Teacher(s) Name: Paige Meckley

Thematic Unit Theme/Title/Grade Level: Civics and Government, Road to the White House, Third Grade

Weebly address: http://ucfgr3governmentsp17t.weebly.com/

Daily Lesson Plan Day/Title: Day 5- Inauguration Classroom Ball

Learning Learning Goal:

Goals/Objectives
Students will understand the differences between federal, state, and local
What will students government and how they are organized.
accomplish and be able to do
at the end of this lesson? Be
sure to set significant (related
to SSS/CCSS), challenging
and appropriate learning Learning Objectives:
goals!
1. The students will interact with current events, recognize their own
political beliefs, and address them via a political speech.

2. Students will participate in voting via a ballot box and will present their
previous days voter registration form to do so.

3. Students will explain the purpose and need for government in their own
words by writing a political speech.

4. Students will demonstrate research knowledge via a campaign poster by

identifying a slogan, stating their stance on current issues and being
visibly appealing.

NCSS Themes NCSS theme(s):

Florida Standards (FS) Power, Authority, and Government

Next Generation

Sunshine State Florida Standard(s):

Standards (NGSSS)
LAFS.3.SL.2.4 Report on a topic or text, tell a story, or recount an
List each standard. Cutting
and pasting from the website
experience with appropriate facts and relevant, descriptive details,
is allowed speaking clearly at an understandable pace.
http://www.cpalms.org/Public
/ LAFS.3.W.3.8 Recall information from experiences or gather information
from print and digital sources; take brief notes on sources and sort
evidence into provided categories.

LAFS.3.SL.2.6 Speak in complete sentences when appropriate to task and

 situation in order to provide requested detail or clarification.

MU.3.H.2.1 Discuss how music in America was influenced by people and

events in its history.

Next Generation Sunshine State Standards:

SS.3.C.2.1 Identify group and individual actions of citizens that

demonstrate civility, cooperation, volunteerism, and other civic virtues.

SS.3.C.1.1 Explain the purpose and need for government.

SS.3.A.1.3 Define terms related to the social sciences.

SS.3.C.3.4 Recognize that the Constitution of the United States is the

supreme law of the land.

Assessment Unit Pre-Assessment:

How will student The pre-assessment will be done via Kahoot! using personal devices such as
learning be assessed? iPhones, Androids, iPads, etc. The pre-assessment will be done two weeks prior
Authentic/Alternative to starting our unit plan.
assessments?

Does your https://create.kahoot.it/#quiz/17ad887d-6ff2-4c58-b299-e3f3976155e4

assessment align with
your objectives,
standards and
procedures? Unit Post-Assessment:

Informal assessment The post-assessment will be done via Kahoot! using personal devices such as
(multiple modes): iPhones, Androids, iPads, etc. The post-assessment will be given at the end of the
participation rubrics,
journal entries, unit plan either on Friday or the following Monday.
collaborative
planning/presentation https://create.kahoot.it/#quiz/17ad887d-6ff2-4c58-b299-e3f3976155e4
notes, etc.

On-going Formative (progress-monitoring/daily) Assessment:

4: Students can teach and identify the different levels of government (local, state,
and federal)

3: Students can identify the different levels of government (local, state. and
federal)

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.wikis
paces.com/file/view/ESOLStr
ategiesComprehensibleInstru
ction.pdf/42902857/ESOLStr
ategiesComprehensibleInstru
ction.pdf
and ESE (Gifted/Talented
students, Learning/Reading
disabilities, SLD etc.)
http://www.udlcenter.org/abo
utudl/udlguidelines/udlguideli
nes_graphicorganizer
2: Students can identify some levels of government with assistance.
1: Students cannot identify any of the levels of government.
1. As students arrive to class, welcome them with patriotic music in the
background and have each child hand you their Inauguration Ball invitation
(which they received the previous day) before entering the classroom.
2. Review previous material taught throughout the week via a Tri-Venn-
Diagram (Use magnetic hula-hoops to create a Tri-Venn-Diagram on the
board). Students should be in groups of 3-4. Each group will receive an
envelope. Inform the class that they should not open the envelopes until told to
do so. Clearly state the directions before the activity:
EL #13: Use preview/review activities
EL #32: Use student pairs for team learning, especially for reports, experiments
and projects
UDL #3.1: Activate or supply background knowledge
Assign one student to be the reader of the group. This student will be in
charge of reading each piece of paper in the envelope to his/her group.
Discuss each piece of information and determine if it falls under local,
state, or federal government. Assure the students that some information
might fall under two categories such as local and state, or the information
might fall under all three levels of government.
Set a timer for 4 minutes to allow the students to read and discuss their
information.
Let one group get up at a time to properly place their information on the
classroom Venn-Diagram.
Once all the information is up, the teacher can check students work
because the information will be color-coded. For example, the papers
under local government will all be one color, state government will have a
different color, etc. (Hopefully students will not pick up on this and cheat).
After reviewing the governmental organization, ask them to assess their
performance on this task using the gavel scale. Did you successfully put
your information on the Venn-Diagram correctly? Did you struggle to
understand the information?
EL #22: Give enough wait time for second language learners to respond to
questions

3. There will be centers around the room for the children to participate in.
The centers listed below are necessary for the students briefcase but there
will be a few extra centers that are optional. These centers will be if the
students have enough time in the class period. Food will be available with
politically appropriate names. Examples include Calvin Kool-Aid, Harry
S. Fruitman, Ulysses S. Ranch, Broccoli Obama, etc.

EL #27: Highlight written materials for readability by enlarging the size print

EL #30: Write instructions and problems using shorter and less complex
sentences

Center 1- Political Speech: Students will use iPads and scan QR codes
that will lead them to news websites. The directed articles should address
current issues of importance today. They will prepare a ten-sentence speech
addressing the issues they would want to address as president. A MadLib
Political Speech will be available. They can use this a guideline and
example for what their speech should look like.

UDL #6.4: Enhance capacity for monitoring progress

UDL #7.2: Optimize relevance, value, and authenticity

Center 2- Campaign Poster: Students will create a poster that addresses

these issues through keywords and images. These images can be drawn or
cut out of a magazine. They should include a campaign slogan, where they
stand on certain issues, and a patriotic appearance. A rubric will be
provided for each student and should be graded by the teacher once they
are finished. Once the poster is graded, the student may hang it up at the
front of the classroom.

EL #30: Encourage the use of diagrams and drawings as aids to identify

concepts and seeing relationships

UDL #1.1: Offer ways of customizing the display of information

UDL #5.2: Use multiple tools for construction and composition
 Center 3- Ballot Box: This is a short center that should only take 3-4
minutes. Set up a voter's booth with a ballot box. Have the students present
their voters registration information before voting. (Depending on the time
of year this lesson is going on, perhaps have them vote on the current
election. If it is an off year, have the students vote on a class president or
have them vote on class representatives. Other ideas include voting on
food, favorite activities, etc.) Once the student has voted they will receive
an I voted sticker/flag. They can wear it or put it in their briefcase.

4. As students finish up their centers, have them interact with each other to
discuss their slogans and political issues. Remind them to use academic
language. The teacher should scaffold the students by walking around and
ask relevant questions to reflect their understanding.

4. Regroup the students and have them sit back at their desks. Before doing
the post assessment Kahoot, prep the students to be on their best behavior
for their special inauguration guest (the principal). Have the principal give
a short speech on why its important to be a good citizen and understand
how our country runs. Let the president announce the ballot box winner. If
there is not enough time to do the post-assessment Kahoot, do it the
following Monday.

UDL #9.1: Promote expectations and beliefs that optimize motivation

Resources/Materials iPad, iPhone, Android, etc.

QR Codes

Kahoot!

Construction Paper

Magazines

Colored pencils, crayons, markers

Scissors

Glue

Tape

- Timeline via President Food Pun sticks

- Create a Histogram (aka instagram) bulletined board
- Create a Constitution bulletined board