Teacher(s)

Daily Lesson Plans Civics Strassburg & Martin

Strassburg

SOL: CE.6c

Day: Thursday

Date: 1/7

EKS

Officials who are elected to serve in the national

legislature make laws.
National laws are made by Congress.
All citizens can learn the importance of the individuals
participation in the policymaking process through direct
participation and simulations.
Legislative powers

expressed: specifically listed in the Constitution of

the United States

implied: used to carry out expressed powers

The

lawmaking process in Congress:

introducing a bill by a Senator or Representative
working in committees
debating the bill on the floor of each house
voting on the bill in each house
sending the bill to the president to sign into law

Elected officials in Congress write laws and take action in

response to problems or issues.
Individuals and interest groups help shape legislation.
The formal powers of Congress are limited by the
Constitution of the United States.
Citizens (including students) learn the importance of the
legislative process through direct involvement and/or
simulations.
Key Vocabulary

Bicameral, House of Representatives, Senate, Expressed,

Implied, Bill, Committee, Veto, Override a Veto,

Learning Target

The student will demonstrate knowledge of the

American constitutional government at the
national level by
c) Explaining and/or simulating the lawmaking
process.

Agenda (50 min)

Focus (5) (on PPT)

4 multiple choice questions with
whiteboards & instant feedback

Key
Questions:
1. Which

2 spiral back questions

(federalism & documents
2 - Congress questions from
yesterday
Check HW (3)
review Congress worksheet
Planner (2) (on PPT)
2.
bill to Law WS
finish 6c vocab by adding student
created sentences and pictures in
Learning Log
7 Step Vocab (10) (on PPT) bill,
committee, override
1. say word 3x
2. teacher uses word in sentence
from text
3. teacher gives dictionary definition
4. teacher gives student friendly
definition (students add to SFD
section of vocab in Learning Log)
5. teacher reviews word parts &
cognates
6. students practice using words
with their pod partners
(reciprocal) using Talk To Your
Partner sentence starters &
examples
7. teacher indicates where students
will see words again (exit slip
quick write)
Frame (10)
review of expressed/implied
powers
bill to law process
Im Just a Bill Schoolhouse
Rock video clip
Guided Practice (5)
Walmart Talks (reciprocal) with
Clock Buddy partners reviewing
the five steps of the bill to Law
process
Summary & Debrief (2)
review federal bill to law process
Independent Practice/Exit (13)
students will quick write the bill to
law process
students will use quality
transition/sequencing words from
starter packs

branch of the
national
government
has the
power to
pass laws?
How does
Congress
make laws?

students will underline the key

word in each step of the process

Focus

See PPT

Parsed Text

Student Frame with curriculum

framework terminology

Instruction,
Demonstration, Modeling

Direct Instruction I do (on PPT)

steps 1-6 of 7-step vocab
review of expressed/implied
powers
bill to Law Process
Modeling I do (on PPT)
expressed vs implied selfquestioning (see key examples)
bill to law process/mnemonic
using fingers

Key
Examples:
1. Expressed vs
implied
powers ask
yourself did
it exist when
the
Constitution
was written?
(yes =
expressed &
no = implied)

Demonstration I do (on PPT)

demonstrate the Did you
2.
know/no tell me more example for
the bill to law process Walmart
Talk students interact/reciprocal
teach process using their notes
demonstration of bill to law quick
write (share example on PPT)

Bill to law
mnemonic
ICDVP
Iguanas in
committee
do very
poorly.

Guided Practice

Guided Practice we do (thorough out Check for

PPT)
Understandin
check for understanding questions g:
Monitoring chec
Walmart Talks (reciprocal
k for
teaching using frame as text)
understanding
questions

Independent Practice

Independent Practice & Exit you do Check for

(on PPT)
Understandin
g:
students will complete a quick
write in Moodle discussion forum Monitor
explaining the bill to law process
in one paragraph
students must use upper level
transition/sequencing words (they
may use their writing starter
packs on their pods)
students will underline the key
word of each step in the bill to law
process

Manipulatives, Technology

Physical manipulatives/movement

Wrap-

hand gestures for bill to law

mnemonic
room movement to various room
locations for Clock Buddy
Walmart Talks
Whiteboards

Technology
student laptops (passive
students follow PPT on their
screens (download from Moodle
Unit 5: The Legislative Branch
Daily Download Folder 28. CE.6c
The Bill to Law Process.pptx)
student laptops (active Moodle
Unit 5: The Legislative Branch
CE.6c Federal Legislative Branch
05. Write About It! Quick Write
Exit Slip)
teacher PowerPoint 05. CE.6c
The Federal Legislative
Branch.pptx)
teacher laptop & Bright Link
Summary or Exit Activity

See PPT review five steps in the bill to

law process.
Exit is combined with independent
practice today.

Homework

1. bill to law worksheet

2. finish CE.6c vocab in Learning Log
by adding student created
sentence & picture

up/Concluding
Questions:
1.
bill to law
quick write exit
slip in Moodle
discussion
forum