Teacher(s) Name: Brittany Cleter, Andrew Muniz, Megan Trexler, Karolina Nieradka

Thematic Unit Theme/Title/Grade Level: Federal Government/ Branches of Government/

Grade 3
Weebly address: http://ucfgr3branchesoffederalgovtsp16.weebly.com/
Daily Lesson Plan Day/Title: Tuesday (Day 2)- Executive Branch

Learning Goals/Objectives
What will students
accomplish be able to do at
the end of this lesson? Be
sure to set significant
(related to SSS/CCSS),
challenging and appropriate
learning goals!

Learning Goal:
Students will be able to identify and explain the Three
Branches of Government that make up the Federal Level
of government.
Learning Objectives:
1. The student will be able to identify the executive branch
of the levels of government.
2. The student will be able to explain the purpose and need
for the executive branch.
3. The student will recognize who is involved with the
Executive branch.
4. The student will analyze primary and secondary sources
to explore more information about the Executive branch.
5. The student will be able to explain how the Executive
branch was established through the written constitution.

NCSS Themes
Florida Standards (FS)
Next Generation
Sunshine State Standards
(NGSSS) List each
standard. Cutting and
pasting from the website is
allowed.
http://www.cpalms.org/Publ
ic/

NCSS theme(s):
Power Authority and Governance

Assessment
How will student learning
be assessed?

Unit Pre-Assessment:
A Kahoot! Quiz will be given two weeks before
the unit to assess what the students know about the

Florida Standard(s):
LAFS.3.SL.1.2- Determine the main ideas and supporting
details of a text read aloud or information presented in
diverse media and formats, including visually,
quantitively, and orally.
Next Generation Sunshine State Standards:
SS.3.C.3.1- Identify the levels of government
(local, state, federal).
Note: This lesson only satisfies part of this standard.
SS.3.C.1.3- Explain how government was
established through a written Constitution.
SS.3.A.1.1-Analyze primary and secondary
sources.
SS.3.C.1.1- Explain the purpose and need for
government.
Note: This lesson only describes the need for government
at the federal level.

Authentic/Alternative
assessments?
Does your assessment align
with your objectives,
standards and procedures?
Informal assessment
(multiple modes):
participation rubrics,
journal entries,
collaborative
planning/presentation
notes, etc.

Design for Instruction

Student Activities &
Procedures
What best practice
strategies will be
implemented?
How will you
communicate student
expectations?
What products will be
developed and created by
students?
Consider Contextual
Factors (learning

Three Branches of Government.

https://play.kahoot.it/#/k/5e3a2779-d32f-4e758352-89394d6e68e3
Unit Post-Assessment:
The same Kahoot! Quiz from Pre-Assessment will
be used as the post-assessment. This quiz will be
given on Friday, the last day of the unit.
https://play.kahoot.it/#/k/5e3a2779-d32f-4e75-835289394d6e68e3
On-going daily (progress-monitoring) Assessment:
Teacher will observe students to ensure they are
participating and understanding the material.
(ESOL 6)
At the end of Day 2 the students will write down
on a small sheet of paper their name, something
they learned from the Executive Branch, and circle
where they are at in regards to the information on a
scale from 1-4. They will then fold the paper and
place it in the Special Learning Box where I will
look at them later in the day.
o 1- I do not understand the branches of
government.
o 2- I understand a little bit of the
information from the branches of
government.
o 3- I understand the material from the
branches of government.
o 4- I can tell you everything we learned
from the branches of government today and
can be your student helper for this topic.
1. During the Language Arts block, I will read the book
Barack by Jonah Winter aloud to the class. Barack is
about the president, whom holds a position in the
Executive branch. Students can create a connection
between the roles of the executive branch and Barack
Obama through this reading. (10-15 minutes)(ESOL 13)
2. To introduce the Social Studies block, I will hold up the
medals from the Marine Corps. (ESE 1.1) (Note: This is
an artifact for my English Learners as well as my
visual learners in the class). I will then start a class
discussion about the medals and use questions that add on
to the students answers. The goal of the questions is to get
the students to start thinking. I will ask these questions

differences/learning
environment/learning
styles) that may be in place
in your future classroom.

during the discussion:

a. "What items am I holding?"
b. "What do you think these medals stand for?"
c. Has anyone seen an item like this before? (ESE
3.1, ESOL 4)
At
the
end
of the discussion, I will explain the medals and
Exceptionalities
what each medal stands for. For the artifacts, we will have
What accommodations or
the National Defense Medal, USMC Eagle, Globe &
modifications do you make
Anchor (EGA), USMC Dog Tags, and USMC Silver
for ESOL
Dollar. The National Defense Medal is awarded when a
http://teachsocialstudies.wik service member of any branch completes basic recruit
ispaces.com/file/view/ESOL training during a time of war. The Eagle, Globe & Anchor
StrategiesComprehensibleIn (EGA) is bestowed upon recruits completing their final
struction.pdf/42902857/ESO training exercise known as The Crucible and earning the
LStrategiesComprehensibleI title of United States Marine. Upon completion of training,
nstruction.pdf
Marines are also issued their dog tags which are used for
and ESE (Gifted/Talented
identification purposes. The USMC Silver Dollar is a coin
students, Learning/Reading from the U.S. Mint on the anniversary of the Marine
disabilities, SLD etc.)
Corps birthday.
http://www.udlcenter.org/ab
outudl/udlguidelines/udlguid 3. As a class we will all navigate to the website
elines_graphicorganizer
http://www.trumanlibrary.org/whistlestop/teacher_lessons
/3branches/16.htm , students will use their Ipads to
navigate to this website (ESE 1.1,1.3). On this website,
we will read through the information provided as a class.
This may be by choral reading or whisper reading as a
class, depending on the teacher's preference. We will then
divide the students into groups of four (ESE 8.3, ESOL
2). Students will be counted into their groups by the
teacher. Then students will complete the tasks, the
students will have one sheet of paper per group. At this
time, I will circulate the room to make sure all the students
are comprehending the lesson (ESOL 6). (20-25 minutes)
4. Students will complete the Executive branch of the
federal government tree (ESOL 30, ESE 1.1, 1.3). I will
model my tree to the students in order to show the
important information from the website, along with the
information presented from the Promethean planet
presentation the day before (ESE 3.1, ESOL 8). Students
will copy information from the executive branch and draw
one of their branches. Students will then be able to color
their executive branch for the day. (10-15 minutes)
5. At the very end of the lesson students will complete an
exit slip solely to know where they are at with this topic.

The students will write down on a small sheet of paper

their name, something they learned, and circle where they
are at in regards to the information on a scale from 1-4.
(ESE 9.3)They will then fold the paper and place it in the
Special Learning Box where I will look at the later on in
the day to fix my future lessons. (Note: ELL students can
draw a picture about something they learned.) (ESE
2.5, ESOL 30)(5 minutes)

Resources/Materials

Promethean Planet- 3 Branches of Government

(http://www.prometheanplanet.com/enus/Resources/Item/33221/3-branches-ofgovernment#.Vu_stWQrI1g-)
The Executive Branch
(http://www.trumanlibrary.org/whistlestop/teacher
_lessons/3branches/16.htm)
Federal Government Tree from the day before
Marker
Students Social Studies Notebook
Crayons
Pencil
Interactive Whiteboard
Paper for the group task
Ipads
National Defense Medal
Dogtags
USMC Silver Dollar
Globe & Anchor
Barack by Jonah Winter
Social Studies learning box

Discussion Notes:
If the time goes over an hour, please read the book Barack during the Language Arts
learning block the next day. **