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PLANNING
Essential Question What other governments influenced the development of US government?
Grade/Level Grade 5
CT Approval/ Date
Use reading and writing to learn about and understand their world and other cultures.
Evaluate text to determine the author’s purpose and point of view.
Increase vocabulary knowledge through wide reading, word study, discussion, and content area
study.
Use print and non-print media to persuade an audience.
Use metacognitive skills to accomplish a task independently or as a group member.
Research multiple sources to deepen understanding and integrate information and ideas across
varied sources and content areas.
Apply comprehension strategies critically, creatively, and strategically.
Use media and technology as resources for extended research and as tools for learning
Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts
Standard 4.03 : Make oral and written presentations to inform or persuade selecting vocabulary
for impact
Learning
Targets/Objectives I can identify governments that influenced the development of US government and
discuss the key ideas of other government influences that established US government.
I can work with a group to present information to my classmates.
I can conduct short research on my assigned religion.
Technology Tools Materials and resources:
Chrome books
Assessment/Rubrics
TTW give a summative assessment to the students by doing a follow up on what they
have learned from yesterday.
TTW observe presentations .
TTW note which students seem to understand the information and which need further
instruction by observing the Thumball game used in the closure.
Attachments:
1. Rubric
IMPLEMENTATION
Introduction to Lesson
To review and establish focus, TTW say, "Before we get back in our groups to begin
utilizing your research on your assigned government, let's review which governments
influenced the development of the United States government. Who can name one? "
TTW continue in this manner until all 4 governments are named. (Roman, Greek,
Iroquois, and European)
Teacher Input
TTW hand back the charts students used to record their research on the previous day
as students get into their groups.
After students are seated in their groups, TTW explain that each group will do a
presentation on the information about their specific government that they gathered
yesterday.
6 people are in each of the 4 groups.
By 2's, students will go to one of the other to teach what they have learned from their
research.For example, the Greek group will send 2 people to each of the other groups
to present their findings. They will have 10 minutes. The students serving as their
audience will take notes on the information presented so they will be able to complete
the chart started yesterday on the how the different governments influenced the
development of the US government. After the 10 minutes is up the Rman group will
send its partners to the other 3 groups to present their findings while their audience
takes notes. This will continue until all of the groups have presented their information.
TTW instruct each set of partners to create some type of visual to help them explain
how the government they researched influenced the development of our own
government. They can choose to make a chart on poster paper, create a powerpoint or
Prezi, or draw a graphic organizer.
Guided Practice
Students in each group will work together on how they will present and teach
the information. They will decide what information they has been gathered is the
mostimportant to teach in presentation.
TTW walk around the room and answer questions if needed. After checking with the
teacher, students can start working on their presentations.
Independent Practice
Students will continue to prepare their presentations.
After 45 minutes, students should be ready to begin the presentations.
The students will now be prepared for the lesson they will teach. The partners from
the 1st group will now teach the other groups what they have learned. The students
will fill in their charts with the presented information.
At the end of the alloted 10 minutes, the 2nd group will pair up and share their
presentation.
This will continue until the 4 groups have shared their information.
Differentiated
Instruction EC Student: Child with learning disability in reading; reads about two years below
grade level. This student will be able to teach their presentation by making a picture
book or use a poster board to teach the lesson. The student will be paired up with a
student that will help and guide the student while they present their presentation.
Closure
The students will give their completed charts to the teacher and get into a circle. The
students will play the "thumbball game" to review.
The students will toss the ball to another student and the student will say what the
question is that their thumb lands on.
They will then answer the question. If they do not know the answer, TTW will ask
students to raise their hand and answer the question.
The ball will have questions about Greek influence, Roman influence, British influence,
and Iroquois influence.
The game will help students remember what they know and help the teacher see what
students have learned.
Websites:
http://mccannsclass.weebly.com/uploads/2/1/2/7/21279338/influencesonusgovernment.pdf
https://sites.google.com/site/ashleighthoman/independent-study-political-behavior/term-
paper
http://classroom.synonym.com/what-did-romans-influence-in-american-government-
12084367.html
http://www.nationalgeographic.com.au/history/what-modern-democracies-didnt-copy-
from-ancient-greece.aspx
http://gettingtruth.blogspot.com/2007/07/iroquois-influenced-united-states.html
REFLECTION
Author’s comments and
reflection