EDUC 450: Professional Clinical PracticeReflective Lesson Plan Model

Name: Marquetta Strait Date: March 06, 2014

PART I: PLANNING

Title of Lesson The Three Branches of Government

Source

Is this lesson original idea? If not, from what source did I borrow this lesson?

I modified a PowerPoint that I found online. I created the idea for the activity.

Subject Area (s) Social Studies

Grade Level 4th

Curriculum Standards

4-4.1: Compare the ideas in the Articles of Confederation with those in the United States Constitution, including how powers are shared between states and national government and how individuals and states are represented in Congress.4-4.2: Explain the structure and function of the legislative, executive, and judicial branches of the federal government.

Description and Background Information

Describe the lesson’s activities and content to provide a clear overview of the lesson.

The students have previously studied the Articles of Confederation, a constitution that was created to start the United States. Although this was a plan to make the U.S. more organized, the Articles had the following weaknesses: (1) a weak national government, (2) Congress could not regulate trade nor collect taxes, (3) no common currency, (4) no executive or judicial branch, and (5) each state got one vote, regardless of size.

Currently, the students are learning about the United States’ initiative to create a U.S. Constitution that would improve its country. This new agreement provided three branches of government: legislative, executive, and the judicial branch. This lesson will allow students to review the three branches of government, including the order of the courts in the judicial branch, the head of executive branch, and the order of the legislative branch.

The agenda for the lesson is to review the Articles of Confederation and compare it to the U. S. Constitution using a PowerPoint presentation. I will then have the students work in their groups and list as much as they can about the three branches of government on a sheet of paper for an allotted amount of time. Afterwards, I will have the students share what their group wrote. During this time, each group can add more information to their charts. The students will then review their notes and textbooks to add more information to their charts and create a tree showing the three branches of government on chart paper.

Lesson Objectives What will students be able to do at the conclusion of this lesson? Make sure that your objective(s) are measurable.

At least 95% of my students will be able to identify and label the characteristics of each branch of government in their group’s chart and their group’s tree activity.

Varying Objectives for Individuals Needs

How will I vary these objectives for students who do not understand the material?How will I vary these objectives for students who have already mastered the concept?How will I vary these objectives for students who are presently learning English?

I will vary objectives by breaking my content into small chunks. For example, I will provide an overview of the three branches of government and use one day to focus on the legislative branch, one day to focus on the executive branch, and one day to focus on the judicial branch. I will also provide examples of each branch, such as senators are a part of the legislative and judges are a part of the judicial branch.

For students that have mastered the concepts, I will encourage them to write questions, regarding the three branches of government, and use their I-pads to find this information. For example, one of the students asked does the vice president reside in the same home as the president. I encouraged the students to research that information and share it with the class the next day.

For students that are presently learning English, I will have them organize their information in a chart that separates the branches, their terms, and their duties.

Statement of PurposeWhy is it important for the students to learn this content?

The essentialness of this lesson is for students to become interested in politics and its effect in the laws that are created.

Materials and ResourcesWhat materials and supplies are needed to help your students achieve the stated objectives? What will the teacher need? What will the students need? What other resources are needed? Will you use resource speakers?

The teacher will need the following materials: Star Board, dry erase markers, white board, markers, white chart paper, notebook paper, stereo speakers, and Internet access.

The students will need the following materials: a pencil, their Social Studies PASS Coach Workbook, and the Three Branches of Government lyrics. Resource speakers will not be used, however, I do plan to read the directions to students that may need special accommodations.

Anticipatory Set What will you do to motivate the students and get their attention? What is the “hook” that will serve as a focus for the lesson’s activities?

To motivate the students, I will play our YouTube video on the three branches of government. Each student has a copy of the video, by Flocabulary. This is an animated, hip-hop video that explains the three branches of government.

Part II: IMPLEMENTATION

Pre-assessmentHow will I find out what students already know about this topic?

Within the students’ groups, the students will receive one sheet of paper. They will be given five minutes to write as much as they can about the three branches of government without using any notes. Many of the students placed their information into a chart to separate the branches. When the five minutes are up, the students will be instructed to place their pencils in their desks, to stop the students from adding information to their charts. Afterwards, each group will share their information, while other groups listen for information that they did not include.

Teacher Modeling or Demonstration

What will I do to show students what is expected?

The teacher will review the information about the three branches of government. Afterwards, the teacher will draw a tree on the whiteboard to illustrate what is to be expected.

Guided PracticeWhat will we do together as they learn how to succeed at the new task?

After the teacher draws the tree on the board, the students will tell information that could be added to each branch. The teacher will add the information underneath the corresponding branch. For example, carries out the laws would be information that is listed underneath the executive branch.

The students will use their lyrics to rap along with Flocabulary’s Three Branches of Government song.

Checking for Understanding

What questions will you ask to determine if students understand so far? What techniques or strategies will be used to determine if students understand so far?

The teacher will randomly choose students to add more information to the tree. If students are misguided in their responses, the teacher will ask a student to clarify that classmate’s response.

Questions:

1. If the answer is ______, how were you able to come to that answer?2. After reading the question, what made you omit these answer choices?3. Who is considered to be a part of the legislative, executive, and judicial

branch?

Techniques:

1. Raise your hand if you agree with that answer?2. Thumbs up if you agree/ thumbs down if you disagree3. Would you like to phone a friend for help with this answer?

Strategies:

1. I will use think alouds to demonstrate how I would like for students to think while they are reading.

Independent Practice

What will students do by themselves to show that they have internalized the knowledge?

The students will add more information to their charts, while using their notes,

workbooks, and lyrics. Afterwards, the students will begin to sketch their tree drawings before placing their information onto their chart paper. The teacher will monitor the students to ensure that they are on task and their voice levels are at a tolerable range.

ClosureHow will I conclude the lesson and relate it to future experiences? How will you wrap up the lesson to reinforce concepts taught during the lesson?

I will conclude my lesson by having students present their work to the class. They will discuss aspects that they focused on for each branch. I will then question the duties of each branch and their structure.

Assessment(attach to lesson plan)

What will students do to demonstrate what they have learned?

The students will complete the following worksheet for a homework assignment. They will then use this homework assignment to aid them in their tree activity.

Extension ActivitiesWhat can students do at home or in the classroom to apply the knowledge or skills? How could you use your colleagues or community agencies to improve student performance?

Students will read their Social Studies PASS Coach Workbooks to review the three branches of government, the separation of powers, and the U.S. Constitution’s efforts to improve the United States. Students will write questions that they may have and research them on their I-pads. They will then bring their information to class and share it with the class. I could use my community to improve my students’ performance by providing information on South Carolina’s representatives, mayors, and governor and their relation to the three branches of government.

TechnologyHow will you use technology to assist students with learning the concepts? What technology will you use to enhance the delivery and comprehension of your content?

I will incorporate technology by having the students watch and rap along with Flocabulary’s rap video on The Three Branches of Government. I will also use a Power Point presentation, stereo speakers, and a Star Board to project my instruction.

Connection Across the Curriculum

How will you connect this lesson with other content areas across the curriculum?

The Arts: The students will use their artistic talents to create trees that will represent the three branches of government.

Health: The teacher will highlight that in the Cabinet, underneath the executive branch, there is a Secretary of Health and Human Performance and a Secretary of Agriculture. These two people are important for us to stay fit and eat nutritious food items.

Physical Education: The teacher will highlight that in the Cabinet, underneath the executive branch, there is a Secretary of Health and Human Performance. This person is important for us to stay fit and maintain exercise throughout our schooling, such as attending physical education.

English: The students will use proper grammar and subject-verb agreement to explain the three branches of government.

Math: The students will determine who receives a longer term, a judge or a senator.

Science: The teacher will highlight that in the Cabinet, underneath the executive branch, there is a Secretary of Energy. This person helps to develop more energy-efficient technological ways.

PART III: REFLECTION

Strengths

Describe the strengths of your instructional techniques, strategies and classroom management. Describe the strengths of student engagement.

The strength of my lesson would be student engagement. The students thoroughly enjoyed Flocabulary’s rap video and creating their trees. Through my approach of rap music, the students were more eager to discuss and review the three branches of government. For classroom management, I tend to use catch phrases, such as “Ba da ba ba ba” and the students would say “I’m loving it.”

Weaknesses

Describe the weaknesses of your instructional techniques, strategies and classroom management. Describe the weaknesses of student engagement.

There were two students that were off task and walking around the classroom. While monitoring, I mentioned that they should work with their groups. One of the students, which were off task, was a male student that was coincidentally placed in an all girl group. Originally, he was supposed to work in his group, but since his group was missing members, I combined two groups. As the only male in the group, he felt that his opinions were not being heard, and decided to roam around the classroom. I then, navigated him to another group, and did not have any more problems out of him.

Suggestions forImprovement

What would you change when teaching this lesson again?

I will make sure that the genders are balanced in each group. The students are already placed in groups, and those groups were the same groups that needed to do their tree activity. However, when it came to collaborating, some students worked better than others.

If I were to reteach this lesson, I would probably have the students create their own trees on construction paper, to lessen bickering.

Revised 6-2013

Articles of Confederation vs. U.S. Constitution Quiz

Name: _______________________________________ Date _____________________

1. _________________ headed the committee that wrote the Articles of Confederation.

A. James MadisonB. John DickinsonC. George WashingtonD. Daniel Shays

 2. Under the Articles of Confederation, ______________________ had the most power.

A. the executiveB. the legislatureC. the courtsD. the states

 3. What did James Madison say about taxes under the Articles of Confederation?0

A. The national government should have the right to tax the states.B. The states could not be taxed without their own consent.C. Congress had the right to seize land for nonpayment of taxes.D. The amount of tax should be determined by the states, not the Congress. 

4. What started the Shay’s Rebellion?

A. A fight that started in a market placeB. An argument in courtC. The farmers were not paid during the American Revolutionary WarD. The British forced Americans into service on British warships.

4-4.1; 4-4.2

Directions: Match the description of the plan for government to the name. Write the letter of the description in the box. Not all boxes will be filled.

Articles of Confederation U.S. Constitution

A. no common currency

B. congress given no power to collect taxes

C. established a legislature with 2 houses

D. no executive or judicial branch

E. gave the national government the power to collect

F. states had their own separate money and trade

G. national and state governments share power

H. system of checks and balances

I. led to Shay’s rebellion

J. provided a weak national government

M. Strait|11

15.      Darcie's mom says she is planning to vote for Judge McMurty for the state Supreme Court. She knows this judge is fair and will make good decisions.

Judge McMurty is part of which branch of state government?

A. executive

B. legislative

C. judicial

D. presidential

16.      Lamar Alexander is a U.S. senator from Tennessee. He works with other senators in Congress to get important laws written and passed.

Senator Alexander is part of which branch of the federal government?

A. legislative

B. Supreme Court

C. judicial

D. executive

17. Which of these is a responsibility of the legislative branch of state governments?

A. to print money

B. to elect the governor

C. to carry out laws

D. to make laws

18. Which of these is a responsibility of the executive branch of the federal government?

A. trying court cases before a judge

B. carrying out the laws

C. writing and passing laws

D. deciding what the laws mean

M. Strait|12

19. When a president is ready to sign a new law, he or she can decide to veto it—that means he or she decides not to sign it, and it does not become a law. When the president vetoes a bill, he or she is using his or her power as part of which branch of government?

A. Secretarial

B. Executive

C. Judicial

D. Legislative

20. The Supreme Court is part of which branch of the federal government?

A. Legislative

B. Judicial

C. National

D. executive

21. If the president vetoes a bill and the Congress disagrees with that veto, what can the Congress do?

A. fire the president

B. declare the action to be against the Constitution

C. override the veto

D. hire new judges for the Supreme Court

M. Strait|13

M. Strait|14

THE CLAFLIN IMPERATIVEPREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN AMULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

M. Strait|15

CLAFLIN UNIVERSITY

SCHOOL OF EDUCATIONREFLECTIVE LESSON PLAN MODEL RUBRIC

Candidate____________________________________ Title of Lesson ________________________________________________ Date:________________

Target(5 Points)

Highly Acceptable (4 Points)

Acceptable(3 Points)

Moderately Acceptable(2 Points)

Unacceptable(1 Point) Score

INTRODUCTION(Title, Source, Subject

Area, Grade Level)ACEI .1.0

The candidate includes all introductory

components and all components are

appropriate to the lesson

The candidate includes most introductory

components that are appropriate to the lesson

The candidate includes some introductory

components that are appropriate to the

lesson

The candidate includes only one

introductory component that is appropriate to the

lesson

The candidate fails to include the

Introductory components

CURRICULUMSTANDARDS

2.1-2.7

The candidate identifies all appropriate standards

for the lesson.

The candidate identifies some of the standards that are appropriate for

the lesson.

The candidate identifies some

appropriate standards and some

inappropriate standards for the

lesson.

The candidate lists standards, but standards are

inappropriate for the lesson.

The candidate fails to identify curriculum

standards.

DESCRIPTION AND BACKGROUND INFORMATION

ACEI 1.0; 3.1

The candidate describes the lesson’s activities

and content in a detailed manner.

The candidate describes the lesson’s activities

and content in a manner that provides a clear

overview of the lesson

The candidate identifies the lesson’s activities and content but fails to provide a clear overview of the

lesson

The candidate identifies the lesson’s

activities or the lesson’s content

The candidate fails to identify the lesson’s activities and content

LESSON OBJECTIVES

The candidate includes concise, clearly written, measurable performance

objectives for all

The candidate includes measurable performance

objectives, but objectives are not clearly

The candidate includes clearly written

objectives that are not measurable

The candidate includes objectives

that are not measurable or clearly

The candidate fails to include objectives for

the lesson

M. Strait|16

2.1-2.7 standards or concisely written for the lesson

written

DIFFERENTIATION OF OBJECTIVES

ACEI 3.2

The candidate varies all objectives to promote rigor and challenge for all students, including diverse students, , and identifies teacher actions that accommodate diverse students’ needs

The candidate varies most of the objectives to promote rigor and a challenge for all students, including diverse students, and identifies teacher actions that accommodate diverse students’ needs

The candidate varies some of the objectives

to address diverse students’ needs and

includes some teacher actions that

accommodate those needs

The candidate does not vary the objectives, but the candidate identifies teacher actions that accommodate diverse students’ needs.

The candidate fails to differentiate objectives

STATEMENT OF PURPOSE

The candidate clearly explains the importance of the content for the student.

The candidate appropriately explains the importance of the content for the student, but more information is needed.

The candidate makes an adequate attempt to explain the importance

of the content to for the student..

The candidate does not explain the relevance of the content for the student.

The candidate makes no attempt to explain the relevance of the

content for the student

MATERIALS AND RESOURCES

ACEI 1.0

The candidate provides comprehensive lists of lesson materials and

resources with explanations of how

they will be used by the teacher and students

The candidate provides comprehensive lists of lesson materials and

resources to be used by the teacher and the

students, but no explanations

The candidate provides lists of some of the materials and resources to be used

by the teacher and the students for the lesson

The candidate provides a list of lesson materials and resources to be used by the teacher or the students, but not both

The candidate fails to provide a list of materials and

resources for the lesson

LESSON DESIGN3.1-3.5

The candidate clearly describes a well-organized student

centered lesson that reflects all

organizational issues: pre-assessment,

motivation (anticipatory set), purpose,

modeling/demonstration, guided and

The candidate clearly describes a student-centered lesson that reflects most of the organizational issues:pre-assessment, motivation, purpose, modeling/demonstration, guided and independent practice, closure, extension

The candidate clearly describes a student-centered lesson that contains few of the

organizational issues, and addresses some

differentiated instruction.

The candidate describes a lesson that is somewhat

student-centered with few of the

organizational issues, with no differentiated

instruction

The candidate describes an ill-

planned lesson that is not student-centered or the candidate fails to describe the lesson

M. Strait|17

independent practice, closure, extension activities and other

instructional strategies. The lesson plan reflects differentiated instruction

activities and other instructional strategies. The lesson plan reflects differentiated instruction

KEY ASSESSMENTS

ACEI 4.0

The candidate describes specific assessments that correlate to all of the objectives and lesson

The candidate describes assessments that correlate to some of the objectives and the lesson

The candidate includes assessments that correlate to the

objectives and the lesson, but do not

describe them

The candidate includes assessments that do not correlate to the objectives and

the lesson

The candidate fails to include assessments

CHECKING FOR UNDERSTANDING

ACEI 3.1-3.5

The candidate describes and lists specific

strategies and techniques and/or lists questions to be asked to check for

understanding

The candidate describes and lists several

strategies/ techniques and questions to be asked to check for

understanding

The candidate lists and describes strategies/techniques, but does not list any questions

The candidate lists questions, but fails to

describe or list strategies and

techniques

The candidate does not list or describe

any strategies/techniques or asks questions to

check for understanding

TECHNOLOGY3.1-3.5

The candidate meaningfully

incorporates and describes student used

technology in the lesson or explains why

technology cannot be meaningfully incorporated

The candidate meaningfully

incorporates and describes teacher used

technology in the lesson

The candidate incorporates and

describes technology in the lesson in

superficial ways.

The candidate incorporates

technology in the lesson in superficial ways; candidate does not describe the use

of technology

The candidate fails to address the issue of

technology

PRESENTATIONS & CONVENTIONS

ACEI 5.1

The candidate demonstrates a high

level of competence in spelling, grammar and

typing

The candidate demonstrates

competence in spelling, grammar and typing, but

exhibits few errors

The candidate demonstrates

sufficient competence in spelling, grammar

and typing, but exhibits several errors

The candidate demonstrates little

competence in spelling, grammar

and typing, through many errors

The candidate demonstrates little

competence in spelling, grammar

and typing through a significant number of

errorsThe candidate provides The candidate provides The candidate The candidate The candidate fails to

M. Strait|18

EXTENSION ACTIVITIESACEI 5.3-5.4

more than one extension activity to connect the lesson with the home,

community and community agencies

at least one extension activity to connect the lesson with the home and community, but not community agencies

provides extension activities that connect the home, but not the community and community agencies

provides extension activities that do not connect the home,

community and community agencies

provide extension activities

CONNECTION ACROSS THE

CURRICULUMACEI 2.8

The candidate includes connections to all of the curriculum content areas

during the lesson.

The candidate includes connections to at least 5 of the 7 curriculum areas

in the lesson

The candidate includes connections to the four core content areas in

the lesson

The candidate connects the lesson to

at least two curriculum content

areas

The candidate fails to connect the lesson to

other curriculum content areas

REFLECTIONSACEI 5.1

The candidate provides thorough information

that shows an understanding of the

effectiveness and ineffectiveness of the

lesson; gives information regarding

changes for future implementation of the

lesson

The candidate somewhat provides information

that shows an understanding of the effectiveness of the

lesson; gives information regarding

changes for future implementation of the

lesson

The candidate provides information

regarding the effectiveness and

ineffectiveness of the lesson, but gives no

information regarding future implementation

The candidate provides superficial

information regarding the effectiveness and the ineffectiveness of the lesson, and gives

no information regarding future

implementation of the lesson.

The candidate fails to provide information regarding reflections

from the implementation of

the lesson

T OT A L

Revised 1-2012