Tuesday, September 16, 2014 Lesson Plan- Federalism

Student Teachers Name: Brianna Leinon

Date: September 16, 2014
Lesson Title: Federalism
Subject: Government
Instruction time: 47 minutes
Students level by grade: Sophomores
Standard(s) to be addressed:
N/A
Learning Objectives for this lesson:
Students will construct a collaborative poster surrounding the themes of federalism.
Students will explain the themes of federalism to their fellow classmates.
Identified student needs and plans for differentiation:
Semi-Completed Worksheets
Specific resources needed for this lesson:
Markers (at least 6 different colors)
Copies of Federalism Defined (From Text Book)
Large Sheets of Paper (1 per group)
Copies of Worksheet
Lesson Sequence:
Opening:
Story with a Hole (5 min)
Lesson:
a. Quick Write: What do you think Federalism is? (1-2 minutes)
a. Get in a group of 2-3 (around you)discuss, what you think federalism is. (1-
2 min)
b. Information: What is Federalism? (15 Min)
a. Pull Reading Up on Board
b. Go Through Section
i. What is important?
ii. How do I know?
c. What Should Go On the Poster? (MAKE POSTER)
i. Definitions (Your Own)
ii. Pictures
iii. Examples
c. Large Group (WHAT IS FEDERALISM? Define together.) (3-5 min)
a. What is needed for Federalism?
b. What does it mean?
c. What do I associate it with?
d. Directions for Small Groups (2 min)
a. Assigned a groups of three people (5 themes, 10 groups (Themes will be
covered twice)
b. Read a section assigned to you
c. Once it is read you will get a piece of paper (poster board) and markers from
me
d. You will create a poster like the one I made (Explain what to include)
i. Each person will have their own color (put a key to the side to indicate
who used which color)
e. Once Your Poster is done get some tape from me and hang it at the front of
the classroom
e. Small Group Work (15-20 min)
a. As explained above
f. Presentations: (15 min)
a. Each Group will explain their theme
b. *Make sure to go slow enough for your fellow students to understand and take
notes
c. Other students will take notes on a guided worksheet
g. Exit Slip (2-3 min)
Q: How does Federalism relate to you on a federal and state level?






























Teacher: Brianna Leinon Date/ Class: 9/16/14
Purpose: Student will understand how federalism is used within the U.S. Government
Task: Create a poster highlighting a theme of federalism
Comments: Good job walking them through creating a definition of federalism. Let
them also know how you are thinking. "I think this is important because...", after
underlining have them talk with a partner and come up with what they think is important
from what you underlined. Have them come back together to write a definition?
Things to keep doing: Modeling, Productive group work, Good job with instructions, I
like how you used the poster that you used, good for them to see your example. Good job
working the room and giving guided instruction during group work time.
Gradual Release: Modeling, productive
group work (collaborative poster), "We
do", You do it together
Check for Understanding: Think pair
share, collaborative poster
Reflection
On a scale of 1-10, how close was that
class to your ideal class?
This class would be an eight in my opinion.
What pleased you about the class?
With this class, I liked how accepting they
were of the activity and that they jumped
right into the activity as soon as the
instruction was given. I also thought that it
worked well to have the students help me
create a working definition of Federalism
so that it was something we both could
understand fully.

What would have to change to move the
class closer to a 10?
In order to make this class a ten, I would
have expressed my thinking during the
modeling part of the lesson. I would have
put a key to the side of the notes as well to
indicate what color I was going to use for
each part of my reading (i.e. Vocabulary,
key points, examples, etc.)

What would the students be doing
differently? What would that look like?
I think that I would keep students actions
very similar. I would still have them
following along without filling out their
worksheet the whole time. I would change
their involvement. I would set my
expectations higher in order to gain more
of a response from them when I ask for
their opinions. In order to accomplish this
I would give a longer wait time in order to
prompt responses from them.