Teacher: Grismore Room #: G103 Lesson # in Unit: 1 Period (S): 7 Topic: Executive Branch

Teacher: Grismore Room #: G103 Lesson # in unit: 1 Period (s): 7 Topic: Executive Branch Social Studies Lesson Objective:

By the end of class the student will be able to: Identify the roles & responsibilities, qualifications, and current events that face the president of the United States. Students will also be able to think critically about the informal qualifications of our past elected presidents. https://learningconnection.doe.in.gov/Standards/PrintLibrary.aspx

Indiana Standard: SS.USG.3.1 2007 Analyze the United States Constitution and explain characteristics of government in the United States, which define it as a federal, presidential, constitutional and representative democracy.

SS.USG.3.3 2007 Identify and describe provisions of the United States Constitution and the Indiana Constitution that define and distribute powers and authority of the federal or state government.

Common Core Literacy Standard: Culture and Cultural Diversity https://learningconnection.doe.in.gov/Standards/PrintLibrary Power, Authority, and Governance .aspx Time, Continuity, and Change Key ideas and details Production, Distribution, and Consumption Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes People, Places, and Environments clear the relationships among the key details and ideas. Science, Technology, and Society Integration of Knowledge and Ideas Individual Development and Identity Integrate and evaluate multiple sources of information Global Connections presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a Individuals, Groups, and Institutions question or solve a problem. Civic Ideals and Practices

NCSS Thematic Standards

Supporting Diverse Learners

Student Assets:Satisfactory English skills, Good sense of community in classroom,

Anticipated Challenges: Some students need encouragement to overcome their shyness so they could confidently share opinion/research findings with the whole group,

Special Considerations for IEP and/or ILP

Checklist Overview: Use the checklist below to select your method(s) and your support strategies for this lesson. In the agenda section that follows, be sure to name the strategies in the appropriate section.

Methods for Instruction Use of Materials Use of Technology

Teacher Modeling/Demo. Class/Group Discussion Journal writing Teacher Manual pg # Cell Phone

Cooperative Learning Role Play Student Text pg # 364 PollEverywhere.com

Small Group Hands-on Picture Books CPS Clickers Guided Practice Inquiry Learning More Activities That Elmo Document Camera Teach Lecture or Direct Software Game Instruction Handouts: Student Computers Bookwork (Reading) Simulation/Role Playing Manipulative Teacher Computer w/LCD Question/Answer Independent Learning Maps Video Clips/DVD Learning Stations Other Artifacts Website Related Equipment: Other Other:

Adapted materials

Study Skills Reading Strategy Writing Strategy Vocabulary Strategy

Two column notes KWL or EQW Sentence frames Frayer model

Guided note taking 4 As Paragraph frames List-group-label/affinity mapping Opinion-proof chart Text rendering Imitation writing Semantic feature analysis Problem-solution chart Text Structures RAFT Word maps Venn diagram Reciprocal teaching SPAWN Alphaboxes Cause and effect frames Save the last word for me Sentence combining Tree map for wordsmithing MVP (most valuable point) Anticipation guides Social-academic language translations Vocabulary self-awareness 20 Questions Jigsaw activity Graphic organizers

What’s it say/mean/matter Opinionnaire Creating metaphors Outlining

Creating metaphors Coding the text Word Walls

Mnemonics Open mind portrait Other Tossed Terms

Other Sketch to stretch Other Read-talk-write

Directed reading thinking activity

Zooming in/ zooming out Anomalies

Agenda:

1) Hook: Have students group up and think of as much US presidents as they can remember (w/o smartphone assistance). Go through and ask how much each group has come up with. (5-10minutes)

2) Short introduction of the Executive Branch: Short executive branch video, Icivic students explain the executive branch (4 min.)

3) Hand out or instruct students on how to make a circle frame map. Provide text set. Explain that students will have the responsibility of choosing their resource and presenting their findings. The four subjects will be Executive qualifications & responsibilities, interesting facts, current issues faced by the president, and informal qualifications. (15-20 min.)

4) After the students get done with their presentations and analysis of the resources, I was thinking that we could talk about what informal qualifications. Students can offer different suggestions and the class can vote if they agree or not. (5-10 min.)

5) Ticket out: Respond on an index card to the following:

Who in class is best qualified to be President? Why?

Anticipatory Set: How will you support students in accessing prior knowledge, personal, real world and/or cultural connections? In order to activate prior knowledge, I will begin my lesson by having students recall as many US presidents as they can.

During: What support strategies will you use to scaffold students learning so they meet or exceed targeted objective?In order to support students learning, I will offer them a text set from which they will be able to research the targeted data for the jigsaw activity. In order to support their learning, I will give them prompts, provide additional explanations, and ask meaningful questions.

Wrap up/Closing: How will you engage students in self-assessment and/or reflection on key concepts?

In order to assess the students, I will have them present their research findings to the class as well as write a ticket out on who is most qualified to be president (in the class).

Rationale for Methods and Strategies selection: Daily Assessment How do you know your Formative: Summative: students met your lesson objective(s) and to what degree? I know that the students met Class discussion Test the objective if they are able to articulate and present their designated portion of the CPS clickers Project assignment. They will meet the objective to a high degree if they connect their Email teacher Report research with the president with themselves or prior knowledge that they have of him. Entrance/Exit slip Presentation

Bloom’s Taxonomy Teacher Observe Final Exam

knowledge Listened to conversations Other

comprehension Quiz

application Thumbs up, neutral, or down

analysis Homework check

synthesis Video quiz

evaluation Voting

Whiteboard Check Other

Additional Teacher Preparation: Copy:

Locate:

Additional Reference/Sources of Information:

Daily Reflection This would be a section at the end for the teacher to note any strengths or weaknesses of the plan. What are next the steps for students and how will you get them there? What worked well?

I felt that the lesson went well today, with the exception of time constraints. I need to be more cognizant of the time that it takes to compete each activity. I would have liked for the students to have more time to write out their nominations for the student who is most informally qualified to be president. I thought that I structured today’s lesson well. Every student was able to participate in one way or another. The shy students talked in their small groups before they were given an opportunity to talk with the whole class. A weakness that I identified was my recognition to explain concepts that could have been confusing to others. (ex: drone warefare)