ETF Lesson Plan Template
Date:
Tuesday, 9-2-14
Unit Name:
Government (unique learning unit 1, lesson 6)
Lesson Focus:
The branches of government
TEKS Standards:
ELA.9.fig19A, GOV.21.A, ELA.9.13B, ELA.9.19Biii
Objectives: (Bloom’s verb…) What do I want students to be able to DO when the class is over?
SWABAT: Briefly (1-3 descriptors), name & describe the 3 branches of government.
SWBAT: Sort the occupations according to the branch of the government they work for.
Key Points: What, What: Learn the functions of the 3 branches of the United States Government.
How, Why?
How: Through re-reading the chapter 2 of the ‘Constitution and of The United
States’ book from 8-29-14, and using it to locate the jobs of the three branches
of government.
Why: To understand the function of each job and how they contribute to our
rights.
Materials:
Leveled unique book: The Constitution of the U.S.A, The branches of
government leaf worksheets, scissors, glue, crayons or markers.
Key Vocabulary: What key terms will my students need to understand? TO BE ADDED TO WORD WALL
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United States Constitution
Rules
Vote
Judge
President
Executive branch
Legislative branch
Judicial branch
Assessment Plan: How will I ENSURE alignment to assess that the students mastered the objective?
What will I do if they haven’t?
Students will turn in their completed branches of government leaves worksheets by the end of the
ETF Lesson Plan Template
day.
Lesson Cycle:
Do Now: Spiral review? Formative assessment?
Teacher Actions: “The do now is posted on the
board, T/J will answer in your journals, Q may
verbally report his responses. When you are
finished, put your pencils down so I know we
are all ready. This is a silent/solo activity and
you will have 10 minutes to finish.”
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Question posted on board – “which are
the 3 branches of government?”
(Review) written on the board.
T and J will write in their journals
Q may respond verbally
A and D will participate by listening to
the discussion.
10 min
Student Actions:
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T and J will write: Judicial, Executive,
Legislative on their journals. (with date at
the top).
Q may tell the aid or teacher his three
answers, they may count down on their
hand so he knows when he has answered
all 3.
A and D should remain seated and look
at the teacher or aids or the book on the
board.
Introduce New Learning (I Do): Engage and Connect-the real world, schema, goals, assessment,
30 min
etc.? CFU: How will I check for student understanding of the new learning?
Teacher Actions
T reads the directions for the branches of
government worksheets;
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Re-read the Chapter 2 from the Constitution
book at the beginning of the lesson. “Students
will silently follow the story and answer the
questions.”
Ask for the comprehension questions in italic at
the bottom. (T and J should be able to respond
verbally if called on), as CFU’s.
During independent or paired reading, focus on
individual student reading abilities with text or
supported-text versions. It is likely that students
may read different levels for different purposes
each day when building reading skills.
Student Actions
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Ss follow along as teacher reads the story
(silent).
Ss listen to the story a second time for
comprehension and memory. (silent)
Ss Students respond to group instruction,
either verbally or through the use of
visual supports where applicable.
Guided Practice (We Do): How will I walk students step by step through what I want them to do?
How will I balance teacher-led and student-led? (Gradual release: Model, Teach Back, partner/group
practice) CFU: How will I know During the lesson that students are on track to master the objective? What
30 min
ETF Lesson Plan Template
are the anticipated misconceptions/misunderstandings and how will I address them? How will I emphasize
key points?
Teacher Actions
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“Now we will discuss the jobs of the 3 branches
of government. I would like to you to raise your
hand to answer outloud.” T reads the jobs on
the worksheets.
Student Actions
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Ss are asked to raise their hands to
respond to questions.
Independent Practice (You Do): How will I monitor student progress? How will I ensure there’s
adequate time for practice? Behaviorally, what does this time look like and sound like? CFU: How will I
circulate to among students to ensure everyone is on track towards mastery? How will I gauge mastery?
Teacher Actions
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“Now we will make our branches of
government, you should first cut out the
leaves with the jobs”- wait for all to
finish, about 10 minutes.
“Once you have finished cutting, sort
them onto the correct branches of
government worksheets.” ”- wait for all
to finish, about 5-10 minutes.
“Now glue them onto the correct leaves
and color in your braches. When you are
finished, lay them face up to dry and you
may get a book from the bookshelf.”
30-40
min
Student Actions
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Students will cut out the leaves
Students will sort them onto the
branches (T should be able to do it
independently, raising hand for help, J
will need to be double-checked, Q will
require verbal prompting and D and A
will require hand over hand prompting
for all steps.
Students will glue their leaves onto the
correct branches.
Students will color their sheets.
Closing: How will I have students summarize what they’ve learned? How will I reinforce the objective’s
10 min
importance and its link to past and future learning?
Teacher Actions
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“Turn the sheet into the top tray”
Student Actions
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Q, J and T turn their books into the top
tray if dry.
Differentiation: How will I scaffold and/or accelerate learning? For Whom? How will I group my students? Which
strategies will I choose to make sure I engage every student on his/her ability level?
Books are distributed according to the student’s reading level, from Unique learning curriculum.
When responding to group instruction, students may respond with visual supports when unable to
responds verbally. T should require minimal prompting and frequent breaks, J and Q will need
double checks for clarity, A and D will require full prompting from teacher or help from a teacher’s
ETF Lesson Plan Template
aid.
Accommodations/Modifications: What supports will I provide students on an IEP or as needed?
Individual teacher conferencing
Frequent checks for understanding
Extended time
Shortened assignment
Peer tutoring
Assessments read orally
Modified work
Learning Lab for extra help
Check list provided
Preferential seating
Other (state below)
Frequent 10 and 15 minutes breaks for Tatum and Juan Pablo
Homework:
N/A