Instructional Planning Grid w/Madeline Hunter – Final Draft – Rebecca Oney

US History
1. TEKS: 113.41b6 – Students understand that a 2. Big Understanding: There are many forms of
constitutional republic is a representative form of government and each can be identified by its
government whose representatives derive characteristics.
authority from consent of the governed, serve
established tenure, and are sworn to uphold the
constitution.
Objective: By the end of the class, students will create and
present a fictional government and identify its type by its
characteristics.
3. Assessment Evidence: Formative – Students will individually complete a graphic organizer identifying
government types by characteristics.
Summative – From the list of characteristics, students working in groups will combine 2 characteristics to create
a sub type. They will identify the sub type, develop another relevant characteristic, propose ways the sub type
would function, and create unique elements such as laws, mottos, anthem message, etc for their country. The
completed government will be presented by one student from each group.
4. Opening Hook: Display 4 statements about government role, types, superiority, etc, and ask students to decide
if they agree/disagree and why. Facilitate a class discussion of the government types. Depending on the
discipline level of the class, those who agree/disagree will stand in groups and those changing their minds may
switch sides after arguments are presented. Alternately, students can be cold called and asked to declare and
defend an opinion on one of the statements.
5. Input: Have students play an online matching flash card game on government types and characteristics and take
notes/fill out worksheet/graphic organizer.
Modeling: Demonstrate choosing from a list of characteristics, creating a government type, identifying the form
and type, and completing the “Create a Government” worksheet.
Guided Practice/monitoring: In groups, have students create a government using the “Create a Government”
worksheet and list of characteristics, students may create a flag, anthem, motto, etc. if they finish early.
Check for Understanding: (After playing matching game) Display a correctly match graphic organizers and allow
students the opportunity to correct their work. (After groups complete “Create a Government” worksheet) Have
a student from each group present their governments and talk about why they chose the characteristics.
Students may volunteer, be elected by their group, or chosen by teacher.
6. Materials/Resources: graphic organizer, list of government types and characteristics, statements about
governments, online game/tablets/computers, “Create a Government” worksheet, paper, art supplies
7. Grouping Patterns: Hook – whole class
Input – Individual or pairs
Model – Whole class
Guided Practice – small groups, pre-assigned table groups of 4-6
Check – individual from groups
8. Ending, Summary/Reflection: Students create a 2 question quiz that could be given on government types and
characteristics and provide answers – time permitting students share questions or must answer others
questions before leaving class