SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Krystle Iton

Thematic Unit Theme/Title/Grade Level: The three branches of government/ Tree branches of government/
3rd grade
Wiki space address: http://www.weebly.com/weebly/main.php
Daily Lesson Plan Day/Title: Thursday/ The Jazzy Judicial Branch
LearningGoals/Objectives LearningGoal:
Studentswillunderstandthe3BranchesofGovernmentandwhateachbranchis
responsiblefor.

NCSSThemes
CommonCoreState
Standards(CCSS)
NextGeneration
SunshineStateStandards
(NGSSS)

Assessment

LearningObjectives:
Dependingonthetopic,4objectivesareample.Allshouldbeginwith:
1. ThestudentwillbeabletoidentifycharacteristicsofaSupremeCourtJudge.
2. Thestudentwillbeabletoutilizetechnologytoexpresstheiropinionsofthe
variouscharacteristicsofaSupremeCourtJudge.
3. ThestudentwilldemonstratetheirknowledgeoftheUnitedStatesJustices,the
processinwhichtheyareelected,andthesignificanceofeachjudge.
4. Thestudentwillunderstandthevariouslevelsofgovernmentandtheimpact
ofcivicvirtuesonsociety.
NCSStheme(s):
Individuals,Groups,andInstitutions
Power,Authority,andGovernance
CivicIdealsandPractices
CommonCoreStateStandard(s):
LAFS.3.RI.1.2:Determinethemainideaofatext,recountthekeydetailsand
explainhowtheysupportthemainidea
LAFS.3.RI.1.3:Describetherelationshipbetweenaseriesofhistoricalevents
scientificideasorconcepts,orstepsintechnicalproceduresinatext,using
languagethatpertaintotime,sequence,andcause/effect.
LAFS.3.RI.2.5:Usetextfeaturesandsearchtools(e.g.,keywords,sidebars,
hyperlinks)tolocateinformationrelevanttoagiventopicefficiently.
LAFS.3.W.2.6:Withguidanceandsupportfromadults,usetechnologyto
produceandpublishwriting(usingkeyboardingskills)aswellastointeract
andcollaboratewithothers.
NextGenerationSunshineStateStandards:
SS.3.C.1.3: Explain how government was established through
a written Constitution.
SS.3.C.1.1:FoundationsofGovernment,Law,andtheAmericanPolitical
System.Explainthepurposeandneedforgovernment
SS.3.C.2.1:Identifygroupandindividualactionsofcitizensthatdemonstrate
civility,cooperation,volunteerism,andothercivicvirtues.
SS.3.C.3.1Identifythelevelsofgovernment(local,state,andfederal).

UnitPreAssessment:
*Seeattachedassessmentinbinder
UnitPostAssessment:
*Seeattachedassessmentinbinder
Ongoingdaily(progressmonitoring)Assessment:
Theongoingassessmentwillincludestudentsusingapaperscalealongwithapaperclip(see
picture).Thisisusedforstudentstoselfassesstheirownunderstandingaswellasdemonstrate
mtotheteachertheirdepthofknowledgeoftheJudicialBranch.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Design for Instruction

Student Activities & Procedures

Language Arts Block:

1. Students will review the three branches of government poem individually for one
minute then carol as a whole class.
2. The teacher will begin with activating prior knowledge by reviewing the assigned
homework from the previous evening. Students were to brainstorm their opinions of
the necessary key characteristic of a Supreme Court Justice. Essential question: What
are key characteristics that a Supreme Court justice shall possess?
3. Volunteers will have the opportunity to raise their hands and state an appropriate
characteristic. The teacher will remain quiet and observe the class as they say agree
or disagree. When students disagree, they must mention why that trait wouldnt fit
the role. During this process, students are practicing their professional mannerisms
while agreeing or disagreeing with a classmate.
4. The students will move to the magic rug in the reading center. The teacher will read
a passage from Sonia Sotomayor: A Judge Grows in the Bronx by Jonah Winter.
Afterwards, the students will return to their seats.
5. Its time for students to finish brainstorming! After just hearing about Justice
Sotomayors experience and what she has overcome, students are to enter another
decision of what constitutes a respectable Justice. Provide examples of behaviors that
may lead a person down a positive/negative path. Connect how Sotomayor knew she
wanted the best for her and family and actions demonstrated it, even from a young
age, and overcame the various obstacles.
6. During this second round of sharing their opinions, once all students have agreed with
all volunteers, each volunteer is able to come to the IWB (interactive white board) and
write their responses. Approximately 10-12 students will have the opportunity to write
on the board this round, however, every student can feel confident that all of them had
a responsibility by having an input in the discussion. The teacher will confirm all
students are participating in the discussion and providing thoughtful responses.
Social Studies Block:
1. Students will watch the YouTube video Sesame Street: Sonia Sotomayor: The Justice
Hears a Case(3 minutes)
2. After the video, students will discuss their thoughts on the video. The teacher will
have a whole group discussion. What are the takeaways from the video? What did
students previously know? What did students learn? The teacher will add a greater
depth of information to correspond with the video. As students are practicing
classroom procedures by raising their hands, the teacher will write their responses on
the IWB. Meanwhile students are writing these responses down- which is to later be
added to their tree branches of government foldable. (10-12 minutes)
3. After this activity, nine students are selected to come to stand in the front of the
classroom. These students represent a variety of levels of understanding (ESE/ELL
students); all students need an opportunity to grasp the information.
4. For the activity, the nine students, will represent the nine justices on the Supreme
Court, taking into account the chief justice as well. The Chief Justice will be a student
who has been on task throughout the day. The president shall be represented by the
teacher. Each of these judges will wear an election style pin with a picture of the

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

justice that is correlated with who they are representing.

Along with the pin, each Justice is provided a synopsis of their character and
various key details of their position. Each student will represent the Justice they have
been assigned. The whole class will then be asked questions about each Justice in a
Jeopardy format. What is ___, Where is the ___.
6. The remaining students will be placed into two teams, as the President is keeping
score on the IWB. Each student in the classroom will have the opportunity to
participate in an open discussion in the class, about the differences in the judges,
significance of these issues, and the process that occurs to select a new judge.
7. Exit Slip: Fill out the Judicial branch of the tree foldable & complete the selfassessment scale
One strong ESOL student shall be placed on the Justice board. This is to encourage the
other ESOL students, in addition these students are encouraged to have their language
translation dictionary with them to ensure they are understanding the vocabulary placed on
the board.
ESOL students are encouraged to write down their opinions first, translate, and then
vocalize. The teacher will encourage ESOL students to have the opportunity to speak.
Any learning disabled student, will be provided assistance by the teacher. Ask guiding
questions such as Can you tell me what you thought was most important about the video,
anything youd like? What made you think of that?
5.

Interactive White Board (IWB)

Tree Branches of Government foldable
Pen/Pencils/Markers
Notebook paper
Election-style Pins
Computer/Printer for Pictures
YouTube Video
DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,fieldtrips,orextensionto
theunitplanideas.
ShareiCivicssitewithparents;greatsupplementforathomediscussions&practice.

Resources/Materials