Sierra Nevada College Lesson Plan

Teacher
Candidate:
Grade/Subject:
Lesson
Content:
SNC
Supervisor:

Stacy Jones
12/U.S. Government
Colonial Influences
Michael Lauletta

Lead
Teacher:
District:
School:

Don Johnson

Time
Allotted:

55 mins

Bishop Manogue

Materials, including technology:

Student worksheets, computer projector, scissors, pens, and pencils

Standards:

D.2.Civ.14.9-12; D.2.His.5.9-12

Objective: high cognitive demand for diverse learners

Cognitive Level (DOK or

Blooms)

Identify and trace the colonists views of government

from historical documents

DOK 2

Connections to past learning or experience, building background

Have any of you come up with an idea? If so, how and where did you come up or
find your idea?
Essential Vocabulary

Definitions

Rule of Law

The idea that all people must follow the laws, and
that the laws are enforced fairly.

Self-Government

People can make decisions on how their government

should work.

Due Process

People have rights to fair and reasonable laws.

Officials have to follow rules when enforcing laws
and treat all people in the same way.

Limited Government

A government that has been limited in power by a

constitution, or written agreement.
A set of things that people believe should be free to
do without restrictions.

Rights

Strategy for teaching new vocabulary

Students will anticipate by distributing the brainstorming sheets. Allow students 5

minutes to brainstorm the meaning of the big idea terms in the I think it
means. Column.

Sierra Nevada College Lesson Plan

Sequence and Scope of Instruction (include

instructional strategies, questions, opportunities
for meaning making through discourse and other
engagement strategies, formative assessments,
opportunities for metacognition, grouping,
differentiation and transitions)

Instructional Strategy

Estimate
d time

- Review vocabulary

Opening discourse

5 mins.

- State objectives

Teacher introduce

5 mins.

- Distribute cut-and-fold activity. Walk through

each step and monitor the students. Explain
that this will be what they will take notes on
as they read through the documents.

Check for knowledge and

assess

5 mins.

Analyze and respond

15
mins.

- Distribute the reading pages to the

students. Place students in small groups and
assign each group a document listed in the
Collection of Good Ideas. Have them read
through and answer the following questions:
* What is the purpose?
* Big Ideas (vocab. words)
* Who wrote it? When?
- Have each group present their document
with the class

Group activity
Metacognition

- Closure: Review the document/items on the

cut-and-fold activity and discuss as a class.
Answer any questions

SNC: April 3, 2014

15
mins.
5 mins.