SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Nicole Cox______________________________________________________________

Thematic Unit Theme: Civic and Government_________________________________________________
Title/Grade Level: The Tree Branches: the roots to our government / 4th grade________________________
Weebly address: https://ucfgr4thethreebranchesofgovernmentf17.weebly.com/________________________
Daily Lesson Plan Day/Title: Day 5 / Mock Classroom Government________________________________
LearningGoals/Objectives LearningGoal:
Studentswillbeabletoidentifyanddifferentiatebetweenthethreebranchesof
governmentinFlorida.
LearningObjectives:
1. Thestudentswillbeabletocollaborateandusewhattheyhavelearnedall
weekinordertocreate,conduct,andsuccessfullydebatethroughamock
classroomgovernment.
2. Thestudentwillbeabletoidentifythethreebranchesofgovernmentin
Floridaaswellastheirpowersandbeabletodisplaythisthroughamock
classroomgovernment.
3. Thestudentswillbeabletodistinguishanddifferentiatebetweenthestateand
localgovernmentinFloridathroughamockclassroomgovernment.
4. ThestudentswillunderstandanddemonstratehowFloridasconstitution
protectstherightsofcitizens,provideforstructure,function,andpurposesof
stategovernmentbyconductingamockclassroomgovernment.
NCSSThemes NCSStheme(s):
FloridaStandards(FS) Individuals,Groups,andInstitutions
NextGeneration Power,Authority,andGovernment
SunshineStateStandards CivicIdeals,andPractices
FloridaStandard(s):
(NGSSS)
LAFS.4.W.3.8Recallrelevantinformationfromexperiencesorgather
relevantinformationfromprintanddigitalsources;takenotesandcategorize
information,andprovidealistofsources.
NextGenerationSunshineStateStandards:
SS.4.C.3.1Identifythethreebranches(Legislative,Judicial,Executive)of
governmentinFloridaandthepowersofeach.
SS.4.C.3.2Distinguishbetweenstate(governor,staterepresentative,or
senator)andlocalgovernment(mayor,citycommissioner).
SS.4.C.11DescribehowFloridasconstitutionprotectstherightsofcitizens
andprovidesforstructure,function,andpurposesofstategovernment.
Assessment UnitPreAssessment:
Thestudentswillbegivenapreassessmentthatincludesmultiplechoice,matching,true/false,
shortresponse,andlongresponsequestions.Thequestionswillcoverthethreebranchesof
governmentinFlorida,stateandlocalgovernmentofficialsinFlorida,andFloridas
constitution.
UnitPostAssessment:
Thestudentswillbegivenapostassessmentthatincludesmultiplechoice,matching,
true/false,shortresponse,andlongresponsequestions.Thequestionswillcoverthethree
branchesofgovernmentinFlorida,stateandlocalgovernmentofficialsinFlorida,and
Floridasconstitution.
OngoingFormative(progressmonitoring/daily)Assessment:
Scale(4321):
4ThestudentcanteachtheclassallaboutthethreebranchesofgovernmentinFlorida,
Floridasconstitution,andstateandlocalgovernmentofficialsinFlorida.
3ThestudentscandifferentiatebetweenthethreebranchesofgovernmentinFlorida,andthe
stateandlocalgovernmentofficials.ThestudentcanexplainwhatFloridasconstitutiondoes.
2Thestudentunderstandsthedifferencesbetweenthethreebranchesofgovernment,andthe
SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
stateandlocalgovernment.ThestudentunderstandsthepurposeofFloridasconstitution.
1Thestudentdoesnotunderstandthedifferencesbetweenthethreebranchesofgovernment
inFloridaorstateandlocalgovernmentofficials.ThestudentdoesnotknowwhatFloridas
constitutiondoes.

Design for Instruction 1. Anticipatory set: Start the lesson by telling the students today will be the day
Student Activities & Procedures they conduct a mock classroom government. Tell the students every one of
them will play a very specific and important role and must work together in
order to be successful.
2. Objective and purpose: The students must use all that they have learned from
this week to demonstrate their understanding of Floridas government, and its
constitution.
3. Input: The students will review everything they learned in order to prepare for
their mock classroom government. Students will be randomly called on to tell
the class about the 3 branches, Floridas constitution, and state and local
officials in Florida. (UDL 3.1) They may write this down, look over their past
notes, or listen attentively while participating. (UDL 4.1)
4. Modeling: The teacher will model a brief example of a scenario. (ex. One of
the state officials fails to do his job and is fired. What happens next?)
5. Checking for understanding: Bring out the scale. Pass out note cards. Ask
the students to rate their understanding up to this point from 1-4. Then write
two sentences why they rated themselves this way and what questions they
need answered.
6. Guided practice: The students now in their roles will conduct their mock
classroom government. They must discus, debate, and overcome a scenario
that is harming the well-being of their classroom and peers. They will be timed
(5 minutes) to find a solution. They are allowed 3 attempts before the activity
will be officially over. This means they must work together, quickly and
effectively to be successful. (UDL 8.3) The scenario is: The classroom
constitution has been destroyed by some corrupt members of society. What is
the process to creating a new one? Who is in charge of making these laws?
How are they going to be balanced and fair? How do we keep our classroom
society in order while all of this is taking place? GO!
7. Independent practice: After the mock government the students need to reflect
independently on the outcome. They will write a one-page paper answering
the following questions: If you had a chance to conduct the mock classroom
government again what would you do differently, what would you do the
same? They will write a rough draft in class and then complete it as homework
to turn in next week.
8. Closure: The class will end by volunteers answering 2 questions and sharing
them with their classmates. What did they learn from this mock classroom
activity? Why was the role they played important?
For our ESE student (Deaf), and our ESOL students:
ESE: An interpreter will be available. All instruction will have visual descriptions. The
teacher will use many hand motions and body movements when talking.
ESOL: Additional time will be given on assignments. A native speaking buddy can be
assigned to assist with translations, and activities. Bilingual dictionaries will be
provided. There will also be visual descriptions with all instruction.
Resources/Materials Timer
Scale
Interpreter
DiscussionNotes:Thestudentscantakeafieldtriptothestatecapital.