Cassandra Rodriguez

Praise Russel

Vocabulary Lesson Plan

TEKS

Content Objective
TSWBAT
(Describe what the
student will be
able to do AFTER
you have taught
the lesson.)
Language
Objective
TSWBAT
(Describe the
language
proficiencies that
the students will
need to learn the
content of the
lesson.)
Text Read
(Describe here and
cut and paste or
attach a copy of
the text used as
appropriate.)
Strategy Used
(Describe the
strategy and cut
and paste a copy
of the graphic
organizer as
necessary.)
Procedure
(Describe the
steps, and include
any handouts
used.)

(b)(14)Government. The student understands the basic

principles reflected in the Texas Constitution. The
student is expected to: (A) identify how the Texas
Constitution reflects the principles of limited
government, republicanism, checks and balances,
federalism, separation of powers, popular sovereignty,
and individual rights;
The student will be able compare and contrast
republicanism from federalism with teacher assistance.

In writing, the student will be able to compare and

contrast republicanism from federalism by using
summary skills and synthesize into a graphic organizer.
They will also use their speaking and listening skills to
communicate with the class what they have learned.

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Students will use a Venn Diagram to compare and

contrast the characteristics of republicanism and
federalism. Venn diagrams are used to compare and
contrast two or more concepts in depth (VTW pg. 48).
They usually consist of two or more boxes or circles
overlapping each other. Each section is for a specific
idea and the overlapping sections are for the factors
that are shared by the concepts.
Explanation, how to complete the Venn diagram
Model, practice, script
1. Complete the Venn diagram either individually or
in groups of two (if the support is needed for ELL

Modifications/Supp
ort for ELLs (What
might you do to
support various
levels of English
Language Learns
with this content?)
Assessment
(How will you know
if the student
achieved the
objectives?)

students. In this case pair them with students of

higher ability who can support them).
2. Discuss and pull out the main information for the
students few sections from the group either out
loud as a class, out loud in table groups or
individually (based on each classes specific
needs)
3. Report back as a group. Complete one giant Venn
diagram at the front of the class. Have each
group or individuals volunteer some information
to complete the chart.
4. Show a video to make the lesson come alive.
5. Play a competitive game as a group
To support ELLs, all of the students in the glass will work
in pairs in order to collaborate on their findings. For ELL
students who need extra support, text in their native
language will be provided.

To know if the students know the difference between

republicanism and federalism, they will play a debate
game that will allow them to get out of their seat. The
class will be divided in half into Republicans and
Federalists. Using the information they have collected
on their Venn diagrams, the students will build
arguments against each other