SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Nicole Jones

Thematic Unit Theme/Title/Grade Level: U.S. Constitution/ The Three Branches of Government/ 2nd grade
Wiki space address: ttp://ucfgr2governmentsp16.weebly.com
Daily Lesson Plan Day/Title: Day Four/ The Judicial Branch
Learning Goals/Objectives Learning Goal:
What will students accomplish be able Students will understand and describe the structure and functions of the three
to do at the end of this lesson? Be sure
branches of the government written in the Constitution.
to set significant (related to
SSS/CCSS), challenging and
appropriate learning goals!

Learning Objectives:
1. Students will be able to participate in collaborative conversations with
diverse partners about grade 2 topics and texts with peers and adults in small
and larger groups.
2. Students will be able to recount and describe key ideas and details through
information that is presented orally.
3. Students will be able to Identify the Constitution as the document which
establishes the structure, function, powers, and limits of American government

NCSS Themes
Florida Standards (FS)
Next Generation
Sunshine State Standards
(NGSSS) List each standard.
Cutting and pasting from the
website is allowed.
http://www.cpalms.org/Public/

4. Students will be able to recognize symbols, individuals, events, and

documents that represent the United States.
NCSS theme(s):
VI: Power, Authority, Governance
Florida Standard(s):
LAFS.2.SL.1.1
Participate in collaborative conversations with diverse partners about grade 2
topics and texts with peers and adults in small and larger groups.
a) Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about
the topics and texts under discussion).
b) Build on others talk in conversations by linking their comments to the
remarks of others.
c) Ask for clarification and further explanation as needed about the topics and
texts under discussion.
LAFS.2.SL.1.2
Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media
Next Generation Sunshine State Standards:
SS.2.C.3.1
Identify the Constitution as the document which establishes the structure,
function, powers, and limits of American government
SS.2.C.3.2
Recognize symbols, individuals, events, and documents that represent the
United States

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Assessment
How will student learning be assessed?
Authentic/Alternative assessments?

Does your assessment align with your

objectives, standards and procedures?

Informal assessment (multiple modes):

participation rubrics, journal entries,
collaborative planning/presentation notes,
etc.

Unit Pre-Assessment:
Pre-assessment two weeks in advance. Traditional pencil & paper assessment.
This builds in time for the teachers to tailor their instruction to the needs of
their students; taking their strengths and weaknesses into consideration.
Unit Post-Assessment:
Post-assessment after unit is completed. Traditional pencil & paper assessment.
This allows teachers to compare data, between the pre-test and post-test, and
see what the students have mastered and still could use more review on.
On-going daily (progress-monitoring) Assessment:
Review what students have learned on the previous days by using a Kahoot
quiz and use items in the interactive briefcase to review what students have
learned in the previous days.
Learning Scale
1
I do not
understand and
cannot describe
the structure and
functions of the
three branches
of the
government
written in the
Constitution.

Design for Instruction

Student Activities & Procedures
What best practice strategies will be
implemented?
How will you communicate student
expectations?
What products will be developed and
created by students?
Consider Contextual Factors (learning
differences/learning
environment/learning styles) that may be
in place in your future classroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL
http://teachsocialstudies.wikispaces.com/fi
le/view/ESOLStrategiesComprehensibleIn
struction.pdf/42902857/ESOLStrategiesCo
mprehensibleInstruction.pdf
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD etc.)

http://www.udlcenter.org/aboutudl/udl
guidelines/udlguidelines_graphicorga
nizer

I sort of understand I completely

and can describe the understand and
structure and
can describe the
functions of the
structure and
three branches of the functions of the
government written three branches of
in the Constitution the government
with support from written in the
my peers and
Constitution.
teacher.

4
I completely
understand and can
describe the
structure and
functions of the
three branches of
the government
written in the
Constitution and
can teach a peer
about the U.S.
Constitution.

1. Review: Have students take out their iPads and open Kahoot and enter the
group code that is projected on the board. (5min.)
ESOL: 4, 6, 15
ESE: 1.1, 1.3, 2.5, 3.1, 3.2, 5.3, 4.1, 4.2, 7.2, 9.1, 9.2
2. At the end on the five-question Kahoot that reviews the previous lessons,
have students take out their interactive brief case. (2min.)
3. Have students discuss the tree activity that they added to on the previous two
days with their shoulder partner (student A tell shoulder partner B).
Discussion Question: What was the purpose of the legislative branch?
(3 min)
ESOL: 13, 4, 6, 2, 15
ESE: 3.1, 3.2, 3.3, 5.2, 7.2, 8.3, 8.3, 9.3
4. Have students discuss the tree activity that they added to on the previous two
days with their shoulder partner (student B tell shoulder partner A).
Discussion Question: What was the purpose of the executive branch?
(3 min)
ESOL: 13, 4, 6, 2, 15
ESE: 3.1, 3.2, 3.3, 5.2, 7.2, 8.3, 8.3, 9.3
5. Tell students that today they will be learning about the last branch of
government called the Judicial Branch. Tell them to put everything away
because they are going to watch a video to learn about this branch. (6 min)

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Resources/Materials

http://www.teachertube.com/video/ourcourtsorg-judicial-branch-video-82849
ESOL: 14, 17
ESE: 5.1, 6.1, 7.3, 9.1
6. After watching the video ask students to do a quick write on the things they
learned about the judicial branch, allow them to draw pictures if they are unable
to explain something. (5 min)
ESOL: 6, 13, 16, 30, 50
ESE: 1.1, 4.1, 5.2, 7.1
7. After the quick write call on some of the students to share what they wrote
down if they have any pictures to show allow them to come put the pictures on
the projector. (3 min)
ESOL: 6, 15, 16, 30
ESE: 3.3, 5.1, 6.4, 7.2, 8.3
8. Now tell the students that it is time to break up into centers. They have to do
the brief case center, but then they have to choose one other center. Explain all
the centers and tell the students to choose which centers they want to complete
today then split them up into groups and send them to their centers. (15 min per
center=30 min)
ESOL: 2, 4, 5, 13, 16, 46, 47, 50
ESE: 2.1, 6.2, 7.1, 8.3, 9.2
Center 1: Interactive brief case
The students will add the responsibilities of the judicial branch to the tree.
Center 2: Youre the Judge
The students will complete a worksheet that has different scenarios, and the
students will have to be a judge and decide weather or not they think a law is
being violated and explain their reasoning and thoughts. I will provide them
with a list of vocabulary terms that were mentioned in the video and they will
use those higher vocabulary words when are answering as the judge.
Center 3: Bingo
The students will get a bingo card and fill in the different vocabulary words
form the video in each of the different boxes for bingo. Students will take turns
pulling definitions out of the bag, and cross of the vocabulary word that
matches it on their bingo sheet as they go.
9. Use my chant to get the students attention, tell the students to put all the
activities they did today in their interactive briefcases, and put them in their slot
in the back then go sit quietly at their desk. (3 min)
ESOL: 19
ESE: 6.1, 9.1
IPads (one per student)
Kahoot
Interactive briefcase (one per student)
Video

Journal (one per student)

Pencil

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Cut outs to put on tree (one per student)

Scenarios worksheet (one per student)
Vocabulary sheet (one per student)
Bingo cards (one per student)

Discussion Notes: Make comments here related to ideas for assessment measures, parent involvement, field trips, or extension to
the unit plan ideas.