Ryan McNulty

EGP 335: Unit Plan Lesson Plan Template

Author: Ryan McNulty

Unit: Government

Lesson: Lesson Plan: Executive Branch & The White House

Lesson Preparations

I. Objectives
a. The student will participate in the virtual reality field trip to see the oval office for the
entire duration of the video.
b. The student will write a reflective paragraph that includes at least three details about
the virtual field trip on a piece of paper.
II. Standards
a. Social Studies:
i. Standard - 5.3.3.A Identify the roles of the three branches of government
b. NCSS Themes:
i. People, Places & Environments
1. Examine the interaction of human beings and their physical
environment, the use of land, building of cities, and ecosystem changes
in selected locales and regions;
ii. VI Power, Authority, & Governance
1. Distinguish among local, state, and national government and identify
representative leaders at these levels such as mayor, governor, and
president;
III. Academic Language
a. Executive Branch: the branch of government, led by the president, that enforces the
laws of the United States. The Government of the United States has an executive
branch.
b. The President: The highest elected or appointed officer or position within an
organization. The former president of the United States was President Obama.
c. Virtual Reality: A 3D environment that is computer generated
d. Oval Office: A designated office for the president of the united states. The Oval Office is
found in The White House.
IV. Technology, Materials, Resources
a. https://www.youtube.com/watch?v=uRPtsJ1487w
b. Virtual Reality Headsets
c. VR Tour: http://bgr.com/2017/01/15/white-house-virtual-tour-vr-video/ (given by
the Obama family)
d. Materials to write the directions on the board

Instructional deliveries

V. Anticipatory set
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a. The teacher will play the following presidential music clip as the students enter the
room: click HERE
b. S/he will explain that we will be shifting gears to the executive branch of government,
but we will be steering away from the textbook today. S/he figured it would be more
fun to go on a field trip to see The White House where the president works. The teacher
will now take out the case of virtual reality headsets that the school purchased for a full-
size classroom. S/he will ask, who is ready to go on another exciting virtual field trip?
VI. Instructional Activities
a. First, the teacher will need to prep all the VR headsets and make sure the video is ready
to be played on each. Furthermore, students will need space to take this virtual tour, so
the teacher will make sure students spread far apart enough to avoid collision.
b. Next, the teacher will write the following step by step instructions on the board:
c. Open the VR headset
d. Press the play button on the VR headset
e. Close the VR headset
f. Enjoy your virtual tour
g. Students will go on tour while the teacher facilitates, checks for safety, and assesses
each students ability to complete the tour.
h. After they are done with the Virtual reality tour, the teacher will instruct students to
return to their seat and pull out their journals.
i. S/he will write the following directions on the board: Please write a paragraph about
the virtual reality field trip to The White House. Please make sure to include at least
three details from your experience. You could talk about what you saw, learned, heard,
and felt. For example, I really enjoyed going to see The White House because I was able
to see the Oval Office where the president of the United States works.
j. When students finish, they will put away their journals and read independently until
everyone is complete with their work. The teacher may review the journals for
assessment purposes at the end of the lesson.
VII. Closure
a. The teacher will continue to drum up excitement about the executive branch so that
students are interested in learning more about our countrys government. S/he will ask
if anyone wants to share their reflection with the class and give them time to do so.
Lastly, s/he will finish the lesson by informing students what the next few days will look
like. Feel free to ask questions at this point as well.

Meeting All Learners

VIII. Differentiation
a. Auditory learners: The video has an audio overlay that gives information about the oval
office that will help auditory learners make connections more easily.
b. Visual Learners: The virtual reality tour of the oval office will have plenty of visual stimuli
for learners who learn best with their eyes.
c. Kinesthetic Learners- The virtual reality tour allows for students to get out of their seats
and move around a defined space, which will benefit a kinesthetic style of learning.
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d. Musical learners- The anticipatory set utilizes music to drum up excitement. Musical
learners will enjoy hearing the entire song.
e. Intrapersonal Learners: The assignment gives an opportunity for students to reflect and
write out their own thoughts, which will benefit an intrapersonal style of learning.
IX. Accommodation
a. Students with an IEP/504 will be given accommodations that meet their specific needs.
For example, a child who is visually impaired will be given an audio tour of the oval
office instead of a virtual one.
X. Modification
a. The lesson will be modified for students with an IEP/504 by decreasing the following
objective from The student will write a reflective paragraph that includes at least three
details about the virtual field trip on a piece of paper. to at least one detail about the
virtual field trip on a piece of paper.

Meeting Objectives

XI. Assessment
a. The teacher will use a check list to assess the students participation in the virtual reality
field trip to see the oval office. They will receive a check point if they watched the entire
video.
b. The student will write a reflective paragraph that includes at least three details about
the virtual field trip on a piece of paper.