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Student: Brianna Adamczyk Course: EDU 329 Grade: 5th

Professor: Professor Kraemer Date: April 16, 2014

Topic: Three Branches of the Federal Government Content Area: Social Studies INSTRUCTIONAL OBJECTIVE

After the teacher discusses the branches of government with the class, the students will list the responsibilities of a given branch with 100% accuracy. Key Concept: The students will demonstrate their understanding of the branches of government. The students will comprehend the different roles of each branch. STANDARDS AND INDICATORS Social Studies Standard #5 Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation. Indicator: This will be evident when students list the roles of their given branch.

Technology Standard #6

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students understand and use technology systems, select and use applications effectively and productively, troubleshoot systems and applications, transfer current knowledge to learning of new technologies. Indicator: This will be evident when the students place the correct responsibility with the correct branch of government on the smartboard. This will also be evident when the students take the online quiz on the smartboard on the branches of government. The students will be graded based on the quiz they complete. MOTIVATION When the students sit down, I will play a video from School House Rock on the branches of government. In the video, there is a catchy tune, explaining all the roles of the government, and what branch is in charge of different tasks. This will lead to the lesson and activity for the day. MATERIALS School House Rock video Smartboard Notebook Pencil Worksheets

STRATEGIES Group Discussion: This will be evident when the students in groups describe to the class the roles of their assigned branch. Direct Instruction: This will be evident when the teacher has a brief discussion about the government with the class. Cooperative Learning: This will be evident when the students come up to the board, and place the correct responsibility with the correct branch of government. ADAPTATIONS The student with a learning disability will be given a worksheet with the roles of each branch of government. The student with a speech disability will be the writer for the group. DIFFERENTIATION OF INSTRUCTION Tier One: Students will work with their group to identify the roles of the branch assigned, and complete the quiz with 100% accuracy. The teacher will come around to make sure they understand the concept. Tier Two: Students will work with their group to identify the roles of the branch assigned, and complete the quiz with 100% accuracy. Tier Three: Students will work with their group to identify the roles of the branch assigned while giving examples of people in each branch, and will complete the quiz with 100% accuracy. DEVELOPMENTAL PROCEDURES The teacher and students will have a group discussion on things they know about the government.

The teacher will have a brief discussion and ask different questions on the different branches and the responsibilities of each. Such as: (Who is the head of the executive branch? What does the executive branch do with laws? What two houses are in the legislative branches? How many judges are there in the Supreme Court? Why is the number 9?)

The teacher will get the students involved by asking a member from each group to volunteer to come up to the board. The students will place the responsibilities of each branch in the proper locations.

The teacher will ask the students if they have any questions or problems about the discussion.

The students will take an online exam, testing their knowledge on the Three Branches of Government.

They will write their answers to the questions on the smartboard on a piece of paper, and hand it in at the end of the class. ASSESSMENT

Students will review the lesson by coming to the board, and placing the correct responsibilities in each branch. The student will also take an online quiz from the smartboard testing their understanding of the Three Branches of Government. INDEPENDENT PRACTICE Following the lesson on the Three Branches of Government, the students will complete a matching column of the responsibilities and the branches of government.

FOLLOW UP: DIRECT INTERVENTION AND ACADEMIC ENRICHMENT Direct Teacher Intervention: The teacher will work with the students in need of academic enrichment on further understanding the concept of the Three Branches of Government and its responsibilities. The teacher will give the students an extra worksheet to complete once their work is done, and the topic is understood. Academic Enrichment: The student in need of academic enrichment will use the information we learned in class to write a persuasive letter to the current legislation to pass a law, they think is worthwhile. They will draw a map, showing their knowledge of what branches the letter is passed through in the correct order.

References Boyd, C. D. (2005). Scott Foresman Social Studies. Boston, MA: Pearson.The United States. Congress for Kids. Congressforkids.net Retrieved from http://www.congressforkids.net/games/threebranches/branchesofgovernm ent2.htm Education.com Retrieved from http://www.education.com/files/226401_226500/226453/threebranches-government-kids.pdf Harry S. Truman Library & Museum. Retrieved from http://www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/25.htm School House Rock. Youtube.com retrieved from http://www.youtube.com/watch?v=EISWIY9bG8