EDEL453 Spring2013 CoreyHendrickson Caitlin Andrews Unit 1 Civics DAY 5

Title of Unit: US Government Title of Lesson: Day 5-National Government Submitted By: Corey and Caitlin
A. Summary of the Lesson Plan: This lesson will focus on how the government is divided into three sections and will focus on the Constitution. Teacher will use Houghton Mifflin 2nd grade Social Studies textbook: Neighborhoods, pages 316-319. B. Target Population: Grade Level:2nd grade Skill Level: students at all learning levels Grouping: Whole group reading and discussions, small group discussion and independent assessment activities. C. Materials: Writing journals Social Studies textbooks Pencils Vocabulary journals Graphic organizer (Unit resources, p.95) Unit study guide (unit Resource page 96)
D. Objectives: o NV State Social Studies Standards

C14.4.5 Name the three branches of government. C14.4.6 Understand the role of courts.
Student-Friendly Standards I know that the government is divided into three parts. I know that the plan for government is written in the Constitution.
E. Procedure: 1. Teacher will ask students Why do people make laws? Students will take a moment and write their response in their writing journals. 2. Small group discussion of what laws exist. Students will work in pairs to list a couple of laws and what would be the effect if those laws did not exist? (Cause and effect) 3. Teacher will introduce the vocabulary via a game called RIVET. Teacher will make a circle on the board and divide the circle into four equal parts. Teacher will make lines on the board for each letter that is found in the vocabulary word. Teacher will go around the room and students will try to guess the letters in the word. If the student does not guess the letter correctly, the letter guessed will fill one of the sections within the circle. When the sections are filled, the teacher will provide the word. We will repeat the process for all the vocabulary words.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1
Vocabulary o o o o democracy Liberty Constitution justice
4. Students will work with their face partner to locate and define each of the vocabulary words and note those words in their vocabulary journal. 5. Whole group will read pages 316-319. During the reading, teacher will ask the questions within the margins of the text in the teachers edition to gauge comprehension. 6. Teacher will ask the following questions to gauge comprehension. o o o o o Why did American leaders write a plan for government? What was that plan called? What does the Constitution describe? Who is the leader of our nation? What does the Supreme Court do? What does Congress do?
7. Students will be given chart paper and markers. Students will be assigned to work in groups and illustrate via picture and text what happens in the White House, Capitol, and Supreme Court. Students will use trade books and classroom computers to find information about the three branches of government and label their assigned charts accordingly. 8. Students will work in small groups to complete the study guide as they read and work through this unit. 9. CLOSURE: Whole group discussion on the process of electing a leader and a brief discussion on what offices people can hold? F. Assessment: What will you use to measure student understanding? Students will complete the graphic organizer chart describing the three branches of government. (Unit resources, pg. 95) Explain how you will know students understand the concepts from the lesson.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2
Students will be able to explain the three levels of government and describe the duties therein. Students do NOT have to name the branches, just where the responsibilities are carried out. If they are able to name the branches, they have extended their learning further than intended for the scope of this lesson. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? Whole group reading of the text should be pretty easy. 2. Which part will be most challenging for you to teach? I do not anticipate any of this being a challenge to teach 3. How will you follow up or extend this lesson? I could see a compare and contrast exercise to compare and contrast the branches of government. This could also have a Venn Diagram exercise where two branches could be compared and contrasted as well. 4. What will you do for students who dont grasp the concepts? I would meet in a small group setting and discuss with students in a smaller group setting the structure of government perhaps using illustrations. 5. Which part of the lesson, if any, do you think might need to change? This lesson is straightforward. I think it should go over very well. 6. When you were writing this lesson plan, what was the most difficult part? I wasnt sure what to use for an assessment. I debated on a writing component or the graphic organizer. I decided to stick with the graphic organizer to have students demonstrate they understand the concepts.
Nevada State College
EDEL 453 - Spring 2013
Karen Powell- Instructor
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EDEL453 Spring2013 CoreyHendrickson Caitlin Andrews Unit 1 Civics DAY 5

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EDEL453 Spring2013 CoreyHendrickson Caitlin Andrews Unit 1 Civics DAY 5

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Title of Unit: US Government Title of Lesson: Day 5-National Government Submitted By: Corey and Caitlin

D. Objectives: o NV State Social Studies Standards

Vocabulary o o o o democracy Liberty Constitution justice

Nevada State College