Social Studies Lesson Plan Template

Group Members/Group Name: Janessa Carratala

Thematic Unit Theme/Title/Grade Level: Second Grade
Group Weebly space address: https://janessathreebranches.weebly.com/
Daily Lesson Plan Day/Title: Day 5: Quiz Day
Lesson Length: 45 Minutes

Rationale for Instruction Throughout the week the students have learned what the Tree Branches of Government are, they have learned what purpose
A rationale is an essential part of they serve and why they are so important. They have also learned what a vote is, what a law is and why we enforce them,
thoughtful planning of classroom and how it is as a society we could not function without these things. Today will be the day they put their knowledge to the
instruction. This is a brief written test, interact in a little review game and take their quiz to show what they have each learned this week.
statement of the purpose for instruction
and the connection of the purpose to
instruction that has come before and will
follow.
NCSS Theme/Next NCSS Themes:
Generation Sunshine State
Power, Authority, & Governance: Understanding the development of structures of power, authority, & governance & their
Standards/Common Core evolving functions is essential for the emergence of civic competence.
Standards (LAFS/MAFS)
List each standard that will be addressed - LAFS.3.RI.3.AP.7a: Use illustrations (e.g., maps, photographs) in informational texts to answer questions.
during the lesson. Cutting and pasting
from the website is allowed. You must
have a minimum of 3 standards that - SS.3.C.1.Pa.c: Recognize that governments have laws.
represent multiple content areas identified
in this portion of the lesson plan. - SS.3.C.3.Su.d: Recognize the Constitution is a set of written laws.

These can be downloaded from the
Florida Dept of Education
www.cpalms.org/homepage/index.aspx.
Learning Objectives
What will students know and be able to
do at the end of this lesson? Be sure to set
significant (related to NGSS Themes,
CCSS, and NGSSS), challenging,
measurable and appropriate learning
goals!
- SS.3.C.3.Pa.b: Recognize that people in authority make rules in the community
- SS.3.C.1.In.a: Recognize the purpose of government in the community, such as to provide laws, services, and safety.
It is the end of the week, so will be assessing what the students have learned and the information they have obtained from
this week & all the activities done.
At this point, the students should be able to identify each branch of government, what purpose they have, why they are
important, and a few other government terms such as what a vote is and what a law is and why we enforce them.

Modified 2/18 – Van De Mark from document created by L. Spaulding


Student Activities &
Procedures
Design for Instruction
What best practice strategies will be
implemented?
How will you communicate student
expectation?
What products will be developed and
created by students?
Consider Contextual Factors (learning
differences/learning environment) that
may be in place in your classroom.
Assessment
How will student learning be assessed?
Authentic/Alternative assessments?
Does your assessment align with your
objectives, standards and procedures?
Informal assessment (multiple modes):
participation rubrics, journal entries,
collaborative planning/presentation
notes
Social Studies Lesson Plan Template
Today is the final day of the lesson, and today will be the day the students complete their end of week quiz to see what
information they have learned throughout this week. They will enter the classroom and at the front of the classroom hung is
the Tree Branches poster they had completed earlier in the week, and once they have sat down and settled themselves into
their seats they will be explained what the events for today are going to be.
Based on their assigned seats, they will form into groups of 3-4, and the teacher has already preassigned those groups as
well as the group leader, who will be in charge of helping the blindfolded students. The students will gather at the front of the
classroom and sit in their assigned groups on the carpet, and they will be given instructions on how the game will be played;
- The group leader will be in charge of assisting those who are blindfolded
- Those who are blind folded will be given a leaf and told which branch is on the leaf, they will try their best without
peaking to match the leaf to the correct branch.
- For each student who comes close or gets it correct, the team will earn one point.
- The group with the most points will earn a prize from the treasury box at the end of the day.
ESOL/ELL Students: The students will be able to participate with the class in the game, and they like everyone else will try
their best to match the leaf with each branch.
Once each group has gone and all the points have been taken down by the teacher, the winner is announced, and the poster
is put away. The students will then return to their seats where they will prepare for their quiz. They will be given a worksheet
with ten questions, five of them will be matching and the other five will be multiple choice. They will have twenty minutes to
complete the quiz.
ESOL/ELL Students: The students will have a 10-question test, and they will have to match the vocabulary terms to each
photo that symbolizes them. They will not be able to ask a classmate for assistance, but will have to solely rely on what they
have learned this week.
Unit Pre-Assessment:
- The students will work in teams to complete the tree activity & show what they have learned this week. They will
form into their groups based on their seating chart, and they will utilize the Tree Branch poster they created as a
class to review for their quiz. They will play the ‘Pin the Leaf on The Branch Game’, of course like that of the pin
the tail on the donkey.
Unit Post-Assessment:
- They will complete a quiz, ten questions long, pertaining to the subject to assess their knowledge. The quiz will
contain vocabulary terms that they have reviewed this week and it will truly be the test of their knowledge on this
subject.
Daily Lesson Plan Assessment:
- Informal discussion prior to activities and throughout lesson.
- Use of imagery when they participate in the interactive game with their classmates.
- Using the information given throughout the week in order to test their knowledge during their end of week quiz.
Modified 2/18 – Van De Mark from document created by L. Spaulding

Resources/Materials
Exceptionalities
What accommodations or modifications
do you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities,
etc.
These accommodations and/or
modifications should be listed within the
procedures section of the lesson plan as
well as in this section of the document.
Additional Comments and
Notes
Social Studies Lesson Plan Template
Quizlet Quiz:
- https://quizlet.com/283550638/test
ESOL; Students with Learning Differences:
- The students will be able to observe their classmates participate in the activity, then they will take their turn and try
their best to match each branch to the poster. They will use the notes they have taken in their journals this week, as
well as what they learned from the Scholastic book.
- While the class completes the quiz, they will meet in the back & will be a given a more simplified quiz, their quiz
will have photos that resemble each vocabulary word and they will use their knowledge from this week to match
each photo to the appropriate vocabulary word.
Gifted/Talented:
- The gifted students will be able to analyze the information using context and vocabulary. They will be able to also
gain more access to higher level of understanding and will still be able to interact with the activities in the
classroom especially the tree branch poster activity. They will also ask higher level questions
Modified 2/18 – Van De Mark from document created by L. Spaulding