Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Teacher(s) Name: Kristen Salter

Thematic Unit Theme/Title/Grade Level: U.S Constitution/ The Three Branches of Government/ 2nd Grade
Wiki space address: ucfgr2governmentsp16.weebly.com
Daily Lesson Plan Day/Title: Day Two/The Executive Branch
Learning Goals/Objectives Learning Goal:
What will students accomplish be
Students will understand and describe the structure and functions of the three
able to do at the end of this lesson?
branches of the governments written in the Constitution.
Be sure to set significant (related to
Learning Objectives:
SSS/CCSS), challenging and
appropriate learning goals!
1. Students will be able to identify the executive branch as one of
the three branches of government.
2. Students will be able to recognize who makes up the executive
branch and what their job is.
3. Students will be able to connect the constitution to the executive
branch.
4. Students will be able to apply what they learned about the
executive branch to create a tree craft with the roles of the branch.
NCSS Themes
NCSS theme(s):
Florida Standards (FS)
VI: Power, Authority, Governance
Florida Standard(s):
Next Generation
LAFS.2.RI.1.3
Sunshine State Standards
Describe the connection between a series of historical events, scientific
(NGSSS) List each standard.
Cutting and pasting from the
ideas or concepts, or steps in technical procedures in a text.
website is allowed.

http://www.cpalms.org/Public/

LAFS.2.SL.1.1
Participate in collaborative conversations with diverse partners about
grade 2 topics and texts with peers and adults in small and larger
groups.
a) Follow agreed-upon rules for discussions (e.g., gaining the floor
in respectful ways, listening to others with care, speaking one at a time
about the topics and texts under discussion).
b) Build on others talk in conversations by linking their comments
to the remarks of others
c) Ask for clarification and further explanation as needed about the
topics and texts under discussion.
LAFS.2.RL.1.3
Describe how characters in a story respond to major events and
challenges.
Next Generation Sunshine State Standards:
SS.2.C.3.1
Identify the Constitution as the document which establishes the
structure, function, powers, and limits of American government
SS.2.C.1.1
Explain why people form governments.

Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

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, etc.

Unit Pre-Assessment:
Pre-assessment two weeks in advance. Traditional pencil & paper assessment.
This builds in time for the teachers to tailor their instruction to the needs of
their students; taking their strengths and weaknesses into consideration.
Unit Post-Assessment:
Post-assessment after unit is completed. Traditional pencil & paper assessment.
This allows teachers to compare data, between the pre-test and post-test, and
see what the students have mastered and still could use more review on.
On-going daily (progress-monitoring) Assessment:
Review what students have learned on the previous days by using a Kahoot
quiz and use items in the interactive briefcase to review what students have
learned in the previous days.
Learning Scale

Design for Instruction

Student Activities & Procedures

What best practice strategies

will be implemented?

How will you communicate

student expectations?

What products will be

developed and created by students?

Consider Contextual Factors

(learning differences/learning
environment/learning styles) that may be
in place in your future classroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL
http://teachsocialstudies.wikispaces.com/fi
le/view/ESOLStrategiesComprehensibleIn
struction.pdf/42902857/ESOLStrategiesCo
mprehensibleInstruction.pdf
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD etc.)

http://www.udlcenter.org/aboutudl/udl
guidelines/udlguidelines_graphicorga
nizer

I do not
understand and
cannot describe
the structure and
functions of the
three branches
of the
government
written in the
Constitution.

I sort of
understand and
can describe the
structure and
functions of the
three branches of
the government
written in the
Constitution with
support from my
peers and
teacher.

I completely
understand and
can describe
the structure
and functions of
the three
branches of the
government
written in the
Constitution.

I completely
understand and
can describe the
structure and
functions of the
three branches of
the government
written in the
Constitution and
can teach a peer
about the U.S.
Constitution.

1. Begin the lesson by reviewing the constitution learned

yesterday.
2. Have students get out their iPads and enter the code on kahoot.it
to play the review quiz.
3. Review the constitution using the kahoot quiz. (ESOL 4, 6, 13,
14) (ESE 1.1, 1.3, 2.5 , 3.1, 3.2, 5.3, 4, 4.2, 7.2, 9.1, 9.2)
4. After the quiz, have students take a seat on the carpet.
5. Begin reading Duck for President by Doreen Cronin. Ask
students if they know what a president is and who is the president of the
U.S. (ESOL: 4, 5, 11, 14, 22, 25) (ESE 3.1)
6. Stop in between reading to point at the pictures and discussing
what is happening and connecting the book to real life (ESOL 1, 6, 14,
22, 36, 37) (ESE 2.1, 1.2, 1.3).
7. After reading, discuss what happened with the duck and how
hard it was for him to be the president.
8. Transition into what is the executive branch and what makes up
the branch.
9. Use the book to compare the story to real life terms (ex. Voting,

Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

president, etc). Have students discuss using Think, Pair, Share. (ESOL
2, 10, 22, ).
10. Have the students sit back down at their table.
11. Turn on the Interactive White Board and go to the White House
Simulation.
12. Tell the students that we will be going on an adventure to the
White House.
13. Students will get to see the inside of the White House and what
events have happened there. (ESE 2.5).
14. After that, tell the students to get out their briefcases that they
made yesterday.
15. Tell the students that they will make a Three Branches tree to
go into their briefcase. This is the activity they are required to do.
16. For the other 2 centers, the students are allowed to choose just
one. The teacher will model all 3 centers options before telling them to
start. (ESOL 8, 19, 23, 30, 31, 32, 43, 46, 50).
17. Tell the students that they can either Play the Win the White
House game on icivics.com and write 3 challenges they had being the
president OR make a paper plate craft with George Washington on one
side and Abraham Lincoln on the other side and write 1 fact about them
as past presidents (ESE 7.1, 8.3, 9.1) (ESOL 16, 2,).
18. When they are finished, the activity will go inside their
briefcase.
Resources/Materials

Internet
Kahoot: https://play.kahoot.it/#/k/107da084-7316-461b-93520b9cea60bfab
iCivics Game: https://www.icivics.org/games/win-white-house
White House Simulation:
https://www.whitehouse.gov/about/inside-white-house/interactive-tour
IWB
paper plate craft idea:
http://larremoreteachertips.blogspot.com/2010/02/presidents-day.html
Duck for President by Doreen Cronin Illustrated by Betsy Lewin
Paper
Glue
Cotton Balls
Crayons
Pencils
iPad for each student

Discussion Notes: Make comments here related to ideas for assessment measures, parent involvement, field trips, or extension to
the unit plan ideas.