Baldwin-Wallace College



Baldwin-Wallace College

Division of Education

Lesson Planning Form

(Attach supplemental materials)

NAME: Hope K. Evans COURSE: EDU345&348 Date: 11/19/2012

I. Major Topic: The Executive Branch Grade Level: 8

What can the President do and who are the members of his/her “crew”?

II. MATERIALS: Computer with Elmo/Projector, Classroom Text, Interactive Student Notebook, Rhythm Rhyme Results (RRR) song “The President’s Cabinet” mp3 file, Lyric Sheet (x30), RRR Crossword Puzzle and Matching Game 2-Sided Activity Sheet (1 per student x90), Constitution Hall Pass video “The Presidency”

III. CANDIDATE Resources:

Ohio Department of Education 2010 Academic Content Standards/Pre-Kindergarten through Grade Eight Social Studies

Hart, Diane. History Alive! The United States Through Industrialism. Palo Alto, CA: Teachers' Curriculum Institute, 2011. 169-170. Print.





IV. STATE/Local Standards:

Ohio Department of Education/2010 Academic Content Standards: Grade Eight Social Studies

A New Nation Expansion Civil War and Reconstruction

Government Strand Content Statement:

Roles and Systems of Government

Content Statements:

20. The U.S. Constitution established a federal system of government, a representative democracy and a framework with separation of powers and checks and balances.

IV. (a) National/State technology standards (if applicable)



ISTE National Educational Technology Standards (NETS) and Performance Indicators for Teachers

V. Objective(s):

By the end of the 50 minute lesson, the students will be able to explain the criteria to be elected President of the United States, what powers are invested in the President, and what departments are in the Cabinet.

VI. PROCEDURES:

Introduction

Transition/Focus Attention: The students will be seated at their desks and directed to pay attention with by ringing the attention bell.

Motivation/Hook: “As you all know, President Obama was re-elected last month to another term as President. Today we are going to talk about how the Constitution defined the Executive Branch of government. Article II of the United States Constitution defines the Executive Branch of the Federal (National/Central) government. It defines the criteria to be President of the United States and the powers invested in the President as well as his or her roles and responsibilities. It is important to know and understand what the President does because someday soon you all will be eligible to vote for the electors who choose the President – possibly in time for the 2016 elections! We will first watch a video that talks about the creation of the Executive branch, mainly a review of material we have already discussed to help you put all the pieces together. Second, as a group, we will complete Section 9.4 in your Interactive Student Notebook (pg 83) on the Executive Branch. Third, I have a fun and informative activity about the President’s Cabinet or ‘Advisory Crew.’ Does anyone have any questions before we begin?”

Set Behavior Expectations: The students will be reminded to follow the rules for the group reading/discussion time such as raising their hands to speak and not interrupting the teacher or other students when they are speaking. They will sit attentively and keep their hands and feet to themselves. When working independently, the students will complete their in-class assignments with little to no disruption and will raise their hands if they should need assistance.

Set Purpose: The purpose of this lesson is for the students to be able to:

• To explain the criteria to be elected President of the United States

• To explain what powers are invested in the President

• To define what departments are in the Cabinet

Strategy and Grouping Pattern Used:

Anticipation Guide - Used as a pre-reading strategy and to help to engage students in thought and discussion about ideas and concepts that they will encounter in the text.

The students will participate in the lesson first as a whole group and will then work in pairs to complete the President’s Cabinet Activity Worksheet(s).

Group Size: Whole Group: 25-27 Students Paired Groups: 12-14 Groups of 2 Students

Steps/Learning Activities/Differentiated Instruction:

Anticipated Time for each step

1. (3 minutes) Opening discussion about the Executive Branch and the President. The teacher will post the pre-reading questions on the screen (see attachment).

2. (15 minutes) The teacher will play the on-line video “The Executive Branch” made by the National Constitution Center (begin at 4:20 and end at either 16:50 or 19:40). It reviews the necessity for creating an executive branch due to weakness in the Articles of Confederation, the process of choosing the type of executive at the Constitutional Convention, the implementation of the Electoral College, and defines the Executive Branch as written in Article II of the Constitution. Note: Watch time.

3. (10 minutes) The teacher will direct the students to open their textbooks to pages 169-170 and to open their Interactive Student Notebooks to page 83 to complete section 9.4. The students will participate in a group reading of the textbook section and completion of the corresponding section in their notebooks regarding the executive branch. The teacher will stop to provide additional information and answer questions posed in the anticipation guide. Note: Set timer

4. (2 minutes) The teacher will have the students move to work in pairs and pass out the lyric sheets for “The President’s Cabinet.” Note: 30 minute mark

5. (5 minutes) The teacher will introduce the song, “The President’s Cabinet” and play the mp3 music file on the computer.

6. (2 minutes) The teacher will pass out the “The President’s Cabinet” puzzle activity sheets, provide directions as to how to complete them, and model the first answer(s) by using the Elmo.

7. (10 minutes) The students will work on completing the matching and crossword puzzles, using the lyric sheet as a reference for answers. The teacher will walk around the room to monitor their progress and answer any student questions. Note: Set timer

8. (3 minutes) The teacher will have the students return to their original seats and review the pertinent information about the Executive Branch of government (see attachment).

Closure: (3 minutes) “Today we learned about the Executive Branch and the Chief Executive, The President of the United States. We learned what the criteria is to be president and what the main responsibilities of the office are. We learned about the Cabinet, the President’s advisory staff and the 15 departments they oversee. It is a huge honor and responsibility to be President and it is our responsibility as citizens to choose wisely. The President will have his 2nd inauguration on January 20th, 2013 at 12 noon. I hope you will all watch it on T.V. or the internet.”

Differentiated Instruction:

Multiple Intelligences – Auditory (Oral Reading and Discussion); Interpersonal (Paired Group Work); Intrapersonal (Reading and Completion of independent activity sheets); Visual/Spatial (Video); Logical-Mathematical (Activity Puzzles); Kinesthetic (writing); Musical (song and lyrics).

Individual Learning Needs - Students who are disruptive or have difficulty seeing, hearing or focusing on the task at hand are seated toward the front of the class. Two puzzles have been chosen for this lesson – a matching game and a crossword puzzle. Students will be able to choose which puzzle they wish to complete. The lyric sheet with the answers for the puzzles will be used as reference material and modeled by the teacher. Additional instructional support can be provided by the Intervention Specialist as needed to complete the activity sheets.

Assessment Activities: The puzzle(s) will be used to assess student comprehension of the material as well as the teacher’s observations made during the question and answer discussion.

Transition: "Please pass forward your puzzles and the lyric sheets. Have a great rest of the day!"

Signature of Cooperating Teacher: _____________________________

Date: __________

VII. REFLECTION

How do you know that learning took place? How does the data support your conclusion?

The students were able to respond to the summary questions that had been anticipated before the lesson. I observed them as they completed the corresponding section in their Interactive Student Notebooks. Afterward, they were to complete game activity sheets that had them match the names and the correct description of the Cabinet department using the song lyric sheet as a resource.

What kind of adaptations did you make to accommodate individual differences? What other adaptations would be helpful to accommodate the needs of individual students?

• I allowed the students to choose one of two different activity puzzles to complete after the lesson.

• I used both visual and auditory media to capture their attention. I used an educational song in a format meant to appeal to them and printed the lyric sheets to be used as reference for completing the activity.

• A printed guide to the different Cabinet departments could be made to help those students who found using the lyric sheet too difficult to use as a reference tool.

• A more simplified activity sheet can be substituted for those students who need remedial materials.

Other than the modifications discussed above, would you change any aspect of the plan or how you conducted the lesson? (E.g. introduction and transitions, sequence of activities, time management, questioning, etc.) Why or why not? What changes would you make?

• Despite the video being a great review resource, I would not use it again because it was too long and took too much time. I could have engaged the students in a review discussion of the same material in less time and had more time to give more detailed directions.

• I will change my directives when having the students move to work with partners so that the process goes more quickly (i.e. make it a game). I will also provide instructions in a more clear and succinct manner so that the students know what is expected.

• I need to vary my attention signals.

• Spend time reviewing the activity vs. watching the video

• Do not have students work in groups when time is tight.

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