MaryKate Moran December 4, 2017

EGP 335 01
Lesson Plan: Closing

Lesson Preparation

I. Learning Objectives
a. SWBAT: identify new information they have acquired from the lessons presented
throughout the unit.
b. SWBAT: complete a review about the three branches of government and laws.
c. SWBAT: collaboratively discuss ideas about the content presented throughout the
entire unit

II. Standards and Themes

a. Social Studies
i. Standard 5.3.3.A Identify the roles of the three branches of government.
ii. Standard 5.1.4.B Explain rules and laws for the classroom, school,
community, and state.
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;
ii. Civic Ideals & Practices - Identify key ideals of the United States
democratic republican form of government, such as individual human
dignity, liberty, justice, equality, and the rule of law, and discuss their
application in specific situations;

III. Academic Language

a. The three branches of government include the Legislative, Executive, and
Judicial.
b. A Law is a system of rules that a community recognizes as regulating the actions
of its members.
c. The Legislative Branch can also be referred to as Congress.
d. Veto: the president refuses to sign a bill into law
e. Biography: a retelling of events in another persons life
f. The Supreme Court is the highest body in the Judicial Branch
g. The Judicial Law reviews and interprets the bill
h. New Classroom Law: fifteen extra minutes of independent reading

IV. Technology, Materials, Resources

SMARTBoard for lesson projection
KWL chart for activity
Kahoot for review
IPad to participate in kahoot
Paper and writing utensils
Instructional Delivery

V. Anticipatory Set
a. The main focus of this lesson will be for students to review what they have
learned about the three branches of government and laws throughout the entire
unit.
b. Students will start by taking out the KWL Chart they received during the
introductory lesson. They will complete what they have learned about the three
branches of government and the new classroom law.
c. After students have completed this section, they will share with the class some
key ideas that they wrote down on their chart.
d. IPads will then be distributed to the class for the review activity that they will
participate in.

VI. Instructional Activities

a. The teacher will project the kahoot review activity on the SMARTBoard. It will
include questions pertaining to the information students have learned throughout
the unit.
b. Students will log onto the kahoot website using their iPads and type in the code
for the specific review game given to them by the teacher.
c. Once all the students have joined, the teacher will begin the kahoot activity. Every
student will read each question carefully. They will have ten seconds to choose
the correct answer.
d. After each question, there will be a chart that shows the number of people who
selected each answer. There will also be a scoreboard of the top five leading
scorers and their points based on accuracy and speed.
e. When the activity is over, there will be a podium with the names of three students
who scored the highest during the game.

VII. Closure
a. Before the teacher moves on, students will have a chance to go over any questions
they found difficult or struggled with.
b. The teacher will go over the review to make sure each student has an
understanding of what they will see on the exam.
c. As a formative assessment, the teacher will have the students participate in a
Think-Pair-Share. Each student will think about the content they have reviewed
and share their ideas with a partner. The teacher will then ask a few volunteers to
share out loud something they learned or something they found difficult about the
topic.

Meeting All Learners

VIII. Differentiation
a. During the Think-Pair-Share, students will be paired with partners of mixed
abilities. This way, they will be able to rely on a classmate for help and support.
b. Students of multiple intelligences will also be represented in this lesson.
i. Students are provided with a linguistic way of learning through the use of
the kahoot review activity. They are encouraged to read the information on
 the board and answer the questions on their iPads by clicking the
corresponding shape.
ii. Working with a partner and discussing the content they reviewed 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. Having students participate in a Think-Pair-Share allows them to learn
logically and existentially. They are able to relate the content of the unit to
their own personal views of civic duties as well as address the reasoning
behind these ideas.

IX. Accommodations
a. Students who have IEPs / 504 plans will be given a hard copy of the kahoot
questions so they can follow along during the activity. The teacher will also read
the questions from the kahoot out loud for students to hear.

X. Modifications
a. Students with IEPs / 504 plans who are less developmentally mature will have the
opportunity to work with a partner during the kahoot activity instead of having to
complete it on their own.

Meeting Objectives

XI. Assessments
a. Before leaving class, each student will participate in a Think-Pair-Share where
they will review what they have learned with a partner. They will also hand in
their completed KWL Chart. The teacher will review these charts before handing
them back during the next class. (Objectives a and c)
b. Each student will also write down on a piece of paper one question and answer
from the kahoot review that stood out to them. They will hand in their paper to the
teacher at the end of the activity. (Objective b)