Teacher: Mr.

Strumph__ Grade: __7_____ Date: __4/5/17__

Day: ___5___ Subject: ____Civics_________ Time: 12:02 -12:57

Cognitive Level(s) of Lesson: (Refer to Blooms Taxonomy)

Objective:

To learn about the Presidential Cabinet and their importance students, will explain specific examples
of the Executive Departments and their function.

The Blooms Taxonomy level is analysis.

NJCCCS addressed:

SOC. 6.1.8.A.3.b Evaluate the effectiveness of the principles of the Constitution (i.e. consent of
the governed, rule of law, federalism, limited government, separation of powers, checks and
balances, and individual rights) in establishing a federal government that allows for growth and
change over time.

SOC. 6.1.8.A.3.g Evaluate the impact of the Constitution and the Bill of Rights on current day
issues.

CCSS.ELA Literacy. RL.8.2 Determine a theme or central idea of a text and analyze its
development over the course of a text, including its relationship with characters, setting, plot;
provide an objective summary of the text.

Instructional Strategies (Indicate Level of Blooms Taxonomy and CCCS where applicable)
Opening:
1. Teacher will begin the lesson by instructing the students to answer the Warm-Up question as each
student enters the classroom. Students will have five minutes to answer the Warm-Up question on
Google Classroom.

2. Once the five minutes is up, teacher will state: Yesterday, we analyzed the structure of the United
States Executive Branch and how it is organized. Teacher will then have students volunteer to answer
the warm-up question orally while looking on their Google Classroom account, which is to answer the
question The principal is in charge of a school; however other people help the principal to help the
school function on a daily basis. Name some of these individuals? Targeted Response: Vice Principal,
teachers, guidance counselors, custodians (Anticipatory Set, Knowledge)

3. Teacher will then compare this group to the Executive Branch of government- The Cabinet members and Executive
Departments assist the President on a daily basis to help the United States function and will ask the
students questions about the Executive Branch. (Review, Assessment of Background Knowledge)
Presentation

4. Teacher will give each student a notes packet about the Untied States Executive Branch. Teacher
will read off of the Prezi Presentation, underlining the key concepts the students need to write down.
(Modeling, Input)

5. The teacher will stop at certain points to ask/discuss questions about the Executive Branch.
Questions included: Why were the Executive Departments created? What are some of the departments
included under the Executive Cabinet? Targeted Responses: The Executive Departments were created
to help serve the country and ensure the safety of the United States and its principles are secure. Some
of the departments included under the Presidential Cabinet are the Department of Homeland Security,
the Department of Education, and the Department of Defense. (Checking for Understanding,
Evaluation). (Questions may vary depending on class)

6. Teacher will then hand out an envelope along with a graphic organizer to each group. In the
envelope are the 15 Executive Departments and a brief explanation of what each department does. In
groups students are to match the correct Department with their function. Teacher will monitor group
activity.

Guided Practice:

7. Once each group has correctly matched the correct Department with their function, students will be
provided with a different index card that has each explanation for the executive departments.
8. Students will read the explanation given to them aloud and have the groups answer, which
department fits that explanation. (Application).

9. Teacher will walk around and listen to the students participating in the simulation. Teacher will also
answer any questions the students may have. Teacher will address any student who is struggling with
the assignment by addressing them on Google classroom.

10. Students will continue to identify the correct department and their function and will be expected to
have the graphic organizer completed at the end of class. (Analysis)

11. Within the last five minutes of class, students will answer the cool-down question on their
chromebooks, Provide each individual student with a different index card that has each explanation
for the executive departments. Have the student read the explanation aloud and have the groups
answer, which department fits that explanation. (Review)

Closure:

12. When the students are done working on the Cool Down, Teacher will say Today we continued to
learn about the United States Executive Branch and how it is run. This is especially important when
trying to understand the main jobs of each of the three branches of the United States government.
(Summary of Main Points, Ties Points to a Coherent Whole)
13. The teacher will ask if there are any questions about the lesson and then ask if they understand
how the Executive Branch and its cabinet works within the United States government? (Review)

14. The teacher will state that In our next class we will continue to learn about the Executive
Departments. (Preview of Future Lesson).

Assessment
Formative:

a. The assessment of the lesson will be derived from the students participation and answers done
during the Warm-Up and Cool-Down. (Individual Measurability)

b. Individual student progress on the Graphic Organizer will be graded. (Analysis)

Summative:

a. When this specific unit is done, the students will be tested on the material.

Differentiation

Varying Content:

a. For Weaker Students: The teacher will offer additional help after school. The teacher will provide
worksheets and guides as supplemental aids. Teacher will rephrase directions and ensure student
attention before introducing model. (Varying Content)

b. For Advanced Students: The teacher will ask them to write a one page reflection paper on the
Executive Branch and its importance.

Varying Process:

a. The grouping of the students will be heterogeneous.

Varying Product:

a. The Who am I? assignment will be modified in order to meet all students needs, to ensure full
understanding of the task.

b. Tests, projects, and assignments will be modified based on the students IEP needs.

Technology:

a. If there is technology access in the classroom the smartboard will be utilized in

the classroom along with the students having access to chromebooks to complete
the Warm-Up and Cool-Down.
b. If there is no technology access in the classroom, the teacher will write the warm-
up, objective, and instructions on the white board, stopping at specific points to
check for students understanding. After everything is written down, students will participate in the
Who am I? assignment and complete the graphic organizer handout.