Sorrick, RoxanneSorrick

Teacher-candidate: JoLyn Grover

Subject Area: Language Arts

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7/15/2014
Date: 2-27-15
Grade Level: 3rd

Prior learning related to lesson or unit: (what has been covered that will provide the foundation for this
lesson or unit?)
Writing informative text in which they introduce a topic, use facts and definitions to make points
There are different rules that govern behavior in different settings.
They would know what a government is
That there are three branches
Standards Alignment(s):
Common Core: Language Arts-Writing: Text Types and Purpose- Write informative / explanatory
texts to examine a topic and convey ideas and information clearly.
Ohio Model Curriculum: Social Studies- Geography branch- Governments have authority to make
and enforce laws.
Learning Target(s) measurable and observable with actionable verb:
The teachers learning target:
Students will be writing an explanatory text that explains how the bill becomes a law by the
government.

The students learning target: I can.

I can write an explanation of how the government makes a law.

*Integrated Learning: How does this lesson fit in a broad unit? How can other content areas be integrated?
At least one other content area should be integrated.
Language Arts:
Mathematics:
Science:
Social Studies:
Fine Arts:
Students will have a spot at the top of the for them to draw out some of the facts that they are including in
their text
Movement: They will be moving to and their discussion groups
Teaching Strategies:
Classroom Management Reminders:
Teacher questioning
If you know the song to sing alone in your head or
Demonstrations
super quite
Whole group
Sit on the rug cress cross applesauce
Partner work
Walking feet
Inside voices
Use your best spelling and grammar
Instructional Materials:
Smartboard for the video
Schoolhouse rock- Im Just a Bill video
worksheet for them to write and draw on
Pencils
Crayons
Notebook paper for notes

Sorrick, RoxanneSorrick

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7/15/2014

Differentiation Instruction (objectives, strategies, environment, materials, or content):

Child A (or Group A):Children with vision issues: Remind them that if they know that they have a hard
time seeing the screen to sit in the front row so they can see whats happening on the screen
Child B (or Group B):
Planned Assessment Tools
Assessment of learning target: Formal- Short answer, written response: The Paper that they are
writing out how a bill becomes a law and who makes the laws?
Criterion: Must answer both questions
Next steps for students showing mastery: have them talk about what would happen if a branch said
no to a bill
Next steps for students that are progressing: See if they can explain to me again without looking at
the notes how a bill becomes a law and who makes the laws.

Lesson Body
Content Summary:
We will be talking about the three branches of government and how they are make a law. We will watch
the video Im just a bill and take note on how a bill become a law. Then answer the question who makes
these laws?
Set Induction/Introduction of Lesson and Learning Target (connect to past and introduce current; this
should be motivating and engaging!! You must state this learning target at the beginning of the lesson):
Today we are going to
Today we are going to go more in depth of what the government does. Since we have been talking about
the branches of government, I think this is a perfect time to talk about what these branches do.
Body:

Academic Language I need to use (vocabulary, function, and/or form):

Organization, Questions, Transitions, Scaffolding, etc.
Reminder of learning target
Lets start with our I can statement of the day:
I can write an explanation of how the government makes a law.
Before we start to explain how the government makes a law I think we should talk about and
review what the three branches of government are. Who can tell me what the three branches are? If
you dont know them all, just give me one?
The class will tell me what the three branches of government are with my assistance. They will
name the Legislative, Executive, and Judicial. Once we have named the three branches I will pull
down the shade on the smart board and discuss how each branch is made up of small groups of
people.
See if they can remember what the legislative branch was made up off (the congress: the House of
Reps and Senate)
Executive Branch (the President and Vice President)
The Legislative and the Executive branches are the two branches of the government that make a

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7/15/2014

law. The third branch, which we discussed was the Judicial is not involved in the making and
enforcing laws. But, we will find out what they do later on.
I am going to pass out a guided note sheet for you guys to use while you are watching the video.
This will help turn your focus onto how a bill becomes a law. We are going to watch a video about
how a bill becomes a law and take notes on the video so that we can refer back to the notes when
we write out an explanation of how a bill becomes a law and who makes and enforces laws.
Remember if you cannot see from the back of class to move to the front so that you can see what is
going on in the video.
Pass out note sheets and play the video (2 times to ensure they got all the information)

Conclusion/Review of Objective and learning that has occurred during this lesson; Connection to future
learning:
Today we

Alternate plan: One alternate method for the lesson in case my plan isnt working.

Lesson Plan Checklist:

Did I:
Plan differentiations to meet the needs of all students?
Does the assessment match the learning target type (knowledge, reasoning, skill,
products)
Plan assessments that will provide data on student learning?
Plan a lesson that builds on prior knowledge, provides instruction and practice for
new knowledge and connects to future knowledge?
Plan my questions to include breadth and depth, as well as higher level thinking
skills?
Check for alignment between my learning target, body, and assessment?
Remember the age and developmental level of each of my students?
Consider the management of the lesson in order to counteract behavior problems?
Consider opportunities for double-dipping in other content areas?
Consider DAP in terms of engagement, exploration, involvement?
*Integrated Learning section is a requirement for EC lesson plan, but not for MC and
AYA plans.