DIFFERENTIATEDREADINGLESSON ContentObjectives: StudentwillbeabletodescribethestructureofandprinciplesbehindtheConstitution. StudentwillbeabletoexplaintheimportanceofchecksandbalancesintheConstitution. LanguageObjectives: StudentwillbeabletoidentifytheimportantvocabularyoftheConstitution. Studentswillbeabletowriteandidentifythethreebranchesofgovernmentandwhytheyare importanttoourgovernment.

ent. LessonSequence: PrereadingActivity:VocabularySelfAwarenessChart Level1 Handeach studentthe Vocabulary SelfAwarenes sChart Thischartisa toolthrough Level2 Handeach studentthe Vocabulary SelfAwarene ssChart Thischartisa toolthrough Level3 Handeach studentthe Vocabulary SelfAwareness Chart Thischartisa toolthrough Level4 Handeach studentthe Vocabulary SelfAwarenes sChart Thischartisa toolthrough Level5 Handeach studentthe Vocabulary SelfAwarenes sChart Thischartisa toolthrough FEP Handeach studentthe Vocabulary SelfAwarenes sChart Thischartisa toolthrough

whichstudents cangiveyou anideaoftheir understanding ofspecific vocabulary Thechartfor level1 includes picturesof eachwordand thedefinitionto helpstudents understand Sostudents understandthe process, modelthe process.Start usingtheword Veto.Usean ELMO(or similardevice)

which studentscan giveyouan ideaoftheir understanding ofspecific vocabulary Thechartfor level2 includes picturesof eachwordand thedefinition tohelp students understand Sostudents understand theprocess, modelthe process.Start usingtheword Veto.Usean

whichstudents cangiveyouan ideaoftheir understanding ofspecific vocabulary Thechartfor level3includes picturesofeach wordandthe definitionto helpstudents understand Sostudents understandthe process,model theprocess. Startusingthe wordVeto. UseanELMO (orsimilar device)and startfillingout

whichstudents cangiveyou anideaoftheir understanding ofspecific vocabulary Thechartfor level4 includes picturesof eachwordto helpstudents understand Sostudents understandthe process, modelthe process.Start usingtheword Veto.Usean ELMO(or similardevice) andstartfilling

whichstudents cangiveyou anideaoftheir understanding ofspecific vocabulary Sostudents understandthe process, modelthe process.Start usingtheword Veto.Usean ELMO(or similardevice) andstartfilling outthechart withthe students. Explaintothem thatthe+ meansafull understanding

whichstudents cangiveyou anideaoftheir understanding ofspecific vocabulary Sostudents understandthe process, modelthe process.Start usingtheword Veto.Usean ELMO(or similardevice) andstartfilling outthechart withthe students. Explaintothem thatthe+ meansafull understanding

andstartfilling outthechart withthe students. Explaintothem thatthe+ meansafull understanding (knowledgeof boththe definitionand howtousethe word),the checkmeans theyhaveseen thewordand havethegistof it,butnotafull understanding, means studentshave norecognition oftheword.

ELMO(or similardevice) andstartfilling outthechart withthe students. Explainto themthatthe +meansa full understanding (knowledgeof boththe definitionand howtousethe word),the checkmeans theyhave seentheword andhavethe gistofit,but notafull understanding

thechartwith thestudents. Explaintothem thatthe+ meansafull understanding (knowledgeof boththe definitionand howtousethe word),the checkmeans theyhaveseen thewordand havethegistof it,butnotafull understanding, means studentshave norecognition oftheword. Then,if studentsdo

outthechart withthe students. Explaintothem thatthe+ meansafull understanding (knowledgeof boththe definitionand howtousethe word),the checkmeans theyhaveseen thewordand havethegistof it,butnotafull understanding, means studentshave norecognition oftheword. Then,if

(knowledgeof boththe definitionand howtousethe word),the checkmeans theyhaveseen thewordand havethegistof it,butnotafull understanding, means studentshave norecognition oftheword. Then,if studentsdo knowtheword theywillwrite outadefinition andan example. Afterthis

(knowledgeof boththe definitionand howtousethe word),the checkmeans theyhaveseen thewordand havethegistof it,butnotafull understanding, means studentshave norecognition oftheword. Then,if studentsdo knowtheword theywillwrite outadefinition andan example. Afterthis

Afterthis modelling, havestudents filloutthechart asbestasthey can. Oncetheyve completed whattheycan explainthat theywillwantto referencethem throughoutthe readingand theyshould haveit completeby theendofthe unit Sincethese arelevel1s, provideextra supportas

,means studentshave norecognition oftheword. Afterthis modelling, havestudents filloutthe chartasbest astheycan. Oncetheyve completed whattheycan explainthat theywillwant toreference them throughoutthe readingand theyshould haveit completeby theendofthe

knowtheword theywillwrite outanexample. Afterthis modelling,have studentsfillout thechartas bestasthey can. Oncetheyve completedwhat theycanexplain thattheywill wantto referencethem throughoutthe readingand theyshould haveit completebythe endoftheunit

studentsdo knowtheword theywillwrite outadefinition andan example. Afterthis modelling, havestudents filloutthechart asbestasthey can. Oncetheyve completed whattheycan explainthat theywillwantto referencethem throughoutthe readingand theyshould haveit completeby

modelling, havestudents filloutthechart asbestasthey can. Oncetheyve completed whattheycan explainthat theywillwantto referencethem throughoutthe readingand theyshould haveit completeby theendofthe unit

modelling, havestudents filloutthechart asbestasthey can. Oncetheyve completed whattheycan explainthat theywillwantto referencethem throughoutthe readingand theyshould haveit completeby theendofthe unit

needed

unit

theendofthe unit

SupplementalVideotoshowstudents:ChecksandBalances http://www.flocabulary.com/3branchesofgovernment/ DuringReadingActivity:ChecksandBalancesOrganizer Level1 Handout directionsand theblank organizersthat arejustpicture matching (labelledfor level1) Explainto studentsthat theyneedto matchthe correctpicture withtheBranch Level2 Handout directionsand blank organizersthat have everythingbut thetitleofthe branchesand thecenterfilled out(labelled forlevel2) Bringupa blankorganizer ontheELMO Level3 Handout directionsand blank organizersthat havepictures andallthe checksfilled in(labelledfor level3) Bringupa blankorganizer ontheELMO andmodelfor studentshowto Level4 Handout directionsand blank organizersthat havepictures andonebullet pointunder eachbranch (labelledfor level4) Bringupa blank organizeron theELMOand Level5 Handout directionsand blankorganizer Bringupa blankorganizer ontheELMO andmodelfor studentshow tofilloutthe chart. Forthe modelling,use theExecutive Branchand,as FEP Handout directionsand blank organizer Bringupa blank organizeron theELMOand modelfor studentshow tofilloutthe chart. Forthe modelling,

ofGovernment Helpthemcut outpicturesand explainwhy eachgoeswith eachastheygo throughthe organizer

andmodelfor studentshow tofilloutthe chart Forthe modellinguse theExecutive Branchand,as aclass,fillin onejobofthe Executive Branch Fromhere,set studentsfree tofillinthe titlesofthe branchesand thecenter explanation

filloutthechart Forthe modelling,use theExecutive Branchand,as aclass,fillin onejobofthe Executive Branch Fromhere,set studentsfreeto filloutthejobs ofeachbranch andthecenter summarywhile goingthrough theirreading

modelfor studentshow tofilloutthe chart Forthe modelling,use theExecutive Branchand,as aclass,fillin onejobofthe Executive Branch Fromhere, setstudents freetofillout therestofthe chartwhile goingthrough theirreading

aclass,fillin onejobofthe Executive Branch. Fromhere, setstudents freetofillthis outinfullwhile goingthrough theirreading

usethe Executive Branchand, asaclass,fill inonejobof theExecutive Branch. Fromhere, setstudents freetofillthis outinfullwhile goingthrough theirreading

PostreadingActivity:ChecksandBalancesComics

Level1 Explainto studentswhat theywillbe doingforthe postreading activity.(Each levelwill receivea different template). Showthe classan exampleofa checkor balancethey coulddrawas modelingfor theactivity. Studentswill

Level2 Explainto studentswhat theywillbe doingforthe postreading activity.(Each levelwill receivea different template). Showthe classan exampleofa checkor balancethey coulddrawas modelingfor theactivity. Studentswill

Level3 Explainto studentswhat theywillbe doingforthe postreading activity.(Each levelwill receivea different template). Showthe classan exampleofa checkor balancethey coulddrawas modelingfor theactivity. Studentswill

Level4 Explainto studentswhat theywillbe doingforthe postreading activity.(Each levelwill receivea different template). Showthe classan exampleofa checkor balancethey coulddrawas modelingfor theactivity. Studentswill

Level5 Explainto studentswhat theywillbe doingforthe postreading activity.(Each levelwill receivea different template) Showthe classan exampleofa checkor balancethey coulddrawas modelingfor theactivity. Studentswill

FEP Explainto studentswhat theywillbe doingforthe postreading activity.(Each levelwill receivea different template) Showthe classan exampleofa checkor balancethey coulddrawas modelingfor theactivity. Studentswill

receivea templatewith1 boxand directions. Drawapicture thatshowsan exampleofthe checksand balances Writeaword ortwo(if possible)with thepicture

receivea templatewith2 boxesand directions. Drawtwo picturesof examplesof thechecksand balances Writeashort phrasewith eachpicture

receivea templatewith3 boxesand directions. Drawthree picturesof examplesof thechecks andbalances Writeone shortsentence orphrasetogo witheach picture.

receivea templatewith4 boxesand directions. Drawfour picturesof examplesof thechecksand balances Write12 sentencesto gowitheach picture

receivea templatewith5 boxesand directions. Drawfive picturesof examplesof thechecksand balances Write12 sentencesto gowitheach picture. Writeafinal summaryof whyseparation ofpowersand thechecksand balance systemisgood

receivea templatewith5 boxesand directions. Drawfive picturesof examplesof checksand balances Write23 sentencesto gowitheach picture Writeafinal summaryof whyseparation ofpowersand thechecksand balance systemisgood

MaterialsList: Reading:TheThreeBranchesofGovernment (Source:http://www.congressforkids.net/Constitution_checksandbalances.htm) VocabularySelfAwarenessChart copiesforthedifferentlevels ChecksandBalancesgraphicorganizer copiesforthedifferentlevels ComicTemplateforeachlevel ELMO/similardevice

DifferentiatedAssignment/Assessment#3Reading

Level1

Level2

Level3

Level4

Level5

FullyEnglish Proficient

Languagebased Expectations: Writeinand identifythebranchof governmentthateach sentencesdescribes. Writeinandidentify eachcheckor balanceeach sentencedescribes.

Languagebased Expectations: Writeinand identifythebranchof governmentthateach sentencesdescribes. Writeinandidentify eachcheckor balanceeach sentencedescribes. Writeashortphrase explainingwhythe separationofpowers andchecksand balancesystemis goodandimportant forourgovernment.

Languagebased Expectations: Writeinand identifythebranchof governmentthateach sentencesdescribes. Writeinandidentify eachcheckor balanceeach sentencedescribes. Write2sentences explainingwhythe separationofpowers andchecksand balancesystemis goodandimportant forourgovernment.

Languagebased Expectations: Writeinandidentify thebranchof governmentthateach sentencesdescribes. Writeinandidentify eachcheckor balanceeach sentencedescribes. Write1paragraph explainingwhythe separationofpowers andchecksand balancesystemis goodandimportant forourgovernment.

Languagebased Expectations: Writeinandidentify thebranchof governmentthateach sentencesdescribes. Writeinandidentify eachcheckor balanceeach sentencedescribes. Write2paragraphs explainingwhythe separationofpowers andchecksand balancesystemis goodandimportant forourgovernment.

Languagebased Expectations: Writeinandidentify thebranchof governmentthateach sentencesdescribes. Writeinandidentify eachcheckor balanceeach sentencedescribes. Write2paragraphs explainingwhythe separationofpowers andchecksand balancesystemis goodandimportant forourgovernment.

Standardsbased Content/Topic:

Identifyeachofthe threebranchesof governmentwiththeir rolesandthechecks andbalancesinplace forthem. Scaffolding/Support: Examplesand informationdiscussed inclass Readingscompleted inclass Informationcovered andcompletedonthe graphicorganizerasa review Picturesprovidedon theassessment Extra10minutesto completethe assessment Aparaeducatoror teachercanfillinthe blanksifwritingisnt proficient Scaffolding/Support: Examplesand informationdiscussed inclass Readingscompleted inclass Informationcovered andcompletedonthe graphicorganizerasa review Picturesprovidedon theassessment extra10minutesto completethe assessment Scaffolding/Support: Examplesand informationdiscussed inclass Readingscompleted inclass Informationcovered andcompletedonthe graphicorganizerasa review Picturesprovidedon theassessment Extra5minutesto completethe assessment Scaffolding/Support: Examplesand informationdiscussed inclass Readingscompleted inclass Informationcovered andcompletedonthe graphicorganizerasa review Picturesprovidedon theassessment Scaffolding/Support: Examplesand informationdiscussed inclass Readingscompleted inclass Informationcovered andcompletedonthe graphicorganizerasa review Picturesprovidedon theassessment

Scaffolding/Support: Examplesand informationdiscussed inclass Readingscompleted inclass Informationcovered andcompletedonthe graphicorganizerasa review Picturesprovidedon theassessment Extra15minutesto completethe assessment Aparaeducatoror teachercanfillinthe blanksifwritingisnt proficient