DIRECT INSTRUCTION LESSON PLAN GUIDE AND TEMPLATE

Name: Katherine Espinoza

Lesson #:

Lesson Title: 3 Branches of Government

Grade Level/Subject:
NCES/CCSS Standard and
Objective (1)

Topic:

Revised Blooms level of

thinking/type of knowledge (1)
Behavioral Objective (2)

4. C&G.1.1 summarize the key principles and revisions of the

North Carolina Constitution.
Differentiate the checks and balance of the three branches

Give the level of thinking for the primary objective and the kind of
knowledge according to the Revised Blooms Taxonomy.
By the end of the lesson students should be able to list one way
that the three branches balance each other using the checks and
balance.
Students will demonstrate understanding by setting a checks and
balance circle.
Objective Rationale (1)
I am teaching this content so that students understand how simple
politics work and how there is a balance of all powers.
Checks and balance is necessary to keep balance and this
essentially changes peoples lives and they will be able to apply
this learning for the future.
Prerequisite Knowledge and
Students will need to know what it means to have balance.
Skills (1)
Students will need to understand the cause and effect of fairness.
Key Terms and Vocabulary
Executive
(1)
Legislative
Judicial
Veto
Unconstitutional
Content and Strategies
Instructional
Strategies
Focus/Review (prepares
List
the
Alright kids get out a pencil and book
students for the lesson) (2)
instructional
The size of the book does not matter
strategies you
Ok, good! Now try to balance that book with
will use in this
just your pencil, and no hands.
section of the
Hmm what happened?
lesson.
You were unable to balance it out? Hmm now
in groups of three try to balance the book.
Think in thirds
Good job! What did we notice? By working
together all three, you were able to balance it all
out.
Objective as stated for
Today we will learn what does checks and balance mean and what it
students (helps students set
consists of, and by the end of the lesson, you will be able to list at least
their own goals for the lesson) one way that the three branches work together to create balance.
Revised for spring, 2012

(1)
Teacher Input (provides the
content to students in a
teacher-directed manner) (3)

Guided Practice (scaffolded

practice with the content;
helps students make sense of
the content provided in
Teacher Input) (3)

Independent Practice
(application activities to help
students use and demonstrate
what they have learned) (2)

So I am going to pull up this smart board page List the

instructional
that is labeled Executive, Legislative, and
strategies you
Judicial.
will use in this
Now these branches are very important. As
history has shown, it is a very dangerous thing section of the
to have one person in charge of everything. So lesson.
the three branches were created.
They each have an important job and they stop
each other from becoming too powerful.
Now lets take a look at the Executive branch.
Who can tell me who our president is? Where
does our president live?
We will then go on to complete the Checks and
Balance circle with clear indication to the
correct branch.
List the
For this you will need to pull up a brain pop
instructional
game where the students will drag the correct
strategies you
information to the blank.
I will keep the anchor chart with the checks and will use in this
section of the
balance explanation visible
lesson.
In their group they will have to decide which
answer fits the sentence blank.
If the answer is not correct it will not stay but
go back to the word bank.
Now boys and girls, as a class we will be
solving these sentences. The word bank
contains the right answer and we will have to
drag them to the correct area.
The first part will be the checks and balance
between Judicial and Executive. Etc.
I will bring the class discussion back to the anchor chart
I will give them enough time to discuss among themselves what
they thought of the game.
The students will then be asked to clear off their desks and take
out a sheet of paper and pencil.
I will ask them what a job of the judicial branch is, I will then ask
them what the Executive Branch does. Then lastly I will ask them
what the Legislative Branch does.
Alright, now that we have spoken to our neighbor lets review.
Hmm how does the Legislative Branch check the Executive
Branch?
With all the power, how can the Judicial Branch check not only
the Judicial Branch but the Executive Branch as well?
Now on a sheet of paper label Legislative, Executive and Judicial.
Please list at least one way that the three powers balance each
other out.
Revised for spring, 2012


Closure (provides a wrap-up
for the lesson) (1)

Evaluation (How will you

assess students learning so
that you can determine if they
met the objective of the
lesson?) (2)

Plans for Individual

Differences (differentiations
needed for students) (1)
Materials used in the lesson;
Resources used in developing
the lesson (1)

21st Century Skills (must be

in three lessons)

Formative:
I will observe as I walk around and ask questions to check for
understanding throughout the lesson. I will ask for their thoughts
relating to the smart board anchor chart. I will also ask questions
about the game.
Summative
Students will successfully complete at least one checks and
balance for each branch, if there is time left over students may add
another way that there is balance between the three branches.

Global Awareness (must be in

two lessons)

Culturally Responsive
Teaching

Teacher will check for understanding through observing and

asking questions throughout the lesson.
I will call on three students to share the different balance for each
branch.
I will ask students, what did you label for Executive Branch?
What did you find interesting about the branches?

For student modifications I will provide larger font on the smart

board. I will us different colored markers to showcase the balance.
I will use as many visuals as possible.
Markers
Smart board
Brain pop game
https://www.brainpop.com/games/branchesofgovernmentgame/
Paper
Pencils
Book for demonstration
Collaboration- students work collaboratively with others; in small
and large groups this was seen while working together during the
guided practice trying to figure out the correct word.
Life and Career skills- by explaining the importance of the
branches, the students learn how it effects their future therefore
becoming more aware.
Research and information- the students were able to witness the
use of internet provided them with a deeper meaning to learn the
three branches of government.
Global awareness can be seen in the explanation of checks and
balance being in the Unites States and not in the world.
Checks and balance also spreads to equality and how it is better to
be at peace and equal.
Signs of culture responsive teaching was shown when speaking of
our president and how he represents a culture.

Overall alignment in the lesson (2):

The behavioral objective must be aligned to the lesson objectives (NCES/CCSS).
The instructional activities must help students meet the behavioral objective and be successful on the
lesson assessment.
Revised for spring, 2012

The lesson assessment must provide enough reliable and valid data so the teacher can determine if
each student has met the lesson objectives or not.

Add any instructional materials needed for the lesson here (worksheets, assessments, PowerPoints,
slides from Smart Board programs, etc.) (2)

Revised for spring, 2012