ETF Lesson Plan Template
Date:
Friday, 8-29-14
Unit Name:
Government (unique learning unit 1, lesson 5)
Lesson Focus:
The constitution
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: Read independently according to their leveled book, share opinion during group
discussion, or use picture supports to express opinions based on the passage.
SWBAT: sequence the events of a story to show understanding.
Key Points: What, What: Learn about The origin of The United States Constitution
How, Why?
How: Through the reading assignment/leveled book and teacher-led group
discussion and to begin to understand the 3 branches of government.
Why: To understand and appreciate the importance of The Constitution and
begin to understand the basis of the 3 branches of government.
Materials:
Leveled unique book: The Constitution of the U.S.A, unique leveled worksheets
for chapter 2.
Key Vocabulary: What key terms will my students need to understand? TO BE ADDED TO WORD WALL
 United States Constitution
 Rules
 Vote
 Judge
 President
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 books with their pages sequenced in the correct order and
answer the multiple choice questions on the unique learning curriculum.
Lesson Cycle:
Do Now: Spiral review? Formative assessment?
Teacher Actions:
 Question posted on board – “which are
the 3 branches of government?” written
on the board, asking for a fist to 5 for the
correct multiple choice that has all 3
branches of government included.
5 min
Student Actions:
 Students display the correct number
using their hands.
Introduce New Learning (I Do): Engage and Connect-the real world, schema, goals, assessment,
etc.? CFU: How will I check for student understanding of the new learning?
Teacher Actions
T reads Constitution story:
Student Actions
20 min
ETF Lesson Plan Template
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Read the story aloud to model fluency. After
reading the story, ask the comprehension
As a group, reread the story with pauses for key
words to encourage participation. Encourage
choral reading of the repeated line. Provide
students with supports for page turning and
interaction while they are reading.
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.
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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?
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


CFU, cold call to answer the comprehension
questions.
Teacher writes student responses on the board.
Student Actions
 Ss are asked to raise their hands and tell
T answer the comprehension questions
provided.
Independent Practice (You Do): How will I monitor student progress? How will I ensure there’s
30 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
 Directions for making the book :
1. Silently read the story
2. Color the pages of the book
3. Staple it on the left-hand side to make a
spine
 T passes out the unique leveled
worksheets.
Student Actions
 What Ss do for each step:
1. S reads the story to themselves
2. S decorates the pictures in their book
3. Students assemble their chapter in
correct order.
 Students will answer the attached unique
learning leveled worksheets.
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
 “Turn the books into the top tray”
Student Actions
 Q and T turn their books into the top
tray.
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.
ETF Lesson Plan Template
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