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glossary (“establish justice” means “to make things fair and honest for everyone”) followed by the sotry of a dog who leads three children on a camping trip.  The story is told through the preamble and the illustrations relate to each phrase of the preamble.]

Materials/Resources (Include handouts, reading assignment, Internet links, etc.)

Omaha Public School District adopted texts (these may vary by school district)

           History Alive!  Americas Past, Chapter 14: The Constitution: pages 141-  

           149  and Chapter 15: The Bill of Rights:  pages 150 - 159

           Social Studies: Building A Nation, Scott Foresman,  Chapter 10:  Forming a New

           Government:  Page 336 – 358.

The Bill of Rights Reader’s Theatre Script developed by Dr. Rosalind Flynn with Ms. Zander’s Class, Kenmore Middle School, Arlington, Virginia.


Props necessary to act out the plays.  These can be as extensive as desired and are not necessary to do the play/lesson.  Have students make these on their own with materials available, if necessary.

Paper, pencils, colored pencils, etc. to make assessment books with drawings.

Magazines and/or newspapers

The Process/Procedures for Instruction (number steps to follow to teach the lesson)


Use the easy-to-understand glossary in We the Kids:  The Preamble to the U.S. Constitution of the United States by David Catrow to help students understand terms necessary.


Read the title of the script, The Bill of Rights Readers’ Theater Script developed by Dr. Rosaline Flynn with Ms. Zander’s Class.  

Ask the class to predict what the reader’s theater will be about.  Is it fiction or non-fiction?   Why do you think this?

2.   Read the script aloud and model the reading strategies for fluency.  Also note the elements of a script and conventions that help a person read with expression.  Use the following website to help you in script preparation. http://forpd.ucf.edu/strategies/stratReadersTheater.html

3.  Have students work in groups or partners to read and practice for familiarity with the script.

4. Students are grouped and given copies of the script.   They will each locate their own parts and use a highlighter to mark their part.   

5.  Give the students time to read through the script and practice.

6.  Have students make their own props using classroom materials, if possible.      

The script can be read with no props or done elaborately.  This is optional

depending on resources.  You may want to contact a local children’s theater for costumes or props.

Learning Advice (Suggestions for teaching the lesson):

Students should have some background knowledge from district text of historical context of the time period leading up to the writing of the Constitution, as well as textual reading

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