Secondary Lesson Plan Template

Topic: Executive Branch

Grade Level:
8th

Length of class:
30 minutes

LEARNING GOAL/PURPOSE (What is the overall goal/purpose of this lesson)?

1. To introduce them to the various roles of the President and examine the
powers the President possesses.

LEARNING OBJECTIVES (What will students know or be expected to do in this lesson? Use
verbs from Blooms Taxonomy):
1. Identify the various roles of the President.
2. Analyze the powers of the President and the impact those powers have on the
citizens of the United States and the world.

STANDARDS (What national or state standards will you address?):

1. SS.6-8.H.2- Understand how and why people create, maintain, or change
systems of power, authority, and governance.
2. SS.6-8.H.4- Understand the role of individuals and groups within a society as
promotors of change or the status quo.

RESOURCES/MATERIALS NEEDED (What materials and resources will I need in this lesson?):
1. School-provided laptop for each student. Teacher will provide two desktop
computers for students who have lost laptop privileges.
2. Group worksheet with examples of Presidential powers.

PLAN for LEARNING (How will you organize student learning in this lesson?
LESSON SEQUENCE & PACING (How will I organize this
lesson? How much time will each component of the
lesson take?)

1. Students will start the class period answering

the following question in their journals. If you
could be President for the day, what powers
would you enjoy the most? or Do you think it
is important for a President to be wise with the
use of their powers? Yes or No, explain your
answer. Students will take 5 minutes to write
their responses. I will then take 3-4 minutes for
volunteers to share what they had written.

2. Students will transition into groups of (3) which

I have already chosen. They will take 10 minutes
to complete the Executive Powers worksheet.
They will use their laptops to research the
various Executive Powers and write down the
information they discover. Students will be
required to complete their own worksheet in
order to ensure they are engaged. This also
provides opportunity for teacher feedback
during and after the activity is completed.

ACTIVATE/ENGAGE
(How will I engage students in
learning or prepare students to
learn by activating/building up their
prior knowledge?)
Ask a question, think-pair-share
activity, Anticipatory set activity,
checklists, quick write, cooperative
learning activity, inquiry-based task,
carousel activity, KWL, circle map,
show a video clip, do a
demonstration, tell a story, quiz,
thumbs up, fist-to-five, etc.
ACQUIRE/EXPLORE/APPLY
(How will I help students acquire
and apply new knowledge and
skills?)
Lecture, demonstration, guest
speaker, inquiry-based activity, text
analysis, discussion, debate,
simulations, skits, project-based
learning, jigsaw activity, cooperative
learning activity, flexible grouping,
learning center rotation, research
activity, etc.
ASSESS/CLOSURE/BRIDGE
(How will I assess my students
understanding or provide closure in
the lesson?)
Selected Response (Test, quiz, exit
slip)

3. Each group will have a volunteer share one of

the Executive powers they researched and
explain how that power functions within the
Presidency. (5 min.) Assessment will be an Exit
Slip. Students will complete the following
question: List one Executive Power that you
learned today and give some details explaining
that power. This will take the remaining 5
minutes of class. Students will turn in their Exit
Slip as they walk out the door. This will provide
me with some basic levels of understanding and
guide future instruction during this unit on the
Executive Branch. Total lesson time: 30
minutes.

4.

5.

6.

7.

Products from Performance

assessment (Skit, role play,
dramatization, debate, cooperative
learning, project, student-inquiry)
Written Communication (Shortanswer, journal entry, bulleted
response, essay, exit slip)
Personal Communication
(Questions, Discussion
Interview)

DIFFERENTIATING YOUR INSTRUCTION:

How specifically will you differentiate your content, process, or product based on student
readiness, interest, or learning style? Will you gather information about your students
prior knowledge? Will you work to build on your students prior knowledge? Will you
scaffold student instruction? Will you flexibly group students based on readiness, interest,
or learning style? Will you give students choice in this lesson?
WHAT COULD YOU DIFFERENTIATE?
___ CONTENT (WHAT STUDENTS LEARN)
___ PROCESS (HOW STUDENTS LEARN)
___ PRODUCT (HOW STUDENTS DEMONSTRATE THEIR LEARNING
___ LEARNING ENVIRONMENT
BASED ON
___ READINESS
___ INTEREST
___ LEARNING STYLE (VISUAL, AUDITORY, KINESTHETIC)
DIFFERNTIATED INSTRUCITONAL STRATEGIES
___ FLEXIBLE GROUPS
___ COOPERATIVE LEARNING GROUPS
___ LEARNING CENTERS
___ RAFTS
___ GRAPHIC PRGANIZERS
___ SCAFFOLDED READING/WRITING

___ TIERED ASSIGNMENTS

___ MENUS/CHOICE BOARDS
___ INDEPENDENT PROJECTS
___ LEVELS OF QUESTIONING