EGP 335: Unit Plan Lesson Plan Template

Author: MaryKate Moran

Unit: Government

Lesson: Introduction

Lesson Preparation

I. Learning Objectives
a. SWBAT: identify the three branches of government through research and
discussion.
b. SWBAT: understand the definition of a law and interpret the reasoning for our
new classroom law.
c. SWBAT: collaboratively create a list of ideas for the new classroom law.

II. Standards and Themes

a. Social Studies
i. Standard 5.3.3.A Identify the roles of the three branches of government.
ii. Standard 5.3.3.B Identify how laws are made in the local community.
b. NCSS Themes
i. Power, authority, governance c. Give examples of how government does
or does not provide for needs and wants of people, establish order and
security, and manage conflict;

III. Academic Language

a. The three branches of government include the Legislative, Executive, and
Judicial.
b. The Legislative branch (Senate & Representatives) writes the bill.
c. The Executive branch (President, VP, & Cabinet) signs the bill into law (veto).
d. The Judicial branch (Supreme Court Justices) decide if the law agrees with the
Constitution.
e. A Law is a system of rules that a community recognizes as regulating the actions
of its members.

IV. Technology, Materials, Resources

SMARTBoard for lesson introduction
KWL chart for activity
IPads/Laptops for research
Paper for group work ideas and writing utensils
Worksheet on the three branches and laws
Instructional Delivery

V. Anticipatory Set
a. The main focus of this lesson will be for students to obtain a brief understanding
of the three branches of government and the role they play in writing, approving,
and interpreting a law. The students will also be introduced to a new classroom
law for them to examine.
b. The teacher will start the lesson by providing the students with a KWL chart.
They will fill in what they already know about the three branches of government
and what they want to know or any questions they might have about this topic.
c. After the first two sections of the chart are filled out, the students will share with
the class some ideas that they wrote down.
d. Laptops/IPads will then be distributed to the class so the students can further
research information about the branches and laws.

VI. Instructional Activities

a. Students will be given a worksheet to fill out while they research the three
branches of government and the definition of a law.
b. After about ten minutes, the students will be separated into three equal groups.
They will share with each other what they have gathered through their research
and what they have written on their worksheets.
c. The teacher will then assign one question from the worksheet to each group and
have them share out loud with the class the answer they have written down.
d. Once the worksheet has been reviewed, the students will be introduced to the new
classroom law.
- Fifteen extra minutes of independent reading
e. Each group will be given a specific concept to focus on about the new law.
i. The first group will focus on setting up the law. When should the law
take place? How often should students have an extra fifteen minutes?
ii. The second group will focus on how the law should be carried out. What
materials are needed to make this law happen? What do the students
need to provide in order to make this law work?
iii. The third group will focus on the purpose of the law. Why should
students have an extra fifteen minutes of independent reading? How
does the law benefit the students of the class?
f. Each group will use a large piece of paper and writing utensils provided by the
teacher to write down the ideas they are brainstorming. They will work
collaboratively. Each student in the group must add at least one idea to the list.
g. After fifteen minutes, the students will tape their large pieces of paper to the wall.
Each group will share out loud the ideas they have written on their list.

VII. Closure
a. Once every group has shared their list of ideas, the class will briefly discuss why
the reasoning behind a law is so important.
b. The teacher will address that the three branches of government go hand-in-hand
with developing laws and explain that this idea will be explored in their next
lesson.
 c. As a formative assessment, the teacher will hand out a blank piece of paper to
each student and have them write down at least one thing they have learned either
through their research or from a classmate about the branches of government
and/or laws. The teacher will ask for a few volunteers to share out loud what they
have written down. Before the students leave the classroom, the teacher will
collect the papers.

Meeting All Learners

VIII. Differentiation
a. Students will be placed into groups of mixed abilities. This will allow students to
have a buddy system where they can rely on classmates for help and support.
b. Students of multiple intelligences will also be represented in this lesson.
i. Having students research the answers to the questions on the worksheet
provides them with a linguistic way of learning. They are encouraged to
learn through reading various texts/websites for information.
ii. Working in groups and reviewing their worksheets with each other allows
the lesson to be interpersonal and verbal. Students are able to share and
explain their ideas with their peers as well as gain new ideas from
interacting with others.
iii. Creating a classroom law for the children to examine and work with
provides students with a theory that relates to them on a personal level. It
brings existentialism into the lesson. The students are also asked to create
a list of ideas for their concept of focus which allows them to learn
logically through reasoning.

IX. Accommodations
a. Students who have IEPs / 504 plans will be given hard copies of all the materials
presented in class by the teacher. This will include the instructions for the class
shown on the smart board at the beginning of the lesson.

X. Modifications
a. Students with IEPs / 504 plans who are less developmentally mature will be given
the option of verbally explaining an idea they have learned instead of writing it
down on the piece of paper.

Meeting Objectives

XI. Assessments
a. Before leaving class, each student will write down one thing on a piece of paper
that they have learned either from a classmate or from their research. A few
volunteers will be asked to share out loud what they have written. Each student
will hand in their piece of paper on their way out of the classroom. (Objective a.)
b. Each group will also hand in their large piece of paper with their written ideas of
the new classroom law. The teacher will review each paper and return them to the
groups during the following class with feedback. (Objectives b and c)