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SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Dominique Beltman


Thematic Unit Theme/Title/Grade Level: Power, Authority, and Government/ Three Branches of
Government/ 2nd grade
Wiki space address: http://ucfgr2governmentsp16.weebly.com
Daily Lesson Plan Day/Title: Day three/ Legislative Branch
LearningGoals/Objectives LearningGoal:
Whatwillstudentsaccomplishbeable
todoattheendofthislesson?Besure
tosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

Studentswillunderstandanddescribethestructureandfunctionsofthethreebranches
ofthegovernmentswrittenintheConstitution.
LearningObjectives:
1. Studentswillbeabletouseadditionandsubtractionwithin100tosolve
oneandtwostepwordproblems.
2. Studentswillbeabletoaddandsubtractusingconcretemodelsor
drawingsandstrategiesbasedonplacevalue.
3. Studentswillbeabletoaskandanswerquestionsaboutwhataspeaker
saystoclarifycomprehension,gatherinformation,ordeepen
understandingofatopicorissue.
4. Studentswillbeabletoparticipateincollaborativeconversationswith
diversepartnersaboutgrade2topicsandtextswithpeersandadultsin
smallandlargergroups.
5. Studentswillbeabletoexplaintheconsequenceoftheabsenceofrules
andlaws.
6. Studentswillbeabletoexplainwhypeopleformgovernments
7. Studentswillbeabletorecognize symbols, individuals, events,
and documents that represent the United States.
8. Students will be able to ask "how do you know?" in
appropriate situations and attempt reasonable answers
when asked the same question by others

NCSSThemes
FloridaStandards(FS)
NextGeneration
SunshineStateStandards
(NGSSS)Listeachstandard.

NCSStheme(s):
Power,Authority,andGovernment
FloridaStandard(s):

MAFS.2.OA.1.1- Use addition and subtraction within 100 to solve


one- and two-step word problems involving situations of adding
to, taking from, putting together, taking apart, and comparing,
with unknowns in all positions, e.g., by using drawings and
equations with a symbol for the unknown number to represent
the problem.

MAFS.2.NBT.2.7- Add and subtract within 1000, using concrete


models or drawings and strategies based on place value,
properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written
method. Understand that in adding or subtracting three digit
numbers, one adds or subtracts hundreds and hundreds, tens
and tens, ones and ones; and sometimes it is necessary to
compose or decompose tens or hundreds.

LAFS.2.SL.1.3- Ask and answer questions about what a speaker


says in order to clarify comprehension, gather additional

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

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

information, or deepen understanding of a topic or issue.


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.
NextGenerationSunshineStateStandards:

SS.2.C.1.2- Explain the consequences of an absence of rules and


laws.

SS.2.C.1.1- Explain why people form governments

SS.2.C.3.2- Recognize symbols, individuals, events, and


documents that represent the United States.

SC.2.N.1.3- Ask "how do you know?" in appropriate situations and


attempt reasonable answers when asked the same question by
others

Assessment

UnitPreAssessment:

Howwillstudentlearningbeassessed?

Preassessmenttwoweeksinadvance.Traditionalpencil&paperassessment.This
buildsintimefortheteacherstotailortheirinstructiontotheneedsoftheirstudents;
takingtheirstrengthsandweaknessesintoconsideration.

Authentic/Alternativeassessments?
Doesyourassessmentalignwithyour
objectives,standardsandprocedures?
Informalassessment(multiplemodes):
participationrubrics,journalentries,
collaborativeplanning/presentationnotes,
etc.

UnitPostAssessment:
Postassessmentafterunitiscompleted.Traditionalpencil&paperassessment.
Thisallowsteacherstocomparedata,betweenthepretestandposttest,and
seewhatthestudentshavemasteredandstillcouldusemorereviewon.
Ongoingdaily(progressmonitoring)Assessment:
. ReviewwhatstudentshavelearnedonthepreviousdaysbyusingaKahootquizand
useitemsintheinteractivebriefcasetoreviewwhatstudentshavelearnedinthe
previousdays.
LearningScale:
1
2
3
4
Idonot
Isortof
Completely
Icompletely
understandand
understandand
understandand
understandandcan
cannotdescribe
candescribethe
candescribethe
describethe
thestructureand
structureand
structureand
structureand
functionsofthe
functionsofthe
functionsofthe
functionsofthe
threebranchesof
threebranchesof
threebranchesof
threebranchesof
thegovernment
thegovernment
thegovernment
thegovernment
writteninthe
writteninthe
writteninthe
writteninthe

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Constitution.

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
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/ud
lguidelines/udlguidelines_graphicorga
nizer

Constitutionwith
supportfrommy
peersandteacher

Constitution.

Constitutionand
canteachapeer
abouttheU.S.
Constitution.

1. Review: Have students take out their ipads, open up to Kahoot, and enter the
group code that is projected on the board.
ESOL: 4, 6, 15
ESE: 1.1, 1.3, 2.5, 3.1, 3.2, 5.3, 4.1, 4.2, 7.2, 9.1, 9.2
2. Review what we have already learned by asking can anyone remind me what
the constitution is and why it is important?
ESOL: 1, 3, 4, 6, 13, 14, 22, 36
ESE: 2.4, 3.3,3.4
3. Follow this discussion by saying So, we have three branches of governments,
we discussed one yesterday. Turn to your elbow partner and discuss what you
remember about the Executive branch of government, you may use your tree
activity to help jog your memory.
ESOL: 1, 2, 3, 6, 10, 12, 13, 14, 15, 47
ESE: 2.4, 3.2, 3.3
4. Then have students from each table share to the class what they remember and
what they found interesting from the lesson yesterday.
ESOL: 2,3, 5, 6, 10, 13, 15, 22, 36,
ESE: 2.4, 3.3
5. Restate that the executive branch makes sure the laws are obeyed and today
we are going to focus on the branch of government that makes the laws; the
legislative branch.
ESOL: 4, 5, 11, 12, 13, 14, 15, 20
ESE: 3.1, 3.2, 3.3, 3.4
6. Class discussion on what are some of the US laws you can think of and why
are they important?
ESOL: 1, 2, 3, 4, 6, 10, 11, 12, 14, 44
ESE: 2.4, 3.1, 3.3, 3.4
7. Open up my glogster about the legislative branch and go through each of the
sections beginning by discussing the different parts of this branch and then
going into how a bill becomes a law.
http://dominiqueb13.edu.glogster.com/legislative-branch-of-government/
A. State that the Legislative Branch is made up of the Congress which is
then made up of the House of Representative and the Senate.
B. Discuss how many members are in each section and how these
members come to be.
C. Go to the link in the House of Representatives Seal and look over
and show the specific representative for our specific county.
D. Go over How to contact our Senator and allow students to
understand that they can reach these people and write a letter if they
want (this could possibly be incorporated into another lesson on how
to write a letter).
E. Play the video How a Bill becomes a law
F. Click on Albert and review the basic outline of how a bill becomes a
law.
G. Finally, go individually through the random questions on the glogster
and ask students what they think the answer will be and then show the
answer and have a class discussion to help clarify these thoughts.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

ESOL: 1, 2, 3, 4, 5, 6, 8, 11, 12, 14, 15, 17, 20, 22, 27, 30, 36, 37
ESE: 1.1, 1.3, 2.1, 2.2, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 5.3, 6.3
.
8. Students will then transition into groups and complete the Centers Contract
to inform the teacher what station they completed.
ESOL: 18, 19, 20, 32, 25
ESE: 6.2, 7.1, 9.3
9. Students will have the choice to decide between the board game and the math
worksheet, but students must do the tree activity.
A. Create a Board game on how a Bill Becomes a Law

Get into group of 3-4


Students will use their own technology to go back to my
glogster and click on the Albert Einstein this will take them
to a website with a bulleted list of how a bill becomes a law.
Come to the front of the class to pick up at least ten pre-cut
game squares they will use to create the game
Decide how in depth they want to go into this board game.
They must at least use the ten bulleted points on the website,
but they can go more in depth in some if wanted.
Students are encouraged to make this game creative, colorful,
accurate, and fun. Any design will be accepted as long as the
information is accurate, in order, and none of the ten major
steps are missed.
Write each of the different steps for a bill to become a law on
a different game square.
Glue these squares (in order) onto the board game in a fun
and creative manner.
Create at least three competitive elements to the game i.e.
back to start, move backward on appropriate spaces to the
board game. For example, if you land on a vote piece and
you rolled an even number your bill was vetoed and you must
move back two space.
Come up with at least four different playing pieces that have
something to do with the three branches of government.
Come up with a title.
Invent some rules for the game.
Color in the Star on the Contract.
ESOL: 2, 3, 4, 5, 6, 8, 10, 11, 15, 18, 30, 31, 32, 34, 35, 42,44, 46, 48,
ESE: 4.2, 6.2, 6.3, 7.1, 7.2, 8.1, 8.3, 9.1, 9.3
B. Legislative Branch Math Worksheet
Have students work in pairs
Complete the questions on the worksheet using
concrete tools and pencil and paper.
Color in the Pentagon on the Contract.
Students who are ELL or ESE can only complete the
odd numbered questions
ESOL: 1, 2, 4, 5, 11, 12, 15, 16, 31, 32, 33,
ESE: 4.2, 5.2, 8.1, 8.2, 8.3
C. Tree Activity

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Use a device to look at the glogster presented earlier in the


class. Jot down interesting information and facts into the
Legislative Branch on the manila tree.
ELL and ESE can meet with me at the end of the day and
discuss what they learned if needed.
Color in the Tree on the Contract
ESOL: 4, 6, 13, 16, 23, 43, 44, 50
ESE: 4.1, 5.3, 9.3

Resources/Materials

Resources
Kahoot.it
https://play.kahoot.it/#/k/107da084-7316-461b-9352-0b9cea60bfab
Glogster
http://dominiqueb13.edu.glogster.com/legislative-branch-of-government/
I civics
https://www.icivics.org/curriculum/legislative-branch
Materials
One device per person
7 pieces of construction paper
140 paper cut outs for board game spaces
7 glue sticks
7 scissors
7 packs of markers
One Centers Contract per person
One Legislative Branch math worksheet per 2 people
Pencil
Base Ten student set of 31 per 2 people
One tree activity per person.