Lesson Planning Template

Lesson Title: State Legislatures

Grade: 12

Goals or Objectives: Students will understand State Legislatures, including what they are composed of,
how they operate, what their responsibilities are and the process in which they are elected.
Grade Level Guide: Content Standards
Content Curriculum Focal Points Common Core State
(ie: NCTM, IRA,)
Standards
14.Law and Public policy
help learners understand how
are created and implemented
the government of the United
by three branches of
States operates
government, each functions
under the constitution and the
with its own set of powers
purposes, values, and principles
and responsibilities.
of American
democracy, including the ideas
of distributed, shared, and
limited powers of
government;-NCSS

Interdisciplinary Connections
Connect the American Government
to a novel for Literature.

Academic Language:
State Legislatures
Police power
Executive power
Judicial power
Constituent power
Referendum (three different types)
*Students will also have limited knowledge of all three branches of government
Students Needs: What experiences, prior knowledge and/or knowledge gaps do students have that
relate to the lesson goals?
English Language Learners

Special Needs (can be a

group such as struggling
readers or individuals)

Materials: List materials for both Student Needs and Teacher Needs
Textbook
Paper
Writing utensil

Language Function:
Students will analyze the section about state legislatures.
Students will discuss comparisons and differences of the United States government and other
governments.
Student will be able to explain the chapter to their peers, in order to better understand it
themselves.
Students will be able to place themselves in a mock state legislature and act accordingly.
Lesson Plan
Before:
What are the three branches of government?
- Executive, Judicial and Legislative
Ask students to explain what they know about each branch.
Ask students if they know of anyone in their state legislature.
Explain to students that today they are discussing state legislature from Chapter 24, Section 2
During:
Students will listen to a brief overview of the chapter and any additional information needed to
explain state legislature.
Students will then break into groups of about 5-6 students and act as a legislative body would.
Students will discuss bills and vote on them.
The teacher will go around, observing the students to ensure their understanding and ask if they
have any questions.
This activity is to promote a better understanding through application.
After:

Students will ask and share these questions in their groups.

What problems did you run into when trying to pass a bill?
Are state legislatures allowed to pass bills without approval of voters?
What is the difference between legislative and non-legislative powers?
The questions will be on the board and the teacher will give 3 minutes to discuss each question.
After approx. 10 minutes, each group will be called on to answer one of the three questions.

Assessment:
Type of assessment
(formal or informal)

Informal

Description of
assessment

At the end of class,

students will be
asked to answer one
question they were
to discuss as a

Modifications to the
assessment so that all
students could
demonstrate learning
A short exit pass will
be turned in at the end
of class. It will ask
students to, in their
own words, explain
state legislature and

Evaluation Criteria- What evidence

of student learning (related to the
learning objectives and central focus)
does the assessment provide?

The assessment will see if

students understand the definition
of state legislature but it will also
test if the students understand how
this branch of government

group.

give 3 important facts

they learned in class.

functions.

Resources: Include assessments, rubrics, and online resource links incorporated into the lesson, if
applicable.
Use the textbook, specifically chapter 24.
Analyzing Teaching: To be completed after the lesson has been taught
What worked?
What didnt? For whom?
Adjustments
What instructional changes do you need to make as
you prepare for your next lesson?

Proposed Changes

Whole class:

If you could teach this lesson again to this group of

students what changes would you make to your
instruction?

Groups of students:
Individual students:

Justification
Why will these changes improve student learning?
What research/theory supports these changes?