seizures…” (Fourth Amendment). A seizure is when you take something from someone else. See instructional sequence (slide 5). Note: Students may know this word in the medical context.

Seizure “Act it Out” Semantic Response (Vocabulary Toolkit, page 72) Say “I’m going to read some statements. If you’d like to seize the following opportunities, act like you’re grabbing them! If not, do nothing.” [Note: Teachers should always ask students why they responded as they did.] Would you seize the opportunity to go on a reality show? Would you seize the opportunity to drink a gallon of hot sauce? Would you seize the opportunity to go to the beach right now?

So, what does “seizure” mean in the context of the Fourth Amendment? What might a parent seize from a child as a punishment? OR If you weren’t home, what might a sibling seize from your room? Instructional Sequence- Have students begin to use word in their speech or writing.

Bringing it all together… Respond to each question in writing. Use the vocabulary word in your response. When you have a grievance with something, how do you respond? When does homework feel like it’s too much to bear? What rule could a parent make that would infringe upon a child’s rights? If you were quartered anywhere, where would you like to go and why? What possession do you have that would devastate you if someone seized it? Closure activity/ possible ticket out