Group Members/Group Name: Stephanie Stewart, Kelsee Patrick, Felicia Clarke

Thematic Unit Theme/Title/Grade Level: The Constitution/Three Branches of Government/3

Group Wiki space address: www.chooseabranch.weebly.com

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Daily Lesson Plan Day/Title: Executive Branch (Day 4)

Lesson Length: 65 minutes___

Rationale for Instruction

A rationale is an essential part of thoughtful planning
of classroom instruction. This is a brief written
statement of the purpose for instruction and the
connection of the purpose to instruction that has
come before and will follow.

Learning Objectives
What will students know and be able to do at the
end of this lesson? Be sure to set significant (related
to NGSS Themes, CCSS, and NGSSS),
challenging, measurable and appropriate learning
goals!

Why this lesson is a necessary element of the curriculum? [An example from Broward County
Schools Elementary students should begin to understand that as citizens of the United
States, they have both rights (privacy, speech, religion, movement, assembly) and
responsibilities (voting, obeying the law, helping in the community). Students should be willing
to exercise both their rights and responsibilities.]
The Constitution is the supreme law of the United States. Its first three articles contain the
doctrine of the separation of powers, whereby the federal government is divided into three
branches: the legislative, consisting of the bicameral Congress; the executive, consisting of
the President; and the judicial, consisting of the Supreme Court and other federal courts. It is
important for students to know how their government is constructed and how it was formed.
Developing knowledge of this information will help students to become informed participants
in a democracy. Students will be made aware of the men and women who make important
decisions regarding their lives, their country, and the world.
Depending on the topic, grade level and length of time required for lesson, 3-5 objectives may
be acceptable. Remember a learning objective is a statement in specific and measurable
terms that describes what the learner will know or be able to do as a result of engaging in a
learning activity as well as how that learning will be demonstrated. All learning objectives
should begin with:
The student will be to identify the seven roles of the President by creating a foldable.
The students will demonstrate their understanding of the role a President plays in the
executive branch by writing a journal entry
from the perspective of the President.
During small group instruction students will read Article II of the Constitution. From this
reading students will gain a deeper understanding of the purpose of the executive branch and
who is included within it.
The students will be able to describe the Presidents role in making laws.

NCSS Theme/Next Generation

Sunshine State Standards/Common
Core Standards (LAFS/MAFS)
List each standard that will be addressed during the
lesson. Cutting and pasting from the website is
allowed. You must have a minimum of 3 standards
that represent multiple content areas identified in
this portion of the lesson plan.
These can be downloaded from the Florida Dept of
Education www.cpalms.org/homepage/index.aspx.

Student Activities & Procedures

Design for Instruction
What best practice strategies will be implemented?
How will you communicate student expectation?
What products will be developed and created by
students?
Consider Contextual Factors (learning
differences/learning environment) that may be in
place in your classroom.

Do you cross the curriculum? What other content fields (language arts, science, math, the
arts, physical education, technology) do you address in this lesson?
NGSS Theme: Power, Authority, and Governance

SS.3.C.1.1
Explain the purpose and need for government.
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.
LAFS.3.RI.1.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or
steps in technical procedures in a text, using language that pertains to time, sequence, and
cause/effect.
LAFS.3.SL.1.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and
expressing their own clearly.
Come to discussions prepared, having read or studied required material; explicitly draw on
that preparation and other information known about the topic to explore ideas under
discussion.
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening
to others with care, speaking one at a time about the topics and texts under discussion).
Ask questions to check understanding of information presented, stay on topic, and link their
comments to the remarks of others.
Explain their own ideas and understanding in light of the discussion.
This is the heart of the lesson plan. Be specific. Describe lesson in a step-by-step,
numbered sequence, including teacher and student activities. Be sure to include key
questions for discussion, collaborative structures, etc. (This section includes EVERYTHING
and should be highly detailed!)
Anticipatory Set:
1. To begin the lesson the teacher will first review what the students have learned about the
legislative and judicial branches from the previous lessons in the unit. The teacher will make
sure to include points such as the legislative branch makes laws and the judicial branch
interprets them. The teacher will then read Article II (pages 33-37) from the book Constitution:
Translated for Kids by Cathy Travis. This section of the Constitution talks about the executive

branch and its duties. Students should now realize the executive branch carries out laws. This
branch has the power to approve laws or veto (reject) them if they choose. Print out copies of
the Three Branches of Government map and give to each student (ESOL) The chart can be
found here:
https://kids.usa.gov/sites/all/themes/kids/images/Three_Branches_Govt.png
(5 minutes)
Instructional Procedures
2. On a piece of poster board or the white board create a large bubble map. The teacher will
draw a large circle in the middle page and write the words Executive Responsibilities inside.
The teacher will then create discussion among the students by asking them Who do you think
is the head of the executive branch? and What do you think the executive branch is
responsible for? The students will pick a shoulder partner to discuss their thinking. After the
students have exchanged ideas with their partner the teacher will turn students attention to
whole group discussion. The teacher will record the students responses on the bubble map.
The teacher will reveal the answers to the students. The teacher will explain that the President
of the United States is the head of the executive branch and he has seven big roles as
President. Lastly, explain to the children that the executive branch includes the Vice President
who helps the President make decisions and fulfill these important duties as well as the
Cabinet who helps run different departments within the government. Ask the students if they
know who the current President and Vice President are. Show the students pictures of each
person (ESOL).(5 minutes)
3. The teacher will ask the students to create a foldable. Using a piece of printer paper have
the students fold the paper in half, hotdog style. On each table give the students markers,
glue sticks and student friendly scissors. Have the students cut six equal horizontal slits on
one side of the foldable. This will create seven flabs. If needed prepare a foldable in advance
or model the steps along with the students. On each flab of the foldable have the students
write out:
1. Chief of State
2. Chief Executive
3. Chief Diplomat
4. Commander in Chief
5. Chief Legislator
6. Chief of Party
7. Chief Guardian of the Economy
After the students have written on their foldable using markers, tell them that each of these
are job titles of the President. The President must fulfill each of these duties effectively for
him/her to be a good leader. The teacher will give each student the 7 Roles of the President

worksheet. The students will cut out each of the seven job descriptions. Together the teacher
will read each description aloud and the students will collectively decide which job title the
description falls under. The teacher will provide scaffolding to lead the students to the correct
answer (ESOL). When the students choose the correct placing for the description they will
glue the piece of paper under the corresponding flab of their foldable. When the teacher
comes across the Chief Legislator job title emphasis should be placed on how the President
can veto a law already passed by the legislative branch. If President favors the law then it is
put into effective. If the President chooses to veto the law it is sent back to the legislative
branch. Once it is there the Legislative branch can refine it or choose to overrule the
President. To overrule the President, Congress needs votes in favor of the law. The
Presidents duty as Chief Legislator is part of the executive branchs contribution to checks
and balances. For descriptions using unfamiliar words such as diplomat, ambassador, or
political party the teacher will offer a definition or picture for clarification on the word (ESOL).
The teacher will work with the students to complete the foldable. Along the way the teacher
will read out examples of each job title, which can be found here:
http://www.scholastic.com/teachers/article/seven-roles-one-president. (20 minutes)
4. After the students are finished creating the foldable the teacher will open for classroom
discussion. Probe the students to think about how much work it takes to run a country. Ask
students Do you think being the President is easy or hard? Why or why not? To show
students just how demanding being the President is, visit The White House Briefing Room
and share the President's schedule for that particular day. This information can be found here
https://www.whitehouse.gov/schedule/president . (5 minutes)
5. The teacher will then ask students Would you ever want to become the President of the
United States? If you were President, what would it be like? What actions would take to
better improve the country? Give students time to talk aloud with a partner or small group.
The teacher will then pass out the If I Were President worksheet. On the worksheet the
students will discuss the first thing they would do as President, what they would say in all their
speeches, the hardest thing about being President and the best thing about being President.
After students have answered each question allow them time to draw themselves as
President in the circle provided. ESOL students can draw their answers to these questions
rather than writing them out. Have students tape their worksheet throughout the classroom so
students can see each others work. (10 minutes).
6. To conclude the executive branch lesson, students will create a diary entry as if they were
the President. Students must include at least one example of one of the seven
responsibilities as President. The teacher will review the foldable and the seven job titles with
the students before they begin writing. The teacher will also review what a diary entry looks

and sounds like. ESOL students may using drawings to create their journal entry. The
students will use the Five Star Writing Rubric to evaluate the quality of their work. If the
students feel they achieved each of the five requirements on the rubric then they know they
successfully completed the assignment. After the students have written their diary entry and
assessed their performance they will take turns reading them aloud in groups of four. (15
minutes)

Resources/Materials

ALL resources including but not limited too; internet sites, professional resources- books,
journals (titles and authors), childrens literature, etc. should be noted here. Citations should
be in APA format.
Materials
Markers, scissors, glue sticks, computer paper, computer (with internet access), poster
board/whiteboard, If I Were the President worksheet, (worksheet can be accessed at this
website: https://www.teacherspayteachers.com/Product/If-I-were-President-writing-papers-forelection-or-Presidents-Day-367533),
Job description cutouts, Five Star Writers Rubric, Three Branches of Government Charts

Websites/ Literature Used:

Kids.gov: The U.S. Government's Official Web Portal for Kids. (n.d.). Retrieved June 2, 2015,
from http://kids.usa.gov/
Presidents Schedule. (n.d.). Retrieved June 12, 2015, from
https://whitehouse.gov/schedule/president
Seven Roles for One President| Scholastic.com. (n.d.). Retrieved June 12, 2015, from
http://www.scholastic.com/teachers/article/seven-roles-one-president
Travis, Cathy (2002). Constitution: Translated for Kids. Austin, Tx: Ovation Books.

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

Be sure to include Pre/Post assessment for your entire unit plan and progress monitoring/
alternative assessment for individual, daily lesson plans!
Unit Pre-Assessment:
Students will answer a 20 question multiple choice- true/false test.
Unit Post-Assessment: Students will be required to choose two of the following activities:
Create a timeline leading up to the Constitution, at least 15 events.

Research a past president and create a Who Am I.

Create a law you would like to see enforced in school.

Create a song to help your classmates remember each branch of government and
their respective functions.
Write journal entries from the perspective of a judge, legislator, and the President.
Draw an advertisement for one of the branches of government. This illustration must
include drawings that indicate its purpose.
Interview someone in the community who uses the Constitution in some way in their
job. These people include lawyers, public advocate or some other civic official. Write
down how they use the Constitution every day in their career and how it relates to
their everyday lives.

Daily Lesson Plan Assessment: Formative

The students will be informally assessed throughout the lesson. The teacher will assess the
students responses to questions asked during discussion. The teacher will also make sure
the student correctly created the foldable. Students will be self-evaluate their performance on
their journal entry using the Five Star Writers Rubric.
***Materials that will be used for assessment and examples of completed tasks and projects
must be included with the lesson plan.

Exceptionalities
What accommodations or modifications do you
make for ESOL, Gifted/Talented students,
Learning/Reading disabilities, etc.
These accommodations and/or modifications should
be listed within the procedures section of the lesson
plan as well as in this section of the document.

ESOL/Students with Learning Differences: Students will be given a graphic organizer

illustrating how the three branches of government work. During the foldable activity the
teacher should clarify difficult words such as diplomat, political party, and ambassador using
simple illustrations or the students background knowledge. The students will have multiple
opportunities to participate in collaborative groups. To create connections the teacher will
show pictures of the current President and Vice President. Lastly, students can use pictures to
draw their responses on the If I were the President worksheet and in their journal entry rather
than creating complex sentences.
Gifted/Talented: Students can engage in independent assignments, interactive nature of the
lesson, opportunity to explore and evaluate material ( Constitution and President schedule)
Make comments here related to ideas for homework, parent involvement, and extension to the lesson plan, etc.

Additional Comments and Notes

Homework: The students will go home and share their foldable with their parents or guardian.
At home have the students explore the newspaper or online news source for current actions
the President is taking. Suggest students play the President for a Day games on PBS Kids
website http://pbskids.org/democracy/be-president/

Five Star Writers

Checklist/Rubric
I stayed on topic.
I used complete sentences with
capitals and periods.
I spelled my words correctly.
I included at least one example of the
7 roles of the President
I wrote in first person.

This role requires a president to be an

inspiring example for the American people.
The president is a living symbol of the
nation.

Only Congress has the actual power to

make laws, but the Constitution
the decides what American
The gives
president
president power to influence diplomats
Congress in
its ambassadors shall say to
and
lawmaking. Presidents may foreign
urge Congress
governments. With the help of
to pass new laws or veto bills
that they
advisers,
thedopresident makes the foreign
not favor.
policy of the United States.

The president is the "boss"Infor

millions
of president helps members of
this
role, the
government workers in his
the political
Executive
party get elected or appointed to
Branch. He decides how the
lawsThe
of the
office.
president campaigns for those
United States are to be members
enforced who
and have supported his policies.
chooses officials and advisers
to help
At the
end run
of a term the president may
the Executive Branch.
campaign for reelection.

In this role, the president is The

concerned
withis in charge of the U.S. armed
president
such things as unemployment,
high
prices,
forces: the Army, Navy, Air Force, and
taxes, business profits, and
the general
Marines.
The president decides where troops
prosperity of the country. shall
The be
president
stationed, where ships shall be sent,
does not control the economy,
is
and howbut
weapons
shall be used. All military
expected to help it run smoothly.
generals and admirals take their orders from
the President.

7 Roles for One

President
Directions: Cut along the dotted lines for
each of the seven job descriptions. Once you
have cut out each box paste the description
under the correct job title on the foldable.