CONCEPT ATTAINMENT LESSON PLAN FORM

California Baptist University School of Education

Do You Know Who Runs Our Country?
United States of Americas Constitution
Sections of Government
Lesson Two/ Our Government

1. MATERIALS/PREPLANNING (5 points)
Materials must include examples and nonexamples of the concept being taught.
Textbook
Social Studies Journal
Visuals/Photos of artifacts regarding the Constitution and the government
Classroom White Board
Classroom Projector
Computer
Vocabulary List key vocabulary terms
-Government: the political direction and control exercised over the actions of the members, citizens, or inhabitants
of communities, societies, and states;direction of the affairs of a state, community,etc.; the governing body of a
nation, state, or community.: "an agency of the federal government""government controls".
-Cabinet: A body of advisers to the president, composed of the heads of the executive department of the
government.
-branches: executive, legislative, and judicial branches. In the case of the federal government, the three branches
were established by the Constitution.
-Veto: a constitutional right to reject a decision or proposal made by a law-making body.
-Legislator:a person who makes laws and is a member of a legislature.
-legislative: having the function of making laws
-Representative:consisting of people chosen to act and speak on behalf of a wider group.
-Federal:having or relating to a system of government in which several states form a unity but remain independent
in internal affairs.
-Candidate: a person who applies for a job or is nominated for election.
-Bill: a draft of a proposed law presented to parliament for discussion.
-Amendment: a change or addition to a legal or statutory document.
-Judicial: the branch of government that is charged with trying all cases that involve the government and with the
administration of justice within its jurisdiction
- Executive:the person or branch of a government responsible for putting policies or laws into effect.
-The Senate:an assembly or council of citizens having the highest deliberative functions in a government, especially
a legislative assembly of a state
Literature List supporting literature or reading materials
- Book: Shh! Were writing the Constitution by Jean Fritz
- Branches Of Government Cross-Curricular Focus: History/Social Sciences (Handout)
- three branches of government https://youtu.be/-EISWIY9bG8

2. OBJECTIVE (10 points) Must contain the word concept You should be able to know this lesson will
be on developing a concept by reading the objective.

After the lesson on the concept of government students in grade four will be able to state both orally and in writing
the correct definition of the different sections government.

Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)

Lesson will be Composition since students will be gathering and organizing information for writing and understanding the
definition of government. Word choice and using active voice to discuss definition is also essential.

Social Studies Standard 4.5 Students understand the structures, functions, and powers of the local, state, and
federal governments as described in the U.S. Constitution.
4.5.1 Discuss what the U.S. Constitution is and why it is important (i.e., a written document that defines
the structure and purpose of the U.S. government and describes the shared powers of federal, state, and local
governments).

CCSS ELA Standard

CCSS.ELA-LITERACY.RL.4.9
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of
events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
CCSS.ELA-LITERACY.RL.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
from the text.

CCSS ELD Standard

 W.3.45; SL.3.1, 6; L.3.1, 3, 6
Adapting language choices to various contexts (based on task, purpose, audience, and text type)
CCSS.ELA-LITERACY.W.4.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
10. W.1.13, 5-8; L.1.12, 6
Write longer literary texts (e.g., a story) and informational texts (e.g., an informative text on the life cycle of
insects) collaboratively with an adult (e.g., joint construction), with peers, and independently.

College and Career Readiness Anchor Standard CCSS

Production and Distribution of Writing:
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
Comprehension and Collaboration:
1.Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,
building on others ideas and expressing their own clearly and persuasively.
Conventions of Standard English:
1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

ELD Standard(s)
Level 1 (B): Demonstrate comprehension of oral presentations and instructions through non-verbal responses
(e.g., gestures, pointing, and drawing).
Level 2 (EI): Listen attentively to stories/information and identify key details and concepts using both verbal and
nonverbal responses.
Level 3 (I): Listen attentively to more complex stories/information on new topics and identify the main points and
supporting details.
Level 4 (EA): Listen attentively to stories and subject area topics, and identify the main points and supporting
details.
Language Demand Statement: edTPA p. 61

Students will use specific academic language (vocabulary, functions, discourse, syntax) while writing their definition in order to
participate in a learning task that demonstrates their disciplinary understanding.

Language Function Statement: edTPA p. 61

The content and language in this lesson will focus on the learning task of the Constitution and the branches of government
represented by the active vocabulary used. Therefore, students will identify main ideas and details that represent the concept. In
addition, they will be comparing ideas with others.

3. ASSESSMENT (10 points)

Note: A rubric would work well for this assessment

This lesson will be assessed by the written definition in the student journal. The definition must include three
descriptors and three examples of the term/concept of government.

Students will also be assessed informally by listening to their oral definitions of the concept of government.

Proficient (3 points) Basic (2 points) Below Basic (1 point)

Student illustrated/provided 3 Student illustrated/provided 2 examples. Student illustrated/provided 1 example.

examples.

Student wrote a definition Student wrote a definition including 2 Student wrote a definition with 1 or less
including 3 descriptors. descriptors. descriptors.

Student was able to provide an Student was able to provide an oral Student was unable to provide an oral definition.
accurate oral definition. definition with some degree of accuracy.
 4. MOTIVATION FOR LEARNING ANTICIPATORY SET (5 points) Be creative!!!! Must motivate for
learning!

At the beginning of the day as students walk into the room, welcome them to their new country. While students are
walking in direct them to the back of the room and keep three students to represent the branches of government.
Have these students stand in the front. After all students have entered the room and everyones attention is
caught, ask them what is government? Let students brainstorm as a class about what they think government is.
Write all of their ideas on the board. Then read and display the definition of an government, from the online
dictionary, to the students. Discuss with the students that government is made up of three branches. Explain to
students that many people belong to these branches of government and they help create laws and form our
country. All Americans depend on the Government for guidance and law making. Then have the students rewatch
the school house rock video, review the portion of Shh! Were writing the Constitution by Jean Fritz. and read the
handout titled, Branches Of Government.

5. PURPOSE (5 points)

Boys and girls, today we will be learning about the government. It is important to understand the role the
government play in our country as well as the different branches because it help us understand laws.

LESSON BODY (35 points)

Provide a rationale (justify reason) for using this lesson model.

This lesson model will help build student knowledge based on the concept of government. I will model the concept by
demonstrating examples with the use of materials to help students gain a greater in-depth understanding. Furthermore,
students will have the opportunity to discuss the different examples presented and evaluate different branches of the
government. Also, they will be able to comprehend the definition of this history concept and apply it to real-life
experiences.

Prior to starting the lesson body do the following:

Restate the Objective in Kid terms
After our lesson today, you will know how to define what an government is and how to identify the different
branches.

Mark SDAIE in bold type where it applies.

(SDAIE-Use visuals to show examples and non-examples)

Note: The Concept Attainment lesson has 6 steps. Follow them exactly as follows:

Step One- Definition:

The teacher must introduce the concept by name and define it.
Give several key attributes of the concept that are age appropriate and scientifically correct!
Today we are going to study the concept of government.

According to the dictionary government means: the political direction and control exercised over the actions of
the members, citizens, or inhabitants of communities, societies, and states;direction of the affairs of a state,
community,etc.; the governing body of a nation, state, or community.: "an agency of the federal
government""government controls".

Step Two - Examples: the governing body of a nation, state, or community.: "an agency of the federal
government""government controls".

This is a picture of Abraham Lincoln.

Yes, He is a PAST government official.

Bullet each example and leave space between each new example.
The teacher must present (5 6 ) examples of the new concept.

This is a picture of a government body . It is a government body because it ran by the federal agency.
 This is also a picture of a government body because it is made up of government officials.
This is also a picture of a government body because it consists of individuals from our nation, state and or
community.
This is a picture of a paper declared official by our government.
This is a picture of a judge. He is a government member because he helps enforce the laws.

Step Three - Non-examples:

Bullet each non-example and leave space between each new example.
Give, 5 or so, non-examples with reasons why they are not examples of the concept.
This is a government body.
It is not a government body because it is not federally ran. (show picture of random group of
adults)
This is not a body of government because it does not hold government control. (show a photo of a group of
students)
This is not a body of government because it does not hold power over people. (Show a picture of a group
of dogs)
This is not a body of government because it does not belong to the nation. (show a photo of aliens)
This is not a body of government because it is not government official. (show a photo of business men)

Give 5 more examples of what is not an example of the concept and the reasons why it is not. It is very
important to go over each item and compare and contrast them so students can clearly understand
the concept.

Step Four - Mixed Examples:

the governing body of a nation, state, or community.: "an agency of the federal government""government
controls".

Bullet each mixed example and leave space between each new
example. Present them and ask students to distinguish between them. Give 5 mixed examples with clear responses
of why and why not.

Here is a picture of the U.S. Constitution. Is this an example of how government makes and displays laws? It
is a hard copy of laws because it was made official, signed by government officials and given to the U.S.
People.

Is this a government law ? It is is not a government law because it is unofficial and for the purpose of a small
classroom.

Is this a form of government? It is a form of government

because the people in the picture represent people with control over the actions of the members, citizens,
or inhabitants of communities, societies, and states.
Is this a form of government? This is a form of government because it is a picture of our past president with his
government officials are all around him.
Is this a form of government? This is not a form of government because these are children, who do not
process the power to control the actions of the members, citizens, or inhabitants of communities, societies,
and states.

Vocabulary. This is where students have a chance to develop the correct

terms/vocabulary and really own the terminology.

Step Five - Redefine Concept:

The teacher must ask students to define the concept in their own words. You should have given several clear
attributes of the concept that students can easily repeat and write in their journals. Now it is their task to write the
new term with the meaning and description in their journal under the vocabulary for this unit.

They could also illustrate the term and give various examples and nonexamples. Let them be creative in how they
enter the vocabulary terms. This will help them remember the vocabulary and make it useful for them.

You could say: (Word this part according to the group you are addressing)
Boys and girls, turn to your partners and say the definition of government in your own words. This is your
chance to practice saying (rehearsing) this new term. Be sure you both state the definition and give several
good examples and state why they are good examples.

Fully script 2 or 3 student responses.

Now, have them write the definition in their own words in their journal.
 Next, please take out your journals and write this term government.
Also write the definition in your own words and give several examples. Explain how government is used and
where it is located.
Student 1: Government are officials who have power over citizens and the laws of the country
Student 2: Governing officials are made up of a body of citizens that govern a nation, state, or community
Lesson Step Six - Student Examples:

The teacher must ask the students to find or suggest additional examples of the concept to show their
understanding.

Students, now it is your turn to own this concept. You are the experts so your task is to find more examples. You
could look in the books I have gathered in our classroom library or on the internet. You could look in history
books or in the dictionary/ thesauruses.

You might find more examples at the public library, school library, and class library.
Step Seven Response to Learning the Concept:

Using the EL/ELA Standards State the expected response in the four language arts areas to learning based on the
EL/ELA objectives and the Social Studies content of the lesson body.

ELD Level Emerging Response to learning:

Listening- listening to teacher speak

Speaking- repeating important key terms. Using total physical response touch and repeat.
Reading- This can be substituted for looking at relatable photos and viewing a video.
Writing- can write as much as they can, copy from the board and go back to review later.

ELD Expanding Response to learning:

Listening SWBAT Contribute to class, group, and partner discussions by listening attentively, following turntaking
rules, and asking and answering questions about government.
Speaking SWBAT Use a growing number of general academic and domainspecific words in order to add detail or
to create shades of meaning about government while speaking and composing.
Reading SWBAT Describe ideas, phenomena, and text elements in greater detail based on understanding of a
variety of gradelevel texts and viewing of multimedia with moderate support about government.
Writing SWBAT Collaborate with the teacher and peers on joint composing projects of informational and literary
texts that include some writing (e.g., short sentences), using technology where appropriate for publishing, graphics,
etc. about government.

ELD Bridging Response to learning:

Listening SWBAT Contribute to class, group, and partner discussions by listening attentively, following turntaking
rules, and asking and answering questions about government.
Speaking SWBAT Use a wide variety of general academic and domainspecific words, synonyms, antonyms, and
nonliteral language to create an effect or to create shades of meaning about government while speaking and
composing.
Reading SWBAT Describe ideas, phenomena and text elements using key details based on understanding of a
variety of gradelevel texts and viewing of multimedia with light support about government.
Writing SWBAT Collaborate with the teacher and peers on joint composing projects of informational and literary
texts that include a greater amount of writing (e.g., a very short story), using technology where appropriate for
publishing, graphics, etc. about government.

7.CLOSURE (5 points)

Gather students at the discussion table or on the rug. It is now the end of the day and students
are prepared to go home. Wrap up the learning with a chance for students to practice key learning once
again. In this case it will be the new concept you have introduced.

Provide something like the following dialogue:

Boys and girls please come to our talking circle. We have much to discuss.
Today we studied the concept of government. Now it is your turn to own this information. Let's practice saying
what we have learned about government. Who would like to begin?
 Continue this dialogue until students have rehearsed their learning several times.
- What are some things we know about government?
- What are the key components of a government?
- Can you name some current government officials?
- Can you name past government officials?

End with each student stating the learning to the person next to him/her.
- Pass on your knowledge.

8. INDEPENDENT PRACTICE (5 points)

Provide a rationale/justification for your choices.

Asking students to find three examples of government at home provides independent practice because it is consistent
with what students have learned in class. In addition, it requires them to think independently and use resources outside
of those used in the classroom. This lesson represents training in the area of applying and classifying information, so a
mild form of independent research is an ideal task for learning outside the classroom. Independent practice will often
create a dialogue at home and will allow students to share what they learned or get help from their family
(parent/guardian) in finding additional examples. In researching and reading about government, students will discover
new information, which will benefit them as we move forward on the topic of government Today and in the Past.

The teacher assigns the students the task of finding additional examples of the concept on their own. For
example, students can look in books, library or computer for additional examples.

The teacher clarifies what the students are to do with the additional examples of the concept that they
identify. EX. Add to word wall, write on a 3x5 card and add to the file, enter them in the social studies journal on
this theme and draw the picture and write a paragraph defending your choice.

9. ADAPTATIONS/ DIFFERENTIATION OF INSTRUCTION (10 points)

 Provide text pages and a short description of the strategy. Explain how strategy is helpful to your
focus students and rationale for selection.

Color highlight the strengths, weaknesses, and your adaptation

Red- Weakness
Green Strengths
Yellow - What you are doing about both strengths and weaknesses.

Provide feedback for each of the 3 focus students on the work sample. (See edTPA for directions on feedback)
.
ELL Learner W/Few Describe specific feedback type to help learn the essential literacy strategy
Words 1. Because the student is at a beginning language proficiency level, I will do introduce flash cards that
Maria contain the vocabulary terms we are studying in this unit in order for her to study them independently
Home Language: Spanish or with a partner.
Approx. Level of 2. The EL student will also work in small groups in order to gain an understanding of the material and
Language Proficiency: share her own government experiences. This will strengthen her social skills and gain greater
Beginning knowledge.
Learning Style/Modality 3. The EL student enjoys watching movies; therefore, a short video that allows the student to make
Preferences: Visual further connections from musical rhythms when concerning government. Give the student the
Learner (kinesthetic) opportunity to look up words online that will allow vocab words to be translated from Spanish and
Personal Interest: The EL English. This will help the student write his own 10 facts and share with others.
student enjoys playing
watching movies, playing Provide Rationales for each Adaptation
with sisters, nails and 1. Providing flashcards allows the student to gain an understanding of the vocabulary terms being
makeup. Student enjoys taught in class and the student can continue to practice them with others in order to gain the English
socializing with others language.
and is very respectful 2. Since the student tends to communicate very well with others, providing small group opportunities
 towards her classmates will engage the student to learn more and participate in an English discussion.
since she is always 3. The short video will allow the student to see visual illustrations of the vocabulary words taught and
communicating with them help the student with their own facts.
Rationale for making Adaptations Sentence Frame
Because the student(s) is/are weak in this particular skill of understanding content/English vocabulary,
which is linked to English Language Arts, Reading Standard 1.0, I selected this particular instructional
focus of developing an understanding of knowledge by listing facts on the board as the students write
them in journals.
Because the student is strong /has strength in this particular area of communicating with others, I
choose this adaptation. Because several students are weak in this skill of identifying new facts with
unknown vocabulary terms, I am selecting the strategies of providing flashcards and working in groups
in order to encourage English Language Development with new historical content.
Technology: What tool did you select?
I chose to incorporate a short video in order to introduce more visualization to the EL student since
English and Spanish vocabulary words are introduced. This will allow the student to make a connection
and become more engaged with the lesson. Most importantly, the video may lead to further discussion
that the student can participate with others.

Student with low Home Language: English

reading ability Level of Language: Below Average Language Proficiency
Joe Learning Style/Modality Interest: Kinesthetic, Auditory, and Visual
Home Language: English Personal Interest: Student enjoys fun learning activities that include. He enjoys playing outdoors and
Learning Style/Modality likes to read comic books. Instructions/Directions need to be repeated more than once and often needs
Preferences: Visual additional assistance from others. Student tends to complete work while working with others since he
Learner (kinesthetic) can follow examples, such as writing.
Personal Interest: The
student enjoys playing Prescribe /Describe Three Adaptations for Instruction
watching movies, playing Link each adaptation to specific characteristic of this students needs. Link to specific parts of
video games, and riding standard /objective.
his bike outside. Student 1. Because the student has a slow learning rate, I will provide him with small-group interaction and
enjoys socializing with repeat directions if necessary.
others and is very 2. Because the student has a poor retention rate I will provide visual aids and model correct sentence
respectful towards her structures when introducing facts.
classmates since she is 3. Because the student has poor comprehension I will rephrase vocabulary words, the lesson
always communicating descriptions or text that is presented.
with them. Provide Rationales for each Adaptation
1. Because the student struggles with fast pace lessons, I will provide him with more focused small-
group interaction, which will allow the student to grasp the information more.
2. Because the student is weak in the area of retention, the student will benefit from the use of visuals.
The examples presented on the board will provide him with a model for sentence organization and my
journal sample will be available so he can reference it.
3. Because the student is weak in the particular skill of comprehension, new vocabulary words will be
defined so that the student does not struggle to comprehend the words while writing in their journal.
Rationale for making Adaptations Sentence Frame
Because the student(s) is/are weak in this particular skill of low retention rate and writing skills which is
linked to CCSS.ELA-LITERACY.W.2.5 standard or standard concept, I selected this particular instructional
focus of providing guidance and support from others to focus on a topic and strengthen writing as
needed by revising and editing.
Because the student is strong /has strength in this particular area of kinesthetic, auditory, and visual
learning I choose this adaptation. Because several students are weak in this skill of retention and
writing I am selecting this strategy to build greater understanding and strengthen their writing.
Technology: What tool did you select?
The classroom projector will allow me to present a journal sample of the ten facts that the student may
need as additional assistance in order to follow steps on how to write his own facts. This will serve as
the visuals presented in class.
Student with advanced Prescribe /describe Three Adaptations for Instruction
literacy skills/other 1. Because the student did has strong communication skills, I will provide small-group interactions
Home Language: throughout the lesson.
Carla 2. Because the student is proficient with critical thinking, I will provide engaging interactions with
English others in order to allow discussion and knowledge to grow.
Level of Language: 3. Because the student has strong higher thinking skills, I will provide her with other resources that can
Proficient lead to more learning about government.
Learning Style/Modality
Interest: Auditory Provide a Rationale for each Adaptation
Personal Interest: Student 1. Because the student does well in a social setting and will initiate discussion, small group interaction
enjoys reading, playing will provide her with opportunities for an exchange of ideas and examples.
soccer, listening to music, 2. Because the student has strong comprehension skills and tends to finish early, additional learning of
and playing interactive facts and resources will allow her to exercise comprehension of research.
learning games. She 3. Because the student has strong higher order thinking skills and will often read if not engaged, I will
 works well with others provide her with opportunities for reading across the disciplines. The student can benefit from primary
and tends to assist those source readings, articles or other books while enjoying learning.
who struggle in class. Rationale for making Adaptations Sentence Frame
Because the student(s) is/are strong in this particular skill of interacting with others and initiating
discussion, which is linked to CCSS.ELA-LITERACY.SL.3.3 standard or standard concept, I selected this
particular instructional focus of participating in collaborative conversations with diverse partners about
grade 5 topics and text with peers and adults in small and larger groups.
Because the student is strong /has strength in this particular area of higher level thinking I choose this
adaptation. Because several students are strong in this skill of interacting with others and initiating
discussion I am selecting this strategy of participating in small group interaction, learning new facts,
and reading across the disciplines of family.
Technology: What tool did you select?
The student has the opportunity to use the classroom computer in order to research additional learning
facts about the lesson that was taught and investigate further research in regards to government.
This will allow the student to expand their knowledge and provide greater discussions when it comes to
sharing with the class

Fill in chart below with additional strategies to support the learning or extend lesson
In their Social Studies Journals, students will attach their 10 facts and introduce their new 6 facts that they
completed for homework. These facts will be displayed at the end of the unit for sharing.

Wright Text Description of strategy How strategy is helpful Rationale for selecting &
links to student/standards
1.

2.

50 Literacy Strategies
1.

2.

50 Social Studies
Strategies
1.

2.

Technology Resources

10. (10 points)

THEORETICAL OVERVIEW: Provide an overview of the theoretical basis
The concept attainment lesson model is taught by using information processing to attain the concept learned in
class. Students will retain what they are learning through repetition of the concept. The lesson provides repetition of
the definition while using visuals for students to view. As students search for their own examples, they can reflect
back on the visuals and repeated definition to determine what examples fit the mold. This lesson provides
possibilities for students to visualize, write, and discuss various examples of the new concept learned throughout
the unit.

This lesson is taught by using information processing theory to attain the concepts. Add more here

Structure of Knowledge
Cognitive Level Rationale for using this Lesson Model in relationship to the cognitive level.
Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
thinking.
Evaluation

Synthesis

Concept attainment model is based on helping students examine the important concept of
Analysis
government in order to classify and analyze different examples that represent the concept.
Concept attainment model is based on helping students apply their knowledge of concept and use its
Application definition to determine whether a group of people that are related to them can be defined as their
cabinet officials, presidents, vice presidents, mayors .
Comprehension

Knowledge

11. ATTACHED STUDENT WORK (10 points)

In their Social Studies Journals, students will attach their completed independent learning assignment and in-
class activities for further review. They will also be able to display these assignments for parents to review at
back to school night

Lesson Summary of Instructional Preparation

Select and explain only what you used in each box and why. Delete the unused ideas.
Preparation
o Adaptation of Content
o Background
Knowledge
o Links to past learning
Draws on Direct Instruction
lesson introduction to
Families Today and in the
Past.
o Strategies Used
Concept attainment,
concrete examples,SDAIE,
Working in pairs
Resources Selected
Adaptation Features for Focus Students
Link all Adaptations to Lesson Objective/Standard
Scaffolding Grouping Adaptation
o o Modeling o Whole group o Advanced
Introduction of examples, non- o Small groups o EL
examples and mixed examples o Pairs Other
o Guided Practice o Works Independently Lesson concentrated on each
Copy definition into Social Studies o Mixed groups student (advanced, EL, other)
journal o Flexible groups in order to teach to his or her
o Independent Practice The entire class participated level.
Find 3 additional examples and in discussing the new
create an illustration concept. In small groups or
with shoulder partner
students were able to review
examples of ancestors that
were introduced.
Integration of Processes Application Assessment Objective
o Reading o Hands on o Rubric o Linked to Standard
o Writing o Meaningful o Group o Integrated with
o Speaking o Linked to objectives o Written Language Arts
o Listening o Engaging o Oral o Age Appropriate
o Viewing o Active Learning o Formative Lesson connected to
o Vocabulary Student product was based on o Summative standards, such as Social
Students read the meaningful information and was o Test Studies. In addition, it was age
material and were linked to learning objectives for o Checklist appropriate (2nd grade).
engaged in 5th grade. o A rubric was used to
listening, speaking, assess the final product.
viewing of images Following the lesson
as well as the students were assessed
concept vocabulary. on written and oral
accuracy identifying the
concept of
government.

Notes for next lesson:

Strengths/Weaknesses of Lesson
Lesson contained engaging intro/story, strong examples/non-examples; good visuals.
Students needing more help
It may be necessary to pull out level group to review main characteristics of an government.
Content Adaptations
Allow students to study various images and descriptions of an government in advance so they are prepared to discuss concept.
Reading Skills
May vary depending on the lesson
Vocabulary clarification
It is important to possibly review key vocabulary terms days prior to the lesson, especially for the focus students in the
classroom.

Place Divider Page Here

 GENERALIZATION LESSON PLAN AND RUBRIC 100 Points
Ashley L Gorecki
California Baptist University School of Education

Constitution
U.S. Constitution vs Mexicos Constitution
Lesson Three/ Diverse Constitution

1. MATERIALS (5 points)
Textbook
Social Studies Journal
Visuals/Photos of artifacts regarding the Constitution and the government
Classroom White Board
Classroom Projector
Computer
Access to a world map (or find online source)
Copyrighted materials must be
credited according to APA standards.
https://www.brainpop.com/games/sortifyusconstitution/
https://www.brainpop.com/socialstudies/worldhistory/mexicanrevolution/

Vocabulary and definitions to be

listed on the classroom whiteboard.
-Government: the political direction and control exercised over the actions of the members, citizens, or inhabitants
of communities, societies, and states;direction of the affairs of a state, community,etc.; the governing body of a
nation, state, or community.: "an agency of the federal government""government controls".
-Cabinet: A body of advisers to the president, composed of the heads of the executive department of the
government.
-branches: executive, legislative, and judicial branches. In the case of the federal government, the three branches
were established by the Constitution.
-Veto: a constitutional right to reject a decision or proposal made by a law-making body.
-Legislator:a person who makes laws and is a member of a legislature.
-legislative: having the function of making laws
-Representative:consisting of people chosen to act and speak on behalf of a wider group.
-Federal:having or relating to a system of government in which several states form a unity but remain independent
in internal affairs.
-Candidate: a person who applies for a job or is nominated for election.
-Bill: a draft of a proposed law presented to parliament for discussion.
-Amendment: a change or addition to a legal or statutory document.

2. OBJECTIVE (10 points)

The objective will state the learning that the students will attain by the end of the lesson.
State the objective in behavioral terms, as follows:
1. A=Audience, 4th grade
2. B=Behavior, Apply knowledge and develop generalization concerning the topic of
constitution.
3. C=Conditions, Students should understand the generalizations they have made about
constitution.
4. D=Degree of accuracy needed to achieve the objective. Students should gain knowledge and
develop generalizations about constitutions with accuracy.
The key question to ask: Can this objective be assessed and what will the student be able to think, say, or do
when the objective is accomplished? Yes by comparing two nations constitutions.

After the lesson on using data to support generalizations, students in grade four will apply this knowledge and
develop generalizations concerning the topic of diverse national constitutions with accuracy of 80 percent.

Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)

Lesson will be Composition since students will be gathering and organizing information on a graphic organizer in
order to gain knowledge and develop generalization of constitutions in diverse counties. Word choice and using
active voice to discuss generalizations and vocabulary is essential.

Hist. Social Science Standard

Social Studies Standard 4.5 Students understand the structures, functions, and powers of the local, state, and
 federal governments as described in the U.S. Constitution.
4.5.1 Discuss what the U.S. Constitution is and why it is important (i.e., a written document that defines
the structure and purpose of the U.S. government and describes the shared powers of federal, state, and local
governments).

CCSS ELA Standard

CCSS.ELA-LITERACY.RL.4.9
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of
events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
CCSS.ELA-LITERACY.RL.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
from the text.

CCSS ELD Standard

W.3.45; SL.3.1, 6; L.3.1, 3, 6

Adapting language choices to various contexts (based on task, purpose, audience, and text type)
CCSS.ELA-LITERACY.W.4.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
10. W.1.13, 5-8; L.1.12, 6
Write longer literary texts (e.g., a story) and informational texts (e.g., an informative text on the life cycle of
insects) collaboratively with an adult (e.g., joint construction), with peers, and independently.

College and Career Readiness Anchor Standard CCSS

Production and Distribution of Writing:
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
Comprehension and Collaboration:
1.Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,
building on others ideas and expressing their own clearly and persuasively.
Conventions of Standard English:
1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

ELD Standard(s)
Level 1 (B): Demonstrate comprehension of oral presentations and instructions through non-verbal responses
(e.g., gestures, pointing, and drawing).
Level 2 (EI): Listen attentively to stories/information and identify key details and concepts using both verbal and
nonverbal responses.
Level 3 (I): Listen attentively to more complex stories/information on new topics and identify the main points and
supporting details.
Level 4 (EA): Listen attentively to stories and subject area topics, and identify the main points and supporting
details.

Language Demand Statement: edTPA p. 61

Students will use specific academic language (vocabulary, functions, discourse, syntax) while writing their definition in order to
participate in a learning task that demonstrates their disciplinary understanding.

Language Function Statement: edTPA p. 61

The content and language in this lesson will focus on the learning task of the Constitution and the branches of government
represented by the active vocabulary used. Therefore, students will identify main ideas and details that represent the concept. In
addition, they will be comparing ideas with others.

3. ASSESSMENT (10 points)

Students will be informally assessed while I observe their interactions in class and group discussions on the
concept of generalizations.
Students will be formally assessed through their work in their Social Studies journal of constitutions and
comparing them to constitutions of other countries.
This journal will be displayed for parents to view on Back to School Night and saved for their end of the
 year performance/ memory binder.
Independent work (powerpoint presentation) will be authentically assessed. Attached rubric provides
details for assessment.

Proficient (3 points) Basic (2 points) Below Basic (1 point)

Student compared 3 5 Student compared 2 points Student compared maybe one

points between constitution
in the U.S. and Mexico,
included all necessary
pictures and did so in
presentation format.
between constitution in the
U.S. and Mexico, included
one of the necessary pictures
and did so in presentation
format.
point between constitution in
the U.S. and Mexico, did not
include all necessary pictures
and tried presentation format.

4. PURPOSE (5 points)

The main purpose of this lesson is for students to come up with generalizations regarding constitution in the
U.S. and Mexico. They must demonstrate general knowledge from diverse countries around the world. Students will
use this lessons to connect it to new information in order to create generalizations.
Good morning boys and girls! These past few days we have been studying about the constitution. Can you
share with me a few things we have studied about constitutions? (Allow students to share a few responses). Well,
today we are going to use all of the information we have studied and connect it to how constitutions are the same
around the world. You should have some knowledge about constitutions in the United States. You should also have a
general idea about neighboring countries such as Mexico. Because of this, it is important to understand
constitutions in different counties in order to develop more knowledge of different laws, rights, history and cultures.
In addition, we can learn about how laws have changed over the years. Therefore, todays lesson will provide us
with new information about constitutions in other countries and will show us the similarities and differences about
constitutions. Most importantly, how different countries constitutions influences laws.

Excellent Proficient (3 points) Basic (2 points) Below Basic (1

point)

-Data collection and
organization has a specific
purpose and is related to
three or more specific
constitution research
questions.
-Data collection is
organized around
research questions that
draw from previous
conclusions and generate
inquiry of more complex
law concepts.
-Hypothesis of these
research questions are
used for further inquiry.
Data collections and -Data collection and -Data collection and
organization has a organization has a specific organization does not
specific purpose and is purpose and is related to have a specific purpose
related to three or two or more specific and is not related to
more specific constitution research constitution research
constitution research questions. questions.
questions. -Data collection is not
-Data collection is -Data collection is organized around
organized around organized around research questions that
research questions that research questions that draw from previous
draw from previous draw from previous conclusions and
conclusions and conclusions and generate inquiry of
generate inquiry of generate inquiry of more complex law
more complex law more complex law concepts.
concepts. concepts.

5. ANTICIPATORY SET/Motivation for Learning (5 points)

I will introduce students to a short powerpoint that contains photos of U.S. officials and Mexicos officials. I will
also include where each country is located on the globe.
Then I will have students identify differences and similarities they see within the photos
Next, I will share a similarity between the countries constitution
I will then ask students to share any of their knowledge with the U.S. constitution (we have been working on
this the past two lessons). I will also ask them to share something they know about laws or government in Mexico.
I will then show the two brain pop videos

6. LESSON BODY (25 points)

 Justify for your choice of strategies.

Students will apply their background knowledge on the topics about the U.S. Constitution and Mexico, while consider the
two have both similarities and differences. In addition, students will use prior knowledge or their own experiences to
consider present day examples of laws and constitution, which influence on another.

Note: The inducing-a-generalization technique helps pupils arrive at an explanatory generalization by

applying their own logical thinking skills. The teacher begins by selecting a well-validated
generalization and finding specific examples that support its truth. The learners are presented only
with this evidence. They are challenged to develop an explanatory generalization that is consistent
with the evidence. These steps are typically followed:

Step 1. Pupils look at evidence the teacher has made available such as lists, data
charts, artifacts, videos and science demonstration activities.

Class, we have learned about constitution, government and laws in our previous lessons. We
have discovered many facts about each of these topics, such as their special qualities and
differences. Today, we are going to look deeper into two specific areas dealing with government,
such as comparing the U.S. constitution to its neighboring country, Mexico. I am dividing our
classroom into two groups. I want the first group to list facts about the U.S. Constitution and the
second group to list and research facts about Mexico's constitution. We will then write the top
facts on our classroom white board (the chart will already be posted on the board). When your
group has finished listing facts, I would like for you to quietly sit with your group so we can see
with what we came up with. (Students are allowed to use resources, texts, and pictures to assist
them in finding information regarding U.S. and Mexicos constitution they have been assigned to
complete).

Americas Constitution Mexicos Constitution

The U.S. Constitution was drafted February 5th 1917 is Mexican

in 1787, with the Bill of Rights added in
1791.
The U.S.A. has an English
Common Law system
the U.S. Constitution only has 27
amendments, and 10 of them, called
collectively the Bill of Rights, were added
at the same time.
The right to bear arms is part of
the U.S. Bill of Rights
Constitutions are products of the
cultures
Legal guarantees in the U.S.
Constitution are much more limited -
basically they are the rights to expression
(press, religion, speech, petition) the right
to bear arms and basic legal rights of the
Anglo-American legal system.
Constitution Day
Constitution was a result of Mexican
Revolution.
Declare independence from Spain.
The Mexican Constitution spells out in
detail many legal principles, including the
responsibilities of local governments.
Mexico has a European Civil law system
The Mexican Constitution has been
amended nearly 500 times since 1917
gun rights have been severely
restricted
Constitutions are products of the
cultures
Article 25 of the Mexican constitution
designates the Mexican government as the
"rector" of national development. That means
that the government is responsible for the
economy

Step 2. Pupils compare or contrast data, discuss and note relationships and general trends. Script the
discussion.

Some ideas are as follows. If necessary use Mind Talk (where teacher speaks out loud so students
can follow the thinking) here to help them get started:

Lets see, what do we notice about the information we have? Give student answers.
What can we say, in general about this information?
Students pointed out that each country's constitutions arose when a war was won. Both of these North American
countries wanted freedom from European control. These constitutions law the groundwork for the running of the
country. Moreover they both serve a purpose of protecting the people.
Step 3. Finally, ask students to develop generalizations based on the
Information discussed. Encourage them to analyze the data, then
use their analysis to form an educated guess or hypothesis. Model
as needed.

Class, how do you think we could explain the relationships and general trends we see? Can
anyone think of a way to say it? Script
-All countries have set laws that govern the country
-The constitution is a general law binding agreement between the governing officials and
the citizens.
-History has shaped every country's constitution.

Is there anything we could say about how this could apply in a similar situation or in
another place?
- Many countries constitutions work for the people.
- These laws and guidelines protect the people and
government.
- Like classrooms and schools have rules so do countries. These
keep people safe.
- Laws come when bad things happen.

Write the students generalizations on the board or on an overhead transparency as they think
of them. Accept all that are suggested. In your lesson plan, be sure to script possible responses
from your students.
Add the list here.
Bullet responses:
All countries have a set of rules
Many of these rules came from wars
Countries have constitutions
Rules protect the people and help them understand what is important for the country

Have students consider each of the proposed generalizations. Is each generalization supported
by the data? Script this discussion.
All countries have a set of rules> Can you find data on this? Yes, many counties have a set
of rules established.
Many of these rules came from wars>Can you find data on this? MANY counties rules have
derived from past conflicts, not always wars.
Countries have constitutions> Can you find data on this? Countries have rules but they are
not always called constitutions
Rules protect the people and help them understand what is important for the country Can you
find data on this? >Rules do not always work in the best interest of the people, sometimes they
protect the country and government officials.

7. CLOSURE (5 points)

Ask the students to state here, in their own words, what they learned about the use of data to form generalizations.
It is here that you pull them back together as a class for a moment.
Ask:
What did you learn from the data today concerning the U.S. and Mexicos Constitutions?
I have learned that both of these Constitutions came from revolutions
What have we learned about using facts/data/evidence to solve problems (generate new ideas, form
conclusions, etc.)
We have learned that research can be done in the encyclopedia and online We have to make sure the online
source is supported and a website that is accredited
The issue here is to help students learn the PROCESS as well as to develop the PRODUCT. They should be
able to express in their own words the learning they acquired.
Ask them if they have any other comments. Script possible responses.
Teacher should restate the learning one last time in another way.
After the lesson on using data to support generalizations, students in grade five will apply this knowledge and
develop generalizations concerning the topic of diverse national constitutions with accuracy of 80 percent.
Today we learned general information about two countries constitutions, Mexico's and the United States
Fully script what you will say as well as possible student responses.
Class, today we used our knowledge about constitutions of different countries. We also used the
information we studied to make generalizations between the two, such as their similarities and differences. As
you can see constitutions exist to establish law for protection. In addition, constitutions have similarities and
will likely continue to be similar. If you looked at data from other countries it would also be similar.
S1: My family is from Mexico and my mother told me about different laws there and explained how they are similar
but not the same in the United States.
S2: Rules are important for every country.
S3: Constitutions can be connected to the independence of many countries.

8. INDEPENDENT PRACTICE (5 points)

Provide a rationale.
Asking students to evaluate their own countries and their constitutions and discuss their new information with their
classmates and teacher will provide them with independent practice since it is consistent with what students have
learned in class. In addition, it requires them to think independently and use resources outside of those used in the
classroom. This lesson represents training in the area of applying and classifying information, so a mild form of
independent research is an ideal task for learning outside the classroom. Independent practice will often create a
dialogue at home and will allow students to share what they learned or get help from their family (parent/guardian) in
finding additional examples. In researching and reading about laws, government and constitution will discover new
information, which will benefit them as we move forward on the topic of Constitutions here and in other countries.

After students have completed their Venn Diagram, they will be able to share
Assign work that is to be done without your help. (Ex. Now students can write in their journals about the
ideas discussed. This can be an open-ended writing that allows for further thinking.
The list of generalizations will still be visible on the board or a chart and students can also list them in the
journal. Some will need the reference and others wont need it at all but you have taken care of a diverse range
of writers and thinkers.

Student will be assigned to create a Venn diagram where they write a brief statement to compare
and contrast the U.S. Constitution and the Mexican Constitution.
This will give students the opportunity to make further generalizations about other countries
constitutions.
They can also be challenged to ask their family about their countries origins, laws and
constitutions and do further research on that particular countries constitutions.
They will also be asked to create a powerpoint slideshow that demonstrate the similarities and
differences between the countries constitutions. A venn diagram should be included as well as photos from
the country, its government officials, facts, generalizations, and a resource page.
The assignment will be assessed by using a rubric:

Proficient (3 points) Basic (2 points) Below Basic (1 point)

Student provided/compared Student provided/compared Student provided/compared at

4-5 points between the U.S.
and Mexico's constitution.
Included all necessary
components and did so in
presentation format: A venn
diagram should be included
as well as photos from the
country, its government
officials, facts,
generalizations, and a
resource page.
2-3 points between the U.S.
and Mexico's constitution.
Included 3 necessary
components and did so in
presentation format: A venn
diagram should be included
as well as photos from the
country, its government
officials, facts,
generalizations, and a
resource page.
least one point between points
between the U.S. and Mexico's
constitution. Included 2
necessary components and did
so in presentation format: A
venn diagram should be
included as well as photos
from the country, its
government officials, facts,
generalizations, and a
resource page.

These Venn diagrams will be hung in our classroom wall after sharing and comparing/contrasting their
findings with their classmates. The slide shows will be presented in small groups at the end of the lesson. Slide
shows can also be printed and hung on the wall.

After several sessions of this type of lesson, students should be able to analyze another set of
data and formulate generalizations on their own.

9. DIFFERENTIATION /ADAPTATION OF INSTRUCTION (10 points)

How will you meet the learning needs of all students in the class? Provide specific strategies that
might be used for each type of learner.

Provide feedback for each of the 3 focus students on the work sample. (See edTPA for directions on feedback)
ELL Learner W/Few Describe specific feedback type to help learn the essential literacy strategy
Words
Anticipatory Guide - Students are given a series of statements that relate to a reading selection,
lecture, or video. Students indicate AGREE or DISAGREE. After the information has been presented,
students check to see if they were correct.

Graphic Organizers - Graphic organizers are charts, graphs, or diagrams, which encourage students to
see information as a component of systems rather than isolated facts. Students may complete these as
they read or view a presentation. There are a variety of ways to use graphic organizers, including the
following: semantic word map, story chart, Venn diagram, spider map, network tree, word map, and
KWL chart. Other examples of graphic organizers are listed below.
Comparison-Contrast Matrix-Students determine similarities and differences between two people,
things, solutions, organisms stories, ideas, or cultures.

Journals -Students keep questions and ideas in a journal. These may be used later to develop a formal
piece of writing.
Key Words Story Prediction - In their groups, students using keywords listed on the board.
Student with low
reading ability Pairs Check - Cooperative pairs work on drill and practice activities. Students have worksheets. One
student answers the first question while a second student acts as the coach. After the coach is satisfied
that the answer is correct, then roles are reversed. Then this pair can check with the other pair on the
team. If all agree, then the process continues. If they do not agree, students try one more time to figure
out the answer, or ask for help from the teacher.

Student with advanced PQRST Study Strategy - Preview: Student skims the title, side headings, pictures and graphics to
literacy skills/other identify writer's generalization. Question: Student identifies questions that the writer is going to answer
during the reading. Read: Student reads to obtain answers to the questions and takes notes.
Summarize: Student summarizes the information regarding each question posed. Test: Student tests
the generalization against the supporting information to see if the author has enough information to
support the generalization.

10. THEORETICAL OVERVIEW (10 Pts.): Provide an overview of the theoretical basis for this lesson model
and a rationale for why you have selected this content for this lesson model. Link your rationale to the specific
lesson objective/standard cognitive level and corresponding descriptive words (i.e., evaluate, generalize).
(10 points)

Structure of Knowledge
Cognitive Level Rationale for using this Lesson Model in relationship to the cognitive level.
Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
thinking.
Generalization Instruction plan is based on helping students evaluate the differences between the U.S.
Evaluation constitution and Mexicos constitution. This lesson plan also allows students to apply their previous
background knowledge about laws to the new information gathered throughout this lesson.
Generalization Instruction plan allows students to construct a list of facts regarding constitutions
Synthesis
around the world, focusing on the U.S. and their neighbor, Mexico.
Analysis
Application
I used a Direct Instruction lesson for this standard because students needed to be introduced to the
Comprehension
concept before other forms of instruction could be presented.
Knowledge

11. ATTACHED STUDENT WORK (10 points)

Attach the work you have assigned for independent practice. You must do the assignment just as if you were a
student in your class. Use the appropriate paper, print, and line size suitable for the developmental level of the
class.
These Venn diagrams will be hung in our classroom wall after sharing and comparing/contrasting their
findings with their classmates. They will also include their Constitution slideshow in their Journal. Both of these
assignments will be displayed for back to school night where families have the opportunity to explore the unit the
students have been learning about.

Lesson Summary of Instructional Preparation

Select and explain only what you used in each box and why. Delete the unused ideas.
Preparation Scaffolding
o o Adaptation of
Content
o o Background
Knowledge
o o Links to past
learning
o Draws on Direct
Instruction lesson and
Concept Attainment
Lesson introduction to
the U.S. Constitution.
o o Strategies Used
o Concept
attainment, concrete
examples,
o SDAIE,
o Working in pairs
o Resources Selected
o Reading book,
website, etc.
Adaptation Features for Focus Students
Link all Adaptations to Lesson Objective/Standard
Grouping Adaptation
o o Modeling o Whole group o Advanced
o Introduction of o Small groups o EL
generalizations o Pairs o Other
o o Guided Practice o Works o Lesson concentrated
o Copy generalizations into Independently on each student
Social Studies journal o o Works (advanced, EL, other) in
o o Independent Practice Independently order to teach to his or her
o Make generalizations o The entire class level.
with the U.S. Constitution and participated in
other countries. discussing the different
generalizations made. In
small groups or with
shoulder partner
students were able to
discuss their
generalizations when
broken into two groups.

Integration of Processes Application Assessment Objective

o Reading o Hands on o Rubric o Linked to Standard
o Writing o Meaningful o Group o Integrated with
o Speaking o Linked to objectives o Written Language Arts
o Listening o Engaging o Oral o Age Appropriate
o Viewing o Active Learning o Formative o Lesson connected to
o Vocabulary Student product was based on o Rubric was used to standards, such as Social
o Students read the meaningful information and was assess the final product. Studies. In addition, it was
material and were linked to learning objectives for Following the lesson age appropriate (5th
engaged in listening, 5th grade. students were assessed grade).
speaking, viewing of on written and oral
images as well as the accuracy introducing
generalizations made. new generalizations from
 o the material they
gathered.

Notes for next lesson based on lesson results:

o Strengths/Weaknesses of Lesson
Lesson contained engaging intro/story. Many good generalizations were made.
Students needing more help
It may be necessary to pull out level group to review a few of the generalizations that were shared.
Content Adaptations
Allow students to study various images and descriptions of constitutions, country histories, laws and governments in advance
so they are prepared to discuss generalizations with the class.
Reading Skills
May vary depending on the lesson
Vocabulary clarification
o It is important to possibly review key vocabulary terms days prior to the lesson, especially for the focus students in
the classroom.

Place Divider Page Here