SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Kyla Caldwell

Thematic Unit Theme/Title/Grade Level: Tree Branches of Government/ 3rd
Wiki space address: ucfgr3branchesofgovernmentsp15th.weebly.com
Daily Lesson Plan Day/Title: Day 2/Executive Branch
LearningGoals/Objectives LearningGoal:
Whatwillstudentsaccomplishbe
abletodoattheendofthislesson?
Besuretosetsignificant(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,
journalentries,collaborative
planning/presentationnotes,etc.

Studentswillunderstandthethreebranchesofgovernmentandwhateachbranchis
responsiblefor.
LearningObjective:
1. Thestudentwillunderstandthekeypointsoftheexecutivebranchwith80%
accuracy.
2. Thestudentwillbeabletocreateagraphwithsupportwith100%accuracy.
NCSStheme(s):
Threebranchesofgovernment
CommonCoreStateStandard(s):
MAFS.3.MD.2.3:Drawascaledpicturegraphandascaledbargraphto
representadatasetwithseveralcategories.Solveoneandtwostephow
manymoreandhowmanylessproblemsusinginformationpresentedin
scaledbargraphs.Forexample,drawabargraphinwhicheachsquareinthe
bargraphmightrepresent5pets.
NextGenerationSunshineStateStandards:
SS.3.C.1.1Explainthepurposeandneedforgovernment.
SS.3.C.3.1Identifythelevelsofgovernment(local,state,federal).
VA.3.S.3.1:Usematerials,tools,andprocessestoachieveanintendedresultin
twoand/orthreedimensionalartworks.
LAFS.3.SL.1.1:Engageeffectivelyinarangeofcollaborativediscussions
(oneonone,ingroups,andteacherled)withdiversepartnersongrade3
topicsandtexts,buildingonothersideasandexpressingtheirownclearly.
a) Cometodiscussionsprepared,havingreadorstudiedrequiredmaterial;
explicitlydrawonthatpreparationandotherinformationknownaboutthe
topictoexploreideasunderdiscussion.
b) Followagreeduponrulesfordiscussions(e.g.,gainingthefloorin
respectfulways,listeningtootherswithcare,speakingoneatatimeabout
thetopicsandtextsunderdiscussion).
c) Askquestionstocheckunderstandingofinformationpresented,stayon
topic,andlinktheircommentstotheremarksofothers.
d) Explaintheirownideasandunderstandinginlightofthediscussion.

UnitPreAssessment:
Seeattachedassessment
UnitPostAssessment:
Seeattachedassessment
Ongoingdaily(progressmonitoring)Assessment:
Exitslipofaddingwhattheylearnedthatdaytothetreebranchesof
governmentfoldable(SeeFoldable)
Scaleusedattheendofeachlesson(seeattachedscale)
Informalobservationduringthegraphing

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Design for Instruction

Student Activities & Procedures

Whatbestpracticestrategieswillbe
implemented?
Howwillyoucommunicatestudent
expectations?
Whatproductswillbedevelopedand
createdbystudents?
ConsiderContextualFactors(learning
differences/learning
environment/learningstyles)thatmaybe
inplaceinyourfutureclassroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities
(SLD), etc.

Language Arts Block

1)
Open up the lesson with the poem Three Government Branches (See
attached) (ESE/ELL)
2)
Ask the students to read the poem from the interactive whiteboard in
unison
3)
Have students transition to the rug at the front of the class
4)
Introduce the book Duck for President by Doreen Cronin
5)
As you see sticky notes, ask the questions on the notes (for example,
Why did Duck run for President?
6)
Once finished reading, open up the class for discussion
7)
Ask questions like why did he run, what did he do to run, was it a
happy ending, do you think it would be easy to be president, etc
8)
Allow the students to guide the discussion
9)
As the students are talking, write on the board key points that the
students are making about Duck and his presidency. This will help later in the
day when the students will be casting a vote for who they want to be the
president (ESE/ELL)
10) Ask the students to move the paper clip on their scale to where they feel
comfortable
Social Studies Block
1)
Open up the lesson with the video 3 Branches of Government from
School House Rock (http://safeshare.tv/w/oUfesUFWDx) (ESE/ELL)
2)
Get the students excited by singing along with the video as it goes along
3)
Have the students transition to the rug in the front of the class
4)
Introduce the book Grace for President by Kelly DiPucchio
5)
As you see sticky notes, as the questions on the notes (for example,
what is democracy and how does that affect the president?)
6)
Once finished reading, open up the class for discussion
7)
Ask questions like what did Grace do to be president, how did she
campaign, whats the electoral college, etc
8)
Allow the students to guide the discussion
9)
As the students are talking, write on the board key points that the
students are making about Grace and her presidency. This will help later in the
day when the students will be casting a vote for who they want to be president
(ESE/ELL)
10) Ask the students to move the paper clip on their scale to where they feel
comfortable

Math Block
1)
Ask the students to recall key points from each book
2)
Go back over the key points that are on the board from the previous
discussions
3)
Have the students turn to their shoulder buddy and have them discuss
who they would chose for the presidency and why they want to vote for them
(ELL/ESE)
4)
Pass out the ballots and ask the students to check their ballot and turn it
in

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

5)
After everyone has cast their vote, open up the bar graph template
(http://www.prometheanplanet.com/en-us/Resources/Item/106858/bar-graphtemplate)
6)
Have the students fill out the labels on the graph, with the only two
things on the x axis is Duck and Grace.
7)
Have each student come up and pick out a ballot from the bucket
8)
Have the student put an x or fill in who the ballot is for on the bar graph
9)
Talk about the graph at the end and ask questions like who won, by how
much, why did they win, what does the graph tell you, etc
10)
Have the students write a paragraph about the results of the graph and
why they think it ended that way or shouldnt have
11) Ask the students to move the paper clip on their scale to where they feel
comfortable
Resources/Materials

Duck for President by Doreen Cronin

Grace for President by Kelly DiPucchio
Key Points document
Interactive Whiteboard
Promethean Planet resource
Safeshare video
Three Branches poem
Scale

DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,fieldtrips,orextensionto
theunitplanideas.