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Name: ___Laila Ali______________________________

Subject: Social Studies


Date: _February 14,

Unit: Structures and Functions of Government

1. Lesson Preparation:

Content objectives clearly defined/displayed

Language objectives clearly defined/displayed
Supplementary materials used to a high degree
Adapt content to all levels of proficiency
Meaningful and authentic activities integrated


and language objectives each displayed on a dry erase board.

Content Objective:
I can demonstrate cognitive domain of
standard by cognitive academic task using

I can demonstrate comprehension of the three branches of government by filling

out a T-chart with information on the function and structure of each.

Language Objective:
I can language domain language function +
standard using academic language (form).

I can orally explain the functions and structures of the three branches of
government using these vocabulary words:
Executive, Judicial, Legislative, President, Congress, Supreme Court, laws, execut


Notes on Three Branches of Government

5 Teacher-made T-chart (with three columns)
Vocabulary maps (1 for each vocabulary word listed above)

2. Building Background:
Concepts explicitly linked to students background experiences
Links explicitly made between students past learning and new concepts
Key vocabulary emphasized

Students write down what they know about the branches of government. Students go around the table and contribute one
thing about each branch of government. Students should use vocab words in their lists.
3. Comprehensible Input:
Speech appropriate for proficiency level
Clear explanation of academic tasks
Variety of techniques used to make content concepts clear

Once each group has filled in their chart on the 3 branches of government, one student moved from each table to the nex
with their original groups chart. The student reads the chart to the new group and defends each choice. Another student the
takes the chart and moves to another group. This student must be able to read the chart and defend it to the new group.
-Model: I modeled what students were supposed to do.
-Vocabulary index cards: students should have their index cards filled out from last class. The index cards include all of the
vocab words with the definition, a sentence, and an illustration.
4. Strategies:
Ample opportunities for students to use learning strategies
Scaffolding techniques consistently used
Variety of questions or tasks that promote higher order thinking

T-Chart: Students use teacher-made chart with three columns.

Restating information created by another group in the class= critical thinking skills, and listening skills
Scaffolding= Modeled what students needed to do (be able to go from table to table and defend information) and students
conducted the lesson.
-Expert Stay Stray: Students move from their groups to another group to defend their charts, other students then take the
chart and defend the information based off of what their peer said earlier.

5. Interaction:
Frequent opportunities for interaction and discussion (oral rehearsal)
Grouping configurations that support the language and content objectives
Sufficient time for student responses
Ample opportunities for students to clarify key concepts in L1, as needed

Grouping configuration: 5 students per group: 2 Proficient, 1 Expanding/Developing, 2 Emerging/Entering

-Frequent opportunities to interact and discuss: Students had many opportunities to explain what was written on the t-chart
and defend the information. Students needed to pay attention to the material because they were each responsible for the
6. Practice and Application:
Hands-on materials or manipulatives provided
Activities provided for students to apply content and language knowledge
Integration of all language skills

Total Participation = Students each contributed to the t-chart with at least 1 fact and each student had vocab cards.
Randomize and Rotate = each student was assigned a number and each number had to rotate to another table with their
groups t-chart.
-Structured conversations = Students had to restate the information their peer explained to their group. Students also had t
read the points on the t-chart and restate the evidence used to defend each point.
7. Lesson Delivery:

Content objectives clearly supported

Language objectives clearly supported
Students engage 90-100% of the period
Pacing appropriate to students ability levels

Students were able to use their vocab index cards and notes.
Students needed to be active listeners and contributors to group discussion.

8. Review and Assessment:

Comprehensive review of key vocabulary
Comprehensive review of key content concepts
Regular feedback to students on their output
Assessment of student comprehension and learning of all lesson objectives

Sharing points from the T-chart with the class.

Turning in T-chart for assessment.

Lesson Sequence
1. Content and Language objectives were presented at the beginning of the lesson and displayed for the class. We
reviewed the notes on the three branches of government and the vocab words.

2. Fill out a teacher-made T-chart on the three branches of government. Include vocab words and structure/function o
3. Assign a number to each student 1-4.
4. Model to the class how they will be rotating and what they need to do at each group.
5. Call out number 3s first to rotate. After 10 min, call out 1s to rotate. After another 10 min, call out 4s to rotate. After
another 10 min, call out 2s to rotate.
6. Each group should be actively listening and discussing what they agree and disagree with.

7. Class comes back together. Students share three points for each branch of government from their T-chart. Student
turn in their t-chart for assessment.
8. Go over content and language objectives and how they were met.

Created by Dearborn Public Schools, Bilingual & Compensatory Education Department, 2013