Edtpa Lessons 5-8

Teacher: Mr.
Strumph__ Grade: __7_____ Date: ___2/ 28/17__
Day: ___5___ Subject: ____Civics_________ Time: 12:02 12:57___
Cognitive Level(s) of Lesson: (Refer to Blooms Taxonomy)

Objective:
To learn about how laws are created, students will begin creating their own bills in the Class Congress
committee simulation after researching about Congressional Committees within the United States
Congress.
The Blooms Taxonomy level is Synthesis.
NJCCCS addressed:
SOC. 6.1.8.A.3.b Evaluate the effectiveness of the principles of the Constitution (i.e. consent of
the governed, rule of law, federalism, limited government, separation of powers, checks and
balances, and individual rights) in establishing a federal government that allows for growth and
change over time.
SOC. 6.1.8.A.3.g Evaluate the impact of the Constitution and the Bill of Rights on current day
issues.
CCSS.ELA Literacy.RL.8.4 Determine the meaning of words and phrases as they are
used in a text, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including analogies or allusions to other texts.
The Central focus of this unit plan is the Legislative Branch.
The Language Demands that are included in this lesson are Vocabulary/Symbols: Class Congressional
Committees. The language demand of discourse is to think of ideas for their bill that they will propose
to represent their committee
Instructional Strategies (Indicate Level of Blooms Taxonomy and CCCS where applicable)
Opening:
1. Teacher will begin the lesson by instructing the students to look on the Smart Board to find their
groups for this assignment. Once students are seated in their respected groups, the teacher will instruct
the students answer the warm-up question on their chromebooks through Google Classroom. If you
could make a positive reform (change) to the school, What would it be and why? Be realistic.
Students answers will vary. (Anticipatory Set) (5 minutes)
2. Teacher will then inform the students Today, we will continue to learn about the Legislative
Branch because today is your day to make a positive reform to the school. Students will be informed
that today and for the next few days they are going to work on a simulation as a Class Congress in
order to pass a piece of legislation that will positively impact life at the school. The six different
committees will be provided with different school issues (Cell Phones, Extracurricular Activities,
Events, School Lunches, and Technology) and will attempt to pass a bill into a law related to that
issue. (Purpose Setting)
3. Teacher will then have students choose their own committees and once a committee is chosen no
other group can choose it. Teacher will also ask questions about congressional committees. (Review,
Assessment of Background Knowledge) (3 minutes)
Presentation
4. Teacher will instruct students to open the assignment on Google Classroom as the teacher opens it
up on the SMART Board.
5. Teacher will explain the assignment as students looks at it on their Chromebooks. Once the teacher
is done explaining the assignment, teacher will let students know that they can begin their assignment.
(Input, Modeling) (7 minutes)
6. Teacher will ask students if they have any questions about the Class Congress project. Questions
Included: Are there any specific things you want us to include in our bill? What sources can we use?
Targeted Responses: Answers will vary depending on the question asked.
Guided Practice:
7. Students will begin doing research on their respected committees. While in groups students will
research realistic possibilities for their congressional committee. Students will use the Committee
Information Handout to record information about their committee and then will write their bill
according to the requirements on the handout. Students will have access the copies of the handouts on
Google Classroom (Plan A having technology) or will be given paper copies of the handouts (Plan B
not having technology). (Input, Application).
8. Teacher will walk around and listen to each groups ideas, to make sure that students are on track.
Teacher will also answer any questions the students may have. Teacher will address any student who
is struggling with the assignment through Google Classroom (if technology is available) or by pulling
them aside (if there is no technology). Through ten minute interval , teacher will check on students
progress on the assignment. (35 minutes)
10. Within the last five minutes of class, students will be asked to answer the cool down question,
Evaluate the issue of your congressional committee- Describe the benefits and challenges of working
in a committee. What are your goals for this project? Targeted Responses: While working in
committees help to bring more ideas it often brings disagreement amongst the members. (Review) (5
minutes)
Closure:
11. After the students have completed working on the Cool Down, Teacher will say Today we created
our own committees in the Liberty Class Congress. How has this shown you hard a job the members
of Congress have when creating bills? Targeted Response: By working in our committees, it has
shown me that the members of Congress have to be willing to accept others opinions even if they
disagree with their own. (Summary of Main Points, Ties Points to a Coherent Whole, Review)
12. The teacher will state that In our next class we will finish doing our research for our bills, along
with proposing and drafting the bills. (Preview of Future Lesson).
Assessment
Formative:
a. The assessment of the lesson will be derived from the students participation and answers done
during the Warm-Up and Cool-Down. (Individual Measurability)
b. Individual student progress on Committee Information handout will be recorded (Application)
Summative:
a. When this specific unit is done, the students will be tested on the material.
b. There will be a brief Class Congress project in which the students will form their own committees
and create their own policies and bills.
Differentiation
Varying Content:
a. For Weaker Students: The teacher will offer additional help after school. The teacher will provide
worksheets and guides as supplemental aids. Teacher will rephrase directions and ensure student
attention before introducing model. (Varying Content)
b. For Advanced Students: The teacher will ask them to require students to have at least four realistic
ideas for their bill by the end of class.
Varying Process:
a. The grouping of the students will be heterogeneous.
Varying Product:
a. The research assignment will be modified in order to meet all students needs, in order to ensure full
understanding of the task.
b. Tests, projects, and assignments will be modified based on the students IEP needs.
Technology:
a. If there is technology access in the classroom the smartboard will be utilized in

the classroom along with the students having access to chromebooks to complete
the Warm-Up and Cool-Down. The chromebooks will also be used by the students to do research for
their Class Congressional Committee assigned to them.
b. If there is no technology access in the classroom, the teacher will write the warm-
up, objective, and instructions on the white board, stopping at specific points to
check for students understanding. After everything is written down, students will do think of realistic
ideas for their Class Congressional Committee by using their student handbook and other printed
materials for their respected committee.
Teacher: Mr. Strumph__ Grade: __7_____ Date: ___3/1/17__

Objective:
To learn about how laws are created, students will continue to create their own bills in the Class
Congress committee simulation after researching about Congressional Committees within the United
States Congress.
The Blooms Taxonomy level is Synthesis.
NJCCCS addressed:
change over time.
issues.
Opening:
1. Teacher will begin the lesson by instructing the students to sit with their assigned committees from
the last class. Once students are seated in their respected groups, the teacher will instruct the students
answer the warm-up question on their chromebooks through Google Classroom. Why is your bill the
most important in the Class Congress? Students answers will vary. (Anticipatory Set) (5 minutes)
2. Teacher will then inform the students Today, we will continue our Class Congress activity by
continuing to do research on each of your assigned committees. Students will be informed that today
ALL bills must be ready to propose by end of class period. Teacher will then instruct students to take
out committee packets and to resume work with your committee members. (Purpose Setting)
3. Teacher will ask the students questions about their congressional committees. Questions Included:
What provisions are you including in your bill? How does this impact the school community?
Targeted Responses: Students answers will vary depending on what Committee they are a part of.
(Review, Assessment of Background Knowledge) (3 minutes)
Presentation
4. Teacher will instruct students to open the assignment on Google Classroom and will show them
how their final bill should look before being turned in.
5. Teacher will explain the assignment as students looks at it on their Chromebooks. Once the teacher
is done explaining the assignment, each group will continue working on their bills and be expected to
have it finished by the end of the period. (Input, Modeling) (7 minutes)
6. Teacher will ask students if they have any questions about the Class Congress project. Included: Are
there any specific things you want us to include in our bill? What sources can we use? Targeted
Responses: Answers will vary depending on the question asked. (Checking for Understanding)
Guided Practice:
7. Students will continue research for their committee and determine possible ideas for changes they
can use in order to create their bill. Students will continue to use the Committee Information Handout
to record information about their committee and then will write their bill according to the
requirements on the handout. Students will be given paper copies of the bill template (if there is no
technology) and will be able to access the copies on Google Classroom (if there is access to
technology). (Application)
them aside (if there is no technology).
9. Through ten minute intervals, teacher will check on students progress on the assignment. (35
minutes)
Explain why your bill will be the one chosen to go to the "President" for passing into law. Targeted
Responses: Students answers will vary depending on the Committee they are a part of. (Review) (5
minutes)
Closure:
11. When the students are done working on the Cool Down, Teacher will say Today we continued our
work in the Liberty Class Congress. How hard is it to come up with an idea and details for your bill?
Targeted Responses Students answers will vary depending on the committee the student is a part
of. (Summary of Main Points, Ties Points to a Coherent Whole, Review)
14. The teacher will state that In our next class every committee will present their bill in front of the
class. (Preview of Future Lesson).
Assessment
Formative:
b. Individual student progress on Committee Information handout will be recorded (Application)
Summative:
b. There will be a brief Class Congress project in which the students will form their own committees
and create their own policies and bills.
Differentiation
Varying Content:
b. For Advanced Students: The teacher will ask them to require students to have at least four realistic
ideas for their bill by the end of class.
Varying Process:
Varying Product:
Technology:
check for students understanding. After everything is written down, students will think of realistic
ideas for their Class Congressional Committee by using their student handbook and other printed
materials for their respected committee.


Objective:
To learn about how bills are passed by members of Congress, students will critique and vote on the
other groups bills after finishing their bill for the Class Congress simulation.
The Blooms Taxonomy level is Evaluation.
NJCCCS addressed:
change over time.
issues.
Opening:
1. Teacher will begin the lesson by instructing the students to sit with their assigned committees.
Teacher will then instruct students to take out committee packets and get their bills ready to be
presented. (Anticipatory Set)
2. Teacher will then inform the students Today, we will continue our Class Congress activity and will
present each groups bill in front of the rest of the class congress. (Purpose Setting)
3. Teacher will ask questions about the congressional committees. What provisions are you including
in your bill? How does this impact the school community? Targeted Responses: Students answers will
vary depending on what Committee they are a part of. (Review, Assessment of Background
Knowledge)
Presentation
4. Teacher will put on the SMART Board the three questions they need to answer when presenting
their bill. (Input, Modeling) (3 minutes)
5. Teacher will then instruct students that they have seven minutes to prepare their presentation before
the class congress and the president (Mr. Strumph). (Input, Analysis). (7 minutes)
6. Teacher will ask students if they have any questions about the Class Congress project. Are there any
specific things you want us to include in our presentations? What sources can we use? Targeted
Guided Practice:
7. Students will prepare their presentations of their bill to be presented in front of the class congress.
Students will use the Committee Information Handout to record information about their committee
and will create their presentation using their research and the handout. (Analysis).
them aside (if there is no technology).
9. After seven minutes, the students will start to present their bills in front of their class. Within their
presentations they should include the name of their committee, the three parts of their bill, and an
argument as to why their classmates should vote for their bill. Once each presentation is done the rest
of the class will have time to ask questions about the bill, add ideas to the particular bill, and then vote
on the bill. (35 minutes)
Based on the bills that were presented today is there anything that you would change that was not
stated? Responses: Answers will vary depending on the committee. (Review) (5 minutes)
Closure:
11. When the students are done working on the Cool Down, Teacher will say Today we continued our
work in the Liberty Class Congress and presented some our bills that we created. This is especially
important when trying to understand how Congressional Committees help to propose bills in hopes of
them turning into laws. (Summary of Main Points, Ties Points to a Coherent Whole)
12. The teacher will ask if there are any questions about the lesson and then ask if they understand
how presentations are to be done and to the groups that did not present yet if they have a plan for their
presentation tomorrow? (Review)
13. The teacher will state that In our next class we will continue to do presentations of the bills for in
front of the Class Congress. (Preview of Future Lesson).
Assessment
Formative:
b. Individual student progress on Committee Information handout will be recorded. (Analysis)
c. Student presentations on their proposed bills will be recorded. (Analysis)
Summative:
b. The Class Congress project in which the students will form their own committees and create their
own policies and bills.
Differentiation
Varying Content:
b. For Advanced Students: The teacher will ask them to write a one page reflection paper on the
project.
Varying Process:
Varying Product:
Technology:
check for students understanding. After everything is written down, students will instead start taking
notes on the Executive Branch and will start their presentations in the next class.

Objective:
To learn about how bills are passed by members of Congress, students will continue to critique and
vote on the other groups bills after finishing their bill for the Class Congress simulation.
The Blooms Taxonomy level is Evaluation.
NJCCCS addressed:
change over time.
issues.
Opening:
1. Teacher will begin the lesson by instructing the students to sit with their assigned committees.
Teacher will then instruct students to take out committee packets and get ready to continue their
presentations. (Anticipatory Set)
2. Teacher will then inform the students Today, we will continue our Class Congress activity and will
continue to present the bills in front of the rest of the class congress. (Purpose Setting)
3. Teacher will ask questions about the congressional committees. What provisions are you including
in your bill? How does this impact the school community? Targeted Responses: Students answers will
vary depending on what Committee they are a part of. (Review, Assessment of Background
Knowledge)
Presentation
4. Teacher will instruct students to open the assignment on Google Classroom. Teacher will put on the
SMART Board the three questions they need to answer when presenting their bill. (Input, Modeling)
(2 minutes)
5. Teacher will ask students if they have any questions about the Class Congress project. Are there any
specific things you want us to include in our presentations? What sources can we use? Targeted
Guided Practice:
6. Students will continue to present their presentations of their bill in front of the class congress.
Students will use the Committee Information Handout to use as an aid when presenting their bills.
(Analysis).
7. Once each presentation is done the rest of the class will have time to ask questions about the bill,
add ideas to the particular bill, and then vote on the bill.
them aside (if there is no technology). (48 minutes)
Based on the bills that were presented in our class congress which bill would you most likely vote for
not including your own? Why? Responses: Answers will vary depending on the committee. (Review)
(5 minutes)
Closure:
10. When the students are working on the Cool Down, Teacher will say Today we continued our
presentations in the class congress. This is especially important when trying to understand why bill
are proposed and hopefully be approved in order to make them into laws. (Summary of Main Points,
Ties Points to a Coherent Whole)
11. The teacher will ask if there are any questions about the lesson and then ask if they have any
questions about how members of Congress propose bills and help to turn them into laws? (Review)
12. The teacher will state that In our next class we will start to learn about the Executive Branch in
the United States government. (Preview of Future Lesson).
Assessment
Formative:
b. Individual student progress on Committee Information handout will be recorded. (Analysis)
c. Student presentations on their proposed bills will be recorded. (Analysis)
Summative:
b. The Class Congress project in which the students will form their own committees and create their
own policies and bills.
Differentiation
Varying Content:
b. For Advanced Students: The teacher will ask them to write a one page reflection paper on the
project.
Varying Process:
Varying Product:
Technology:

check for students understanding. After everything is written down, students will instead start taking
notes on the Executive Branch and will start their presentations in the next class.

Edtpa Lessons 5-8

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Teacher: Mr.

Strumph__ Grade: __7_____ Date: ___2/ 28/17__

Day: ___5___ Subject: ____Civics_________ Time: 12:02 12:57___

Cognitive Level(s) of Lesson: (Refer to Blooms Taxonomy)

The Blooms Taxonomy level is Synthesis.

The Central focus of this unit plan is the Legislative Branch.

b. Individual student progress on Committee Information handout will be recorded (Application)

a. The grouping of the students will be heterogeneous.

a. If there is technology access in the classroom the smartboard will be utilized in

Day: ___6___ Subject: ____Civics_________ Time: 12:02 12:57___

Cognitive Level(s) of Lesson: (Refer to Blooms Taxonomy)

The Blooms Taxonomy level is Synthesis.

The Central focus of this unit plan is the Legislative Branch.

b. Individual student progress on Committee Information handout will be recorded (Application)

a. The grouping of the students will be heterogeneous.

Teacher: Mr. Strumph__ Grade: __7_____ Date: ___3/2/17__

Cognitive Level(s) of Lesson: (Refer to Blooms Taxonomy)

The Blooms Taxonomy level is Evaluation.

The Central focus of this unit plan is the Legislative Branch.

b. Individual student progress on Committee Information handout will be recorded. (Analysis)

c. Student presentations on their proposed bills will be recorded. (Analysis)

a. The grouping of the students will be heterogeneous.

Teacher: Mr. Strumph__ Grade: __7_____ Date: ___3/3/17__

The Blooms Taxonomy level is Evaluation.

The Central focus of this unit plan is the Legislative Branch.

a. The grouping of the students will be heterogeneous.

a. If there is technology access in the classroom the smartboard will be utilized in

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