WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Kuzy Date 3/9/15 Length of Lesson 3weeksContent Area Civics- The Executive Branch
updated edline and website
STAGE I – DESIRED RESULTS
LESSON TOPIC:Describe the role of the Executive BIG IDEAS:
(Content standards, assessment anchors, eligible content, objectives and skill
branch, explain the organization of the Executive
focus)
Branch and explain the Presidents powers
Historical context is needed to comprehend time and space.
Historical interpretation involves an analysis of cause and
result.
Perspective helps to define the attributes of historical
comprehension.
The history of the Commonwealth continues to influence
Pennsylvanians today, and has impacted the United States and the
rest of the world.
The history of the United States continues to influence its
citizens and has impacted the rest of the world.
World History continues to influence Pennsylvanians, citizens
of the United States and individuals throughout the world today.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand: Classify the roles of the
presidency, Organize the offices of the executive
branch
Classify the roles of cabinet members.Describe the
president use of executive priveilege
Nixon, Truman and Jefferson
Interpret their use of the Presidential office for
purposes
ESSENTIAL QUESTIONS: How does the President
have executive priveledge? How does the President
check and balance the other branches?How is the
Executive branch organized? What are the
requirements to be Pres? What are the 7 roles of the
President?
VOCABULARY: executive, exec.orders, foreign
policy, treaties, ambassadors, executive
agreements, domestic policy,bureaucracy,
administration, cabinet,executive privilege,
recess, slates, civilian, confirm, pardon, reprieve,
civil officers, misdemeanors, high crimes
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:Participate in review and
vocabulary exercise, Complete graphic organizer,
Participate in class reading, reading guides In
small groups, students will create chart on
presidential roles and compare and contrast
executive priv. used by 3 presidents.
STAGE III: LEARNING PLAN
INSTRUCTIONAL
MATERIALS AND
PROCEDURES:
RESOURCES:
(Active Engagement,
Explicit Instruction,
Daily warm-up
Metacognition,
activities, textbook
Modeling, Scaffolding)
graphic organizer
chart
modeling, active
diagram
engagemen, lectur,
reading guides
cooperative learning
activitydaily warm-ups,
student reading aloud in
groups activityt
MINI LESSON:
warm-up
exit slip
manipulatives
STUDENT OBJECTIVES
(COMPETENCIES/OUTCOMES):
testing on chapter 9
Students will be able to:
Classify the roles of the presidency, Organize the
offices of the executive branch
Classify the roles of cabinet members.Describe the
president use of executive priveilege
Nixon, Truman and Jefferson
Interpret their use of the Presidential office for
purposes
FORMATIVE ASSESSMENTS:
#1. Exit Tickets
#2. Graphic Organizers
#3. Thumbs Up
#4. Response Cards
Others:
INTERVENTIONS:
ASSIGNMENTS:
Reading Guides
Primary Documents
Graphic Organizers
Q&A