ETF Lesson Plan Template
Date:
Wednesday 10-8-14
Unit Name:
US History (unique learning unit 2, lesson 2)
Lesson Focus:
The President of the United States
TEKS Standards: USH.2C *significant modifications for IEPs and pre-requisite skill level
Objectives: (Bloom’s verb…) What do I want students to be able to DO when the class is over? Format
SWBAT: Demonstrate understanding of the roles and responsibilities of the President of the United
States.
SWBAT: Understand how the President contributes to the executive branch of the government.
Key Points: What, What: Students will understand the roles of the President.
How, Why?
How: By participating in a picture walk, reading the unique leveled book, “The
President of the United States.” And answering associated leveled worksheets.
Why: To increase knowledge of the branches of government.
Materials:
Leveled book and worksheets (from Unique learning), pictures for picture walk.
Key Vocabulary: What key terms will my students need to understand? TO BE ADDED TO WORD WALL language
 Leader
 President
 Executive branch
 The white house
 The Vice President
Assessment Plan: How will I ENSURE alignment to assess that the students mastered the objective?
What will I do if they haven’t? Writing/expression
Students will read their leveled books out loud and refer to them to answer their leveled
worksheets. (Worksheets = 100%)
Lesson Cycle:
Do Now: Spiral review? Formative assessment?
Teacher Actions:
 DO NOW Jobs of the president. “Fill out
your name, date, and answer the
question ‘what is the job of the President
of the United States?’ Use a complete
sentence using the stem “The president
of the US’s job is to__________.”
 “If you finish early, pencils down so I
“know you are ready to move on.”
 T will ask Ss to read their responses as a
CFU, writing student responses on the
board to discuss. *this should be review
of previous day’s material
7 min
Student Actions:
 Ss will Students will take out their pencils
and fill out the answer to the question in
a complete sentence.
 If finished early, Ss will put their pencils
down and silently wait for additional
instructions.
 Ss will read their responses and T will
record it on the board.
 Ss will participate in T led class discussion
on the job of the President.
ETF Lesson Plan Template
Introduce New Learning (I Do): Engage and Connect-the real world, schema, goals, assessment,
20 min
etc.? CFU: How will I check for student understanding of the new learning?
Teacher Actions
 T asks “Who remembers who the current
President is?”
 “What did we learn about the
president’s job?”
 T will help the Ss review what was read
and discussed in the previous day’s
lesson.
Student Actions
 Ss will raise their hand to answer ‘Barack
Obama.’
 Ss will raise their hand to answer the
questions posed by the T after the
reading.
Guided Practice (We Do): How will I walk students step by step through what I want them to do?
20 min
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
are the anticipated misconceptions/misunderstandings and how will I address them? How will I emphasize
key points?
Teacher Actions
 “We will now put our new vocabulary
words on the word wall. Draw a word
from the basket and choose a marker to
add it to the wall. You may speak to your
elbow partner about the words while
working, only.”
 “Once finished we will present our words
to the class. Remember to track the
speaker to show then you are listening
and only the speaker should be talking.”
Student Actions
 Ss will draw a vocabulary word.
 Ss will write their chosen word on the
word wall and illustrate as desired.
 Ss may speak to their elbow partners as
needed.
 Ss will track the speaker, and take turns
telling the class about their vocabulary
words that they drew and placed on the
word wall.
Independent Practice (You Do): How will I monitor student progress? How will I ensure there’s
20 min
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
 “Please take out your worksheets on the
President of the United States.”
 Write your name on the top of the
worksheet, complete them and turn into
the top tray when you are finished.”
 “Raise your hand or pull your color-coded
cards if you have a question or need
help.”
Student Actions
 Ss will get their worksheets out of their
Wednesday
 folders.
 Ss will write their worksheets down in
the appropriate spaces provided.
 Ss will raise their hand if they need help
OR display a color-coded help card.
ETF Lesson Plan Template

“If you finish the worksheet early, choose
a library book or puzzle to complete.”

Ss will turn in their worksheets into the
top tray once finished.
 Ss will get a puzzle or book if assignment
is completed early.
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
 EXIT TICKET: T will pass out the exit
tickets. “Write your name on your exit
ticket. Circle the correct answer to the
question on the board. You may use your
book or your notes to guide you. Once
you are finished, turn it over, so I know
you are finished.”
Student Actions
 Ss will turn write their names, complete
the exit ticket by circling the correct
response to the question, and turn their
ticket over once completed.
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?
Worksheets are from the unique learning curriculum. Q/T/JP will have level 3 (words only), while
J/D/A will use the picture forms. A/D will need help receptively identifying their responses and will
not be able to respond to verbal group questions or write.
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)