SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Andrea Carreno

Thematic Unit Theme/Title/Grade Level: U.S. Constitution/ The Three Branches of Government/ 2nd grade
Wiki space address: http://ucfgr2governmentsp16.weebly.com
Daily Lesson Plan Day/Title: Day Five/ How the Three Branches of Government Interact
Learning Goals/Objectives
What will students
accomplish be able to do at
the end of this lesson? Be
sure to set significant
(related to SSS/CCSS),
challenging and appropriate
learning goals!

NCSS Themes
Florida Standards (FS)
Next Generation
Sunshine State Standards
(NGSSS) List each
standard. Cutting and
pasting from the website is
allowed.
http://www.cpalms.org/Publ
ic/

Learning Goal:
Students will understand and describe the structure and functions of the three
branches of the government written in the Constitution.
Learning Objectives:
1. Students will be able to describe the connection between a series of
historical events, scientific ideas or concepts, or steps in technical
procedures in a text.
2. Students will be able to participate in collaborative conversations with
diverse partners about grade 2 topics and texts with peers and adults in
small and larger groups.
3. Students will be able to Identify the Constitution as the document which
establishes the structure, function, powers, and limits of American
government
4. Students will be able to recognize symbols, individuals, events, and
documents that represent the United States.
NCSS theme(s):
VI: Power, Authority, Governance
Florida Standard(s):
LAFS.2.RI.1.3
Describe the connection between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text.
LAFS.2.SL.1.1
Participate in collaborative conversations with diverse partners about grade 2
topics and texts with peers and adults in small and larger groups.
a) Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about
the topics and texts under discussion).
b) Build on others talk in conversations by linking their comments to the
remarks of others.
c) Ask for clarification and further explanation as needed about the topics and
texts under discussion.
Next Generation Sunshine State Standards:
SS.2.C.3.1
Identify the Constitution as the document which establishes the structure,
function, powers, and limits of American government

Assessment
How will student learning
be assessed?

SS.2.C.3.2
Recognize symbols, individuals, events, and documents that represent the
United States.
Unit Pre-Assessment:
Pre-assessment two weeks in advance. Traditional pencil & paper assessment.
This builds in time for the teachers to tailor their instruction to the needs of

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Authentic/Alternative
assessments?
Does your assessment align
with your objectives,
standards and procedures?
Informal assessment
(multiple modes):
participation rubrics,
journal entries,
collaborative
planning/presentation
notes, etc.

their students; taking their strengths and weaknesses into consideration.

Unit Post-Assessment:
Post-assessment after unit is completed. Traditional pencil & paper assessment.
This allows teachers to compare data, between the pre-test and post-test, and
see what the students have mastered and still could use more review on.
On-going daily (progress-monitoring) Assessment:
Review what students have learned on the previous days by using a Kahoot
quiz and use items in the interactive briefcase to review what students have
learned in the previous days.
Learning Scale
1
I do not
understand and
cannot describe
the structure and
functions of the
three branches of
the government
written in the
Constitution.

Design for Instruction

Student Activities &
Procedures
What best practice
strategies will be
implemented?
How will you
communicate student
expectations?
What products will be
developed and created by
students?
Consider Contextual
Factors (learning
differences/learning
environment/learning
styles) that may be in place
in your future classroom.
Exceptionalities
What accommodations or
modifications do you make
for ESOL
http://teachsocialstudies.wik
ispaces.com/file/view/ESOL
StrategiesComprehensibleIn

2
3
4
I sort of
I completely
I completely
understand and
understand and
understand and
can describe the
can describe the
can describe the
structure and
structure and
structure and
functions of the
functions of the
functions of the
three branches of three branches of three branches of
the government
the government
the government
written in the
written in the
written in the
Constitution with Constitution.
Constitution and
support from my
can teach a peer
peers and
about the U.S.
teacher.
Constitution.
1. Review: Have students take out their iPads and open Kahoot and enter the
group code that is projected on the board. (5min.)
ESOL: 4, 6, 15
ESE: 1.1, 1.3, 2.5, 3.1, 3.2, 5.3, 4.1, 4.2, 7.2, 9.1, 9.2
2. At the end on the five-question Kahoot that reviews the previous lessons,
have students take out their interactive brief case. (2min.)
3. Have students discuss the tree activity that they added to on the previous
three days with their shoulder partner. Tell students to clear their desk when
they are done discussing so that you know they are ready. (5min.)
Discussion Question: What was the purpose of each branch of
government?
ESOL: 13, 4, 6, 2, 15
ESE: 3.1, 3.2, 3.3, 5.2, 7.2, 8.3, 8.3, 9.3
4. Quickly poll the class:
Is it easier if one person makes a decision, or if several groups work
together to make a decision?
Remind them that in our government, decisions about laws are made by
several parts of government. Tell students that today they will do an activity
that simulates the way laws in our country are made. (5min.)
ESOL: 1, 6, 4, 14, 15, 16
ESE: 4.1, 7.1, 8.1, 3.1, 3.2
5. By counting off students by threes, have students meet at different parts of
the room based on what number they were given. Have a sign of the group
title at each station. (2min.)
Group #1: Lead Chefs

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

struction.pdf/42902857/ESO
Group #2: Menu Writers
LStrategiesComprehensibleI
Group #3: Nutrition Inspector
nstruction.pdf
ESOL: 2, 22, 17, 14
and ESE (Gifted/Talented
ESE: 1.1, 1.2, 3.3, 6.2, 8.3
students, Learning/Reading 6. Project the Official Procedure for Deciding New School Lunch Menus
disabilities, SLD etc.)
master. Explain that the activity will have 5 rounds, and that each group
http://www.udlcenter.org/ab
will act as either Lead Chefs, Menu Writers, or Nutrition Inspectors,
outudl/udlguidelines/udlguid
depending on the round. Provide each group of students with a direction
elines_graphicorganizer
sheet for their group with a QR code to a video of me explaining and
modeling the steps of their group with captioning. (5min.)
Directions for each group:
Round 1: As Lead Chefs, it is your job to suggest food categories for the
new healthy lunch menu. As a group, choose 5 categories of healthy
food to be served each day at your school. Now, your suggestions must
go to the Menu Writers. They will use your categories to decide exactly
what the menu will offer.

Round 2: As Menu Writers, now your job is to create the exact menu for
one days lunch. First, look to see what five categories the Lead Chefs
chose. Write them on the left side of the table. Then, as a group, decide
on two specific menu offerings for each category. Now, the Lead Chefs
must approve your menu. When your teacher tells you to, pass THIS
paper back to the same Lead Chefs who created your categories.

Round 3: As Lead Chefs, you must now decide whether the menu that
the Menu Writers created fits with your concept of a healthy lunch. If
you approved the menu, the Nutrition Inspectors must now decide
whether the menu is actually healthy. If you did not approve the menu,
pass THIS paper back to the Menu Writers and go to Round 4.

Round 4: The Lead Chefs didnt approve your menu! Now you have
two choices: You can revise the parts they didnt approve of, or you can
override them and keep the menu as-is. To Override: Take a vote in your
Menu Writers group. You need a 2/3 of your group to vote in favor of
keeping the menu in order to override the Lead Chefs. If you overrode
the Lead Chefs, the Nutrition Inspectors must now decide whether the
menu is actually healthy. Pass THIS paper to a third group who will act
as Nutrition Inspectors and move on to Round 5.
To Revise: Go back to your original menu. Look at the disapproved
items that the Lead Chefs marked. Make changes that you think the
Lead Chefs will approve and give the menu back to the Lead Chefs for
approval. If you did not override the Lead Chefs, and the group revised
the menu, pass THIS paper back to the Lead Chefs, and GO BACK to
Round 3.

Round 5: The Lead Chefs and the Menu Writers had one rule: The menu
had to be healthy. As Nutrition Inspectors, you must decide whether the
menu is actually healthy. As a group, you will do two things: 1) decide
what healthy means, and 2) decide whether the menu meets your
definition. If a majority of Nutrition Inspectors voted that the menu is

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

healthy, mark MENU MAY BE SERVED below. If a majority voted

that the menu does not meet the criteria, mark MENU MAY NOT BE
SERVED below.
ESOL: 1, 5, 8, 2, 13, 14, 15, 16, 17, 21
ESE: 1.1, 2.1, 2.5, 3.2, 3.3, 5.1, 6.2, 7.3, 8.1, 8.3
7. Once every group understands their role, I will have set a timer for each
group to have five minutes in a round. If not being used in a round, students
will be instructed to read, incorporating at least 15min extra of reading and
allowing the participating group to work in a quiet environment. I will also
project the instructions to each group as the teams rotate.
(Approx. 25min.)
ESOL: 2, 3, 6, 11, 16, 20, 25
ESE: 3.3, 5.2, 7.1, 7.2, 7.3, 8.3, 9.1, 9.2
8. When done, I will project the final approved menu on the board and have
students return to their seats. (2min.)
9. I will instruct students to raise their hand when they see the picture of
where the branch that they think they represented is projected on the board,
utilizing the Total Physical Response method. (5min.)
Ex. Picture of White House= Executive Branch= Lead Chefs
ESOL: 18, 4, 6, 14, 13
ESE: 1.2, 3.3, 4.1, 5.1, 6.4, 7.2, 9.3
10. As a final review, pass out seven strips of powers to random students
around the room. I will have them review the powers with two-three
students around them. When done discussing with their group whether they
are powers of the Congress, President, or Supreme Court, the student will
place their strip in the Venn Diagram created with hula-hoops on the floor
in the classroom. (5min.)
Signs bills into law
Writes laws
Vetoes bills and returns them to Congress
Hears disputes about laws
Is part of the United States government
Decides whether laws are constitutional
Can override a veto with a large vote
ESOL: 30, 2, 4, 6, 8, 22
ESE: 1.1, 3.1, 3.2, 3.3, 3.4, 4.1, 7.2, 8.1, 8.3, 8.4, 9.2
Resources/Materials

Icivics.com
https://cdn.icivics.org/sites/default/files/uploads/Separation%20of
%20Powers_5.pdf
Kahoot.it
https://play.kahoot.it/#/k/107da084-7316-461b-9352-0b9cea60bfab
3 printed QR codes leading to video instructions
3 printed group signs
6 copies of the Official Procedure for Deciding New School Lunch
Menus (2 per group)
6 copies of directions sheet (2 per group)
1 activity sheet per group

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

20 iPads for students

1 brief case per student (already made)
1 timer
1 projector and computer at front of class
7 strips of powers laminated
2 big hula-hoops

Discussion Notes: Make comments here related to ideas for assessment measures, parent involvement, field
trips, or extension to the unit plan ideas.