Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Teacher(s) Name: ___Danielle Lenhardt _____________________________________________

Thematic Unit Theme/Title/Grade Level:_Three Branches of Government________________________
Wiki space address: ___http://ucfgr2governmentsp16.weebly.com/___________________________
Daily Lesson Plan Day/Title: __Monday- The Constitution _______________________________________
Learning Goals/Objectives Learning Goal:
What will students
Students will understand and describe the structure and functions of the
accomplish be able to do at
three branches of the government written in the Constitution.
the end of this lesson? Be
Learning Objectives: *you MUST have objectives to meet all standards
sure to set significant
1. Students will be able to Identify the Constitution as the
(related to SSS/CCSS),
document
which establishes the structure, function, powers, and limits
challenging and appropriate
of American government
learning goals!
2. Students will be able to make connections between the
Constitution and our laws today.
3. Students will be able to define unknown words found in the
Preamble.
4. Students will be able to identify the importance of rules and
explain what the world would look like without rules.
NCSS Themes
NCSS theme(s):
Florida Standards (FS)
VI. Power, Authority, and Goverance
Next Generation
Florida Standard(s):
Sunshine State Standards
LAFS.2.RI.1.3
(NGSSS) List each
Describe the connection between a series of historical events, scientific
standard. Cutting and
ideas or concepts, or steps in technical procedures in a text.
pasting from the website is
LAFS.2.L.3.4
allowed.
Determine or clarify the meaning of unknown and multiple-meaning
http://www.cpalms.org/Publ
words and phrases based on grade 2 reading and content, choosing
ic/
flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or
phrase.
b. Determine the meaning of the new word formed when a known
prefix is added to a known word (e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning of an unknown
word with the same root (e.g., addition, additional).
d. Use knowledge of the meaning of individual words to predict
the meaning of compound words (e.g., birdhouse, lighthouse, housefly;
bookshelf, notebook, bookmark).
e. Use glossaries and beginning dictionaries, both print and digital,
to determine or clarify the meaning of words and phrases.
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.
SS.2.C.1.2
Explain the consequences of an absence of rules and laws.

Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Assessment

How will student

learning be assessed?
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.

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

Unit Pre/Post Assessment:

https://play.kahoot.it/#/k/107da084-7316-461b-9352-0b9cea60bfab
5 questions. Used as an example for a Friday review.
1. What does the word "democracy" mean?
2. Where does the government get its power?
3. Who holds the power of the Executive Branch?
4. Who runs the Legislative Branch?
5. Who runs the Judicial Branch?
On-going daily (progress-monitoring) Assessment:
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.

I sort of
understand and
can describe the
structure and
functions of the
three branches of
the government
written in the
Constitution with
support from my
peers and teacher.

I completely
understand and
can describe the
structure and
functions of the
three branches of
the government
written in the
Constitution.

I completely
understand and
can describe the
structure and
functions of the
three branches of
the government
written in the
Constitution and
can teach a peer
about the U.S.
Constitution.

1. Ask students what they know about the Government. On a piece

of chart paper, write down what students know, display it so students
can see and add to it throughout the week. Explain to students that we
will spend the next week learning about the United States Government
(5 mins)
ESOL- 1, 4, 13, 16, 22, 36, 50
ESE- 3.1, 6.1
2. Pass out brown paper bags and supplies for the briefcases.
Explain that this will be where they hold all of their artifacts throughout
the week. Show students the example and allow them to decorate their
briefcases. (10 mins)
ESOL- 2, 14, 15, 46, 48
ESE- 5.2, 6.2, 6.3, 8.3
3. Transition onto the carpet. Ask students Why do you think we
have rules? What do you think would happen if we didnt have any

Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

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/ESO
LStrategiesComprehensibleI
nstruction.pdf/42902857/ES
OLStrategiesComprehensibl
eInstruction.pdf
and ESE (Gifted/Talented
students, Learning/Reading
disabilities, SLD etc.)
http://www.udlcenter.org/ab
outudl/udlguidelines/udlgui
delines_graphicorganizer

rules? Turn and talk with a partner. Give students 2 minutes to discuss
with a partner.(3 minutes)
ESOL-2, 10, 22, 36
ESE 3.1, 3.3
4. Read A World Without Rules. (5 mins)
5. Have students turn and talk with a partner again and discuss the
same two questions asked before reading the book. (2 mins)
ESOL-2, 6, 10, 15, 16, 22
ESE- 3.3, 3.2, 3.3
6. Transition and connect to the Constitution- Has anyone heard
of the Constitution? What is it? Allow time for student discussion and
input. Tell students we will be learning about the Constitution, explain
that it is like a set of rules that is used to determine how our government
works. It was made a long time ago in 1787. The Preamble is the
beginning of the Constitution and explains why it was written, were
going to watch a video that will read and explain it.
7. Show Constitution Preamble by Schoolhouse Rock (5 mins)
http://safeshare.tv/v/ss57157bccbd6ce
ESOL- 6, 15, 16
ESE- 2.5, 5.1, 6.1. 7.3
10. We are going to create our own preamble as a class, to help us explain
why we have class rules. Pass out Preamble Worksheet to each
student. Read the worksheet aloud, not filled, have students circle words
they do not know. As a whole group, have students tell which words
they did not know and make a list of those words on the white board.
Have students pull out their journal, writing down these words. Ask
other students to help define those words using prior knowledge and
context clues
ESOL-5, 8, 9, 11, 12
ESE- 2.1, 2.2, 7.2, 8.1, 8.3
12. Have students fill in the blanks for the Class Preamble in their groups.
Allow time for groups to share their Preamble as a choral group read.
(20 mins)
ESOL- 2, 6, 16, 25, 32, 50
ESE- 5.3, 8.3
13. Pass out file folder for daily activities. Have students glue in the class
preamble as seen in the example as the trunk of the 3 Branches Tree
ESOL- 13, 46, 47
ESE- 6.2, 6.3, 8.1
14. Students can place their file folder into their briefcase and explain that
is where they will keep all of their artifacts throughout the week. (5
mins)
15. Review: What is the Constitution? Why do we have rules? (ESOL-13)
(5 mins)
ESOL- 4, 6, 13, 15, 22, 36
ESE- 3.1, 6.3, 6.4
A World Without Rules by Gloria Grace
Constitution for Kids- (http://www.usconstitution.net/constkidsK.html)

Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Brown Paper Bags

Craft Supplies (crayons, markers)
File Folder
Preamble Worksheet
White Board
Constitution Preamble video
Chart Paper
Discussion Notes: Make comments here related to ideas for assessment measures, parent involvement, field
trips, or extension to the unit plan ideas.