SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Shanna Wales

Thematic Unit Theme/Title/Grade Level: Branches of Government/The Tree Branches of Government/3 rd
Wiki space address: http://ucfgr3branchesofgovernmentsp15th.weebly.com
Daily Lesson Plan Day/Title: Day 3 (Wednesday)/Legislative Branch
LearningGoals/Objectives LearningGoal:
Whatwillstudentsaccomplishbeable Studentswillunderstandthethreebranchesofgovernmentandwhateach
todoattheendofthislesson?Besure
branchisresponsiblefor.
tosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

NCSSThemes
CommonCoreState
Standards(CCSS)
NextGeneration
SunshineStateStandards
(NGSSS)Listeachstandard.
Cuttingandpastingfromthe
websiteisallowed.
http://flstandards.org.

Assessment
Howwillstudentlearningbe
assessed?Authentic/Alternative
assessments?
Doesyourassessmentalignwith
yourobjectives,standardsand
procedures?
Informalassessment(multiple
modes):participationrubrics,journal
entries,collaborative
planning/presentationnotes,etc.

LearningObjectives:
1. Thestudentwillbeabletounderstandthebasicstructuresandfunctions
oftheLegislativeBranch.
2. Thestudentwillbeabletocreateaclassroombillandwritean
effectivepersuasiveparagraphsupportingit.
NCSStheme(s):
ThreeBranchesofGovernmentLegislativeBranch
CommonCoreStateStandard(s):
LAFS.3.RF.4.4:Readwithsufficientaccuracyandfluencytosupport
comprehension.
a. Readonleveltextwithpurposeandunderstand.
b. Readonlevelposeandpoetryorallywithaccuracy,appropriate
rate,andexpressionsuccessivereadings.
c. Usecontexttoconfirmorselfcorrectwordrecognitionand
understand,rereadingasnecessary.
LAFS.3.W.1.1:Writeopinionpiecesontopicsortexts,supportinga
pointofviewwithreasons.
a. Introducethetopicortexttheyarewritingabout,stateanopinion,
andcreateanorganizationalstructurethatlistsreasons.
b. Providereasonsthatsupporttheopinion.
c. Uselinkingwordsandphrases(e.g.,because,therefore,since,for
example)toconnectopinionandreasons.
NextGenerationSunshineStateStandards:
SS.3.A.1.2:Utilizetechnologyresourcestogatherinformationfrom
primaryandsecondarysources.
SS.3.C.1.1:Explainthepurposeandneedforgovernment.
SS.3.C.3.1:Identifythelevelsofgovernment(local,state,federal).
SS.3.C.3.4:RecognizethattheConstitutionoftheUnitedStatesisthe
supremelawoftheland.
UnitPreAssessment:
*Seeattached
UnitPostAssessment:
*Seeattached
(ESE/ESOL:Studentswhocannottakethewrittentestmaytakethetestorally
withtheteacher.)
Ongoingdaily(progressmonitoring)Assessment:
Studentswillbeevaluatedinformallyviaobservation.Teacherwill
makesurethestudentisontaskandparticipating.
StudentswillturnintheirpersuasiveparagraphintheHopper(see

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

DesignforInstruction
StudentActivities&
Procedures
Whatbestpracticestrategieswillbe
implemented?
Howwillyoucommunicatestudent
expectations?
Whatproductswillbedevelopedand
createdbystudents?
ConsiderContextualFactors
(learningdifferences/learning
environment/learningstyles)that
maybeinplaceinyourfuture
classroom.
Exceptionalities
Whataccommodationsor
modificationsdoyoumakeforESOL,
Gifted/Talentedstudents,
Learning/Readingdisabilities(SLD),
etc.

picture)tobegradedforparticipationaswell.Thiswillbelateradded
totheirfoldableaftertheteachergradesit.
ExitSlip:StudentswillusetheirfoldableandfillintheLegislative
Branchsection.
Studentswillalsouseapaperscalewithapaperclip(seeattached)to
selfassessandshowtheteacherhowwelltheyknowtheLegislative
Branch.
Day3:LegislativeShanna
1. TeacherwillpassouttheTreeBranchesofGovernmentfoldable.
Studentswillsetitasidefornow.
2. TeacherutilizestheIWBtoreviewthethreebranchesofgovernmenton
thiswebsite.http://kids.usa.gov/threebranchesofgovernment/
TheteacherwillstartwiththeConstitutionanddiscusshowit
createdthethreebranchesofgovernment.Theteacherwilltouch
brieflyonallthreebranchesandwhattheyconsistof/are
responsiblefor.
GuidingQuestions:Whydoweneedgovernment?,Whatis
itspurpose?,etc.(10minutes)
3. Wewillthenrecitethepoem,ThreeGovernmentBranches(see
attached).ItwillbedisplayedontheIWBandstudentswilltakeout
theirowncopiesfromtheirfoldable.(2minutes)
4. Now,theteacherwillreviewtheLegislativeBranchwiththeclassby
goingthroughthiswebsite:
http://www.congressforkids.net/Legislativebranch_index.htm
ProgressthroughthewebsitestartingwiththeHouseof
Representativestab,next,theSenatetab,thentheMaking
Lawstab,andlastTheVetotab.(10minutes)
5. Saytoclass,Nowthatwearegoingtofocusonhowabillbecomesa
law!
6. Togetthestudentsexcitedtolearnmoreindepthabouthowabill
becomesalaw,wewillwatchtheSchoolhouseRockvideoImJusta
Bill.https://www.youtube.com/watch?v=tyeJ55o3El0(3minutes)
7. TeacherwillreadaloudSOMEofthebook,HowaBillBecomesaLaw
by:KylaSteinkraus.(bookwillbedisplayedontheDocCam)
(ESOL/ESE,visuals)Thebookwillalreadybepreplannedwithsticky
notesnotingwhichpagestoreadandwhichpointstotouchon.(10
minutes)
8. TeacherwillnowshowpicturesoftheHopperontheIWBand
explainwhatitis.(ESE/ESOL)
Asyourememberfromthebook,intheU.S.Houseof
Representatives,abillisintroducedwhenitisplacedinthe
hopperaspecialboxonthesideoftheclerksdesk.Only
RepresentativescanintroducebillsintheU.S.Houseof
Representatives.(2minutes)
9. Teacherwillnowdiscusslawsusedineverydaylifewiththeirgroups.
Turntoyourgroupsandmentionsomelawsthatwefollowin
everydaylife.Explaintoyourgroupmemberswhytheselaws
areimportant.(ESE/ESOL,partnerwork)

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Resources/Materials

Cananyoneraisetheirhandandtellmealawthatwemust
follow?(haveseveralstudentsgiveexamples)
Nowwearegoingtocreateourownlawfortheschool.(3
minutes)
10. Teacherwillthenintroducetheassignmentandexplainthedirections
totheclass.
ImagineyouareaRepresentativeoftheSchoolHouseof
Representativesandyougettocreateandintroduceabill.Come
upwithabillyouwouldliketoturnintoalawatourschool.
Thenwriteapersuasiveparagraphonwhythisbillshould
becomealaw.Whenyouaredoneyouwillputitinourown
Hopper.(TeachermadeHopper,seepicture)
Ifstudentsarestuck,theycanrefertoalistoftopicsthatwillbe
availableontheIWB.(seeattached)
Studentswhocannotwriteapersuasiveparagraphcanorally
sharetheirbillwiththeteacher,canbepairedwithanother
student,orcandrawthebill.(ESOL/ESE)
11. Studentswillgobacktotheirdesksafterplacingtheirbillinthe
Hopper(15minutes)
12. Now,studentswillfillintheLegislativesectionontheirfoldable
withinformationthattheyfeelisimportant.(5minutes)
13. Last,studentswilltakeouttheirpaperscales.(seeattached)Students
willdragthepapercliptotheappropriateboxandnumberthat
representstheirunderstandingoftodayscontent.
14. Homework:StudentsmustbrainstormcharacteristicsofaSupreme
CourtJusticeonasheetofnotebookpaperandbringittoclass
tomorrow.
Totaltime:60minutes
Artifacts
SchoolhouseRockImJustaBillhttps://www.youtube.com/watch?
v=tyeJ55o3El0
TeachermadeHopper(seepicture,seeattached)
Websites:
http://kids.usa.gov/threebranchesofgovernment/
http://www.congressforkids.net/Legislativebranch_index.htm
http://kids.clerk.house.gov/gradeschool/lesson.html?intID=17
Books:
HowaBillBecomesaLawby:KylaSteinkraus
Technology:
Interactivewhiteboard
DocCam
Materials:
TheTreeBranchesofGovernmentfoldable
Paper/Pen/Pencils
TeachermadeHopper
Selfassessmentscale

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

DiscussionNotes:Thisunitwillbethethirdweekinanoverallunitongovernment.Weekonewewould
havetalkedaboutlocalgovernment,weektwowewouldhavetalkedaboutstategovernment,andthisthird
weekiswhenwetalkaboutthefederalgovernment.