Edel453 Spring2013 Amybranstetter Unit 3 Civics Day 5

Title of Unit: Stars and Stripes Forever Title of Lesson: National Government Submitted By: Amy Branstetter
A. Summary of the Lesson Plan: This social studies lesson is designed for 3rd grade students to learn about the national government. This lesson uses the 3rd Grade Houghton Mifflin Social Studies textbook Communities(p. 240 -243). B. Target Population: Grade Level: 3rd grade Skill Level: students at all learning levels Grouping: whole group for reading and discussion, partnered & independent for activity, independent for assessment C. Materials: 3rd Grade Houghton Mifflin Social Studies book: State Government (p. 240-243) One per student: Reading Skill & Strategy (Unit Resources p. 67) see last page of lesson plan for example Vocabulary & Study Guide (Unit Resources p. 68)see last page of lesson plan for sample Who Leads Our Nation (minibook-homework) - see last page for sample Student journals paper pencils D. Objectives: o NV State Social Studies Standards o C13.3.1 Identify and discuss examples of rules, laws, and authorities that keep people safe and property secure.
Student-Friendly Standards I can explain and write the role of the three branches of government.
E. Procedure: 1. Read the objective on the board to students and have them repeat it again with you. 2. Pass out & explain the vocabulary & Study Guide students will complete as we read. 3. Introduce vocabulary words (legislature, executive branch, judicial branch, monument, symbols). 4. Read A Birds-Eye View of Washington, D.C. on TE 221F for students. 5. Refer to notes on TE 240 Get Set to Read. 6. As a class read p. 240-243. Stop and read the Background- U.S. Government on TE 240.
Nevada State College
EDEL 453 - Spring 2013
Karen Powell- Instructor
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7. Ask questions from margins of TE (p. 241-242) The Three Branches and Symbols and Monuments and to check comprehension: (TE 241) What is the main role of all branches of national government? (TE 241) Review and read the Vocabulary Strategy. (TE 242) Name two symbols for the United States. What does each represent? (TE 242) Why do we honor George Washington?
8. Read & discuss the Reading Strategy: Monitoring/Clarify and More About It to students from the bottom of TE 242. 9. Students should take notes and record information on their Study Guide while we are reading. 10. Ask the review question (TE 243): What is the purpose of our national symbols and monuments? 11. Read the Lesson Review questions aloud and have students write the responses in their journals. 12. Discuss responses and answers to the Lesson Review questions (#1-#5) from TE 243. Call randomly on students by name sticks for help with responses. 13. CLOSURE: Have students reread the objective on the board. I can explain and write the role of the three branches of government. Ask students if they believe they met the objective. Have them show you with okay, thumbs-up, or thumbs-down sign up near their hearts.
F. Assessment: What will you use to measure student understanding? Students will be able to show what the three branches of government are and identify at least one of their functions. I will check for understand during student discussion responses and Journal Entries. Explain how you will know students understand the concepts from the lesson. I will informally check students verbal and written responses on the Study Guide, Vocabulary Study Guide, and Homework. An informal thumbs up or thumbs down will additionally identify students who may need clarification during closure.
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G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the easiest part of this lesson will be following the text and reading through the pages with students. 2. Which part will be most challenging for you to teach? I think the challenging part of this lesson might be for students to identify and separate the different branches and their duties. 3. How will you follow up or extend this lesson? Homework and questions will be reviewed the next day as a follow-up and review before moving on. I might ask the two questions from the unit test to check comprehension on this section specifically before starting new extended lesson on symbols and patriotism. 4. What will you do for students who dont grasp the concepts? I will pair struggling students with a stronger partner pair of students and suggest that they create a dictionary of the government terms: president, Washington, D.C., Constitution, Congress, Supreme Court, Capital, law, and taxes (TE p. 241). Have students write the words in alphabetical order, leaving space for definitions and pictures and/or a sentence. 5. Which part of the lesson, if any, do you think might need to change? This lesson is pretty straight forward, but I want to add to it. I would add more photos to the lesson during discussion, maybe on the Smartboard or overhead. I would add the extension Red, White, and Blue (p. 244-245) and reteach mini-lesson. 6. When you were writing this lesson plan, what was the most difficult part? I like preparing my lessons with the Houghton Mifflin Social Studies eTeacher and Student Edition books. The textbook is really quite a helpful guide for me in general. The hardest part of writing this lesson was restraining from trying to squeeze too much into it.
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Reading Skill & Strategy (Unit Resources p. 67)
Vocabulary & Study Guide (Unit Resources p. 68)
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Who Leads Our Nation (minibook-Homework)
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Title of Unit: Stars and Stripes Forever Title of Lesson: National Government Submitted By: Amy Branstetter

Nevada State College