Teacher(s) Name: Brittany Cleter, Andrew Muniz, Megan Trexler, Karolina Nieradka

Thematic Unit Theme/Title/Grade Level: Federal Government/ Branches of Government/ Grade

3
Weebly address: http://ucfgr3branchesoffederalgovtsp16.weebly.com/
Daily Lesson Plan Day/Title: Wednesday (Day 3)- Legislative branch

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/Public/

Learning Goal:
Students will be able to identify and explain the Three
Branches of Government that make up the Federal
Level of government.
Learning Objectives:
1. The student will be able to identify the Legislative
branch of the federal government.
2. The student will be able to explain the purpose and
need of the Legislative branch.
3. The student will recognize who is involved with the
Legislative branch.
4. The student will be able to state why the Legislative
branch of government were established.
5. Students will use Ipads to produce letters with the
help of the teacher and collaboration with other
students.
NCSS theme(s):
Power Authority and Governance
Florida Standard(s):

LAFS.3.W.2.6- With guidance and support from

adults, use technology to produce and publish writing
as well as to interact and collaborate with others.
Next Generation Sunshine State Standards:
SS.3.C.3.1- Identify the levels of government (local,
state, federal).
Note: This lesson only satisfies part of this standard.
SS.3.C.1.3- Explain how government was established
through a written Constitution.
SS.3.C.3.4- Recognize that the Constitution of the
United States is the supreme law of the land.
Note: This lesson only satisfies part of the standard.
SS.3.C.1.1- Explain the purpose and need for
government.

Note: This lesson only describes the need for

government at the federal level.
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.

Unit Pre-Assessment:
A Kahoot! Quiz will be given two weeks before the unit
to assess what the students know about the Three
Branches of Government.

https://play.kahoot.it/#/k/5e3a2779-d32f4e75-8352-89394d6e68e3
Unit Post-Assessment:
The same Kahoot! Quiz from Pre-Assessment will be
used as the post-assessment. This quiz will be given on
Friday, the last day of the unit.

https://play.kahoot.it/#/k/5e3a2779-d32f-4e758352-89394d6e68e3

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?

On-going daily (progress-monitoring) Assessment:

Teacher will observe students to ensure they are
participating and understanding the material.(ESOL 6)
At the end of Day 3 the students will write down on a
small sheet of paper their name, something they learned
from the Legislative Branch, and circle where they are
at in regards to the information on a scale from 1-4.
They will then fold the paper and place it in the Special
Learning Box where I will look at them later in the day.
1- I do not understand the information from the
branches of government today.
2- I understand a little bit of the information from the
branches of government, but I still have questions.
3- I understand the material from the branches of
government today.
4- I can tell you everything we learned today from the
branches of government and can be your student helper
for this topic.
1.The class will begin the lesson reviewing the
executive branch from the day before. We will use our
drawing of a tree representing the three branches of
government to review the information (ESOL 13). I
will display the tree in front of the class and students
can view their drawings in their social studies
notebooks. I will ask the guiding questions to help the

 Consider Contextual Factors (learning

differences/learning environment/learning
styles) that may be in place in your future
classroom.

students remember what we learned the previous days

such as (ESOL 4, ESE 3.1):
a. "What are the branches of government?"
b. "Who is the leader of the Executive branch?"
c. "What are some of the jobs of the Executive branch?"
(5-7 minutes)
Exceptionalities
What accommodations or modifications do you 2. To grasp the student's attention into learning about
the Legislative branch, I will post up the Blabberize
make for ESOL
http://teachsocialstudies.wikispaces.com/file/vie http://blabberize.com/view/id/1428796(ESE 1.1, 1.2,
w/ESOLStrategiesComprehensibleInstruction.pd 1.3, 5.1). The Blabberize program will be of Marco
f/42902857/ESOLStrategiesComprehensibleInst Rubio discussing the important points of the Legislative
branch and what the legislative branch's role is in the
ruction.pdf
federal government . Marco Rubio will communicate
and ESE (Gifted/Talented students,
the functions of the legislative branch. Students will
Learning/Reading disabilities, SLD etc.)
take notes of what Marco Rubio is saying in the video
http://www.udlcenter.org/aboutudl/udlguidelines in their Social Studies notebooks in order to complete
/udlguidelines_graphicorganizer
the Legislative branch of the federal government tree. I
will then ask the students guiding questions about the
Blaberrize such as:
a. What did you all learn from the video?
b. What do you think the legislative branch does?
(5-10 minutes)
3. Students will grab their Ipads and navigate to the FL
House of Representative app. The students will then be
assigned to write a letter to the K-12 subcommittee
about the Bullying and Harassment Policies in Schools
using Google Docs. (ESE 5.2) The class will read the
meaning of the bill under the app. Then the teacher will
write down the kid-friendly meaning of this bill in order
for students to comprehend the bill (ESOL 31).
Students may collaborate with their shoulder partner for
ideas or viewpoints (ESOL 2, ESE 8.3). Students will
use their background knowledge of the legislative
branch and Bill to write this letter (ESE 3.1).The
students can take a negative or positive viewpoint on
the letter. But the letter must include:
a. addressed to a committee
b. what the bill is
c. how they feel about the bill
d. why they feel this way towards the bill
e. sign the letter
While the students are writing their letters, I will walk
around asking my students questions about their letters.

I may ask "What viewpoint are you taking?" or What

do you think about this Bill?". This is to check their
comprehension and understanding of this assignment
(ESOL 6). I will make sure to give enough wait time
for my English Learners to answer my comprehension
check questions (ESOL 22). If students need more time
for finishing up this letter, I will give students more
time during their Language Arts learning block the next
day to finish. (30 minutes)
4. Students will then continue their federal government
tree representations (ESOL 30, ESE 1.1, 1.3). I will
guide the students in creating the legislative branch of
their trees by showing the students important
information from the Promethean Planet presentation
on Day 1 and students may use their social studies
notebooks as extra information (ESE 3.1). I will also
model my tree in order to help the student with their
trees (ESOL 8). (10-15 minutes)
5. At the very end of the lesson students will complete
an exit slip that is solely to know where they are at with
this topic. The students will write down on a small
sheet of paper their name, something they learned, and
circle where they are at in regards to the information on
a scale from 1-4. (ESE 9.3)They will then fold the
paper and place it in the Special Learning Box where I
will look at the later on in the day to fix my future
lessons. (Note: ELL students can draw a picture
about something they learned.)(ESE 2.5, ESOL 30)
(5 minutes)

Resources/Materials

Promethian Planet- 3 Branches of Government

(http://www.prometheanplanet.com/enus/Resources/Item/33221/3-branches-ofgovernment#.Vu_stWQrI1g-)
Marker
Students Social Studies Notebook
Crayons
Pencil
Interactive Whiteboard
Blabberize program
Computer
Doc Camera to broadcast Blabberize to the class
Ipad

Florida House of Representatives app

Paper for the letter
Social Studies Learning box
Exit Slip Sheet

Discussion Notes:
If the full lesson plan looks like it will go over an hour, cut the time from the letter and use part
of the Language Arts learning block in order to finish the letter.*
Link to the Blabberize http://blabberize.com/view/id/1428796
Teachers and students can refer to the rubric below.

Rubric for the Letter to the K-12 Sub-committee on the Bullying

Bill

CATEGORY

Addressed

Student thoroughly
includes whom the
letter is addressed
to and says who the
letter comes from.

Student properly
addresses whom
the letter is to and
from.

Student includes
whom the letter is
addressed to or
whom the letter is
from.

The students did

not include whom
the letter is
addressed to or
whom the letter is
from.

Completion

Students use four or Students used three

more sentences for sentences with
their letters with
minimal details.
plenty of details.
Students have
shown the letter to
the teacher and the
teacher signed it for
completion.

Students used two

sentences with little
details.

Students used one

or no sentences
with one or no
details.

Viewpoint and
Explanation

Students take an
exemplary
viewpoint on the
Bill and support
their view with
plenty of details
and supporting
evidence.

Students take a
viewpoint and
support their view
with little details
and evidence.

Students do not
take a viewpoint
and provide no
details or evidence.

Students take an
adequate viewpoint
on the Bill and
support their view
with a minimal
amount of details
and evidence.

Grammar

Students do not
have any major
grammar or
spelling mistakes.

Students have 3-5

major grammar or
spelling mistakes.

Students have 6-8

major grammar or
spelling mistakes.

Students have more

than 9 major
grammar or
spelling mistakes.