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Standards/Quality Indicators/Skills

Missouri and national standards, quality indicators, and skills addressed by
this lesson
CLE: 2.) Government systems and principles A. Analyze laws, policies, and processes to
determine how governmental systems affect individuals and groups in society. B. Distinguish
the powers and responsibilities of citizens and institutions to address and solve problems.
NCSS: (5) Individuals, Groups, and Institutions, (6) Power, Authority, and Governance
Learning Objectives/Goals
The lesson’s objectives and intended learning outcomes appropriate for
meeting curricular and student needs
Lesson 1: Students will be able to…
1. Explain the job/role of the Judicial Branch
2. Identify the criteria for becoming a supreme court judge
Assessment [type(s) of assessment used throughout the lesson]
Assessment(s) before, during, and after the lesson
Before: Essential Question
During: 3-2-1, One Minute Write
After: Mini Quiz
Lesson Structure and Procedures Sequence of events of the lesson
elements.
(The before, during, and after the lesson, e.g., Engagement/Opening,
Procedures, Guided Practice, Conclusion)
Before:
 Bell Ringer- Students will answer the essential question: “What does it mean to be a
judge?”
 Students will share their answers out loud.
During:
 Mini Lesson- Teacher will identify the job of the Judicial Branch and list the criteria for
becoming a supreme court judge on the board.
 Work Time 1- Students will be grouped up and given a list of scenarios and questions
concerning the objectives (Objectives 1 & 2).
 Formative Assessment 1- Students will complete a 3-2-1: 3 Criterion for being a judge,
2 non-examples of criteria, and 1 job the judicial branch does (Objectives 1 & 2).
 Work time 2- Students will create a Wanted Poster for a supreme court judge
(Objectives 1 & 2).
 Formative Assessment 2- Students will complete a one minute write comparing what
they thought being a judge meant to what they now know it means (Objectives 1 &
2).
After:
 Exit ticket- Mini Quiz: Multiple Choice (Objectives 1, & 2).
 Closing- Restate objectives, ask students if objectives were met, & collect exit ticket.
Instructional Strategies

Teacher approach to helping students achieve the learning objectives and
meet the their needs
Bell Ringer
Quality Questioning
Formative Assessments
Exit ticket
Project
Learning Activities
Opportunities provided for students to develop knowledge and skills of the
learning objectives
Essential Question
Quality Questioning Worksheet
3-2-1, One Minute Write
Wanted Poster
Mini Quiz

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by
this lesson
CLE: 2.) Government systems and principles A. Analyze laws, policies, and processes to
determine how governmental systems affect individuals and groups in society. B. Distinguish
the powers and responsibilities of citizens and institutions to address and solve problems.
NCSS: (5) Individuals, Groups, and Institutions, (6) Power, Authority, and Governance
Learning Objectives/Goals
The lesson’s objectives and intended learning outcomes appropriate for
meeting curricular and student needs
Lesson 2: The Students will be able to…
1. Explain the job/role of the executive branch
2. Identify the qualifications of the president
3. Identify the powers of the president
Assessment [type(s) of assessment used throughout the lesson]
Assessment(s) before, during, and after the lesson
Before: Essential Question
During: Observation, Graphic Organizer/Venn Diagram
After: Exit ticket/mini quiz
Lesson Structure and Procedures Sequence of events of the lesson
elements.
(The before, during, and after the lesson, e.g., Engagement/Opening,
Procedures, Guided Practice, Conclusion)
Before:


Bell Ringer- Essential Question: “Are you qualified to be the President? Explain.”
Students will share their answers with the class.

During:



Mini Lesson- Teacher will give mini lecture over the objectives.
Work time 1- Students will write an FRQ arguing what they would change and what
should stay the same concerning the executive branch’s powers, job, and
qualifications of the president. Students will complete the thesis first before they
move on (Objectives 1, 2, & 3).
Formative Assessment 1- Teacher will check students’ thesis/outline of FRQ
(Objectives 1, 2, & 3).
Work time 2- Once students’ thesis are approved by the teacher they will complete
their essay (Objectives 1, 2, & 3).
Formative Assessment 2- Students will create a venn diagram comparing and
contrasting the Judicial and Executive branches (Objectives 1, 2, & 3).

After:

Exit ticket- Mini Quiz: Multiple Choice (Objectives 1, 2, & 3).
Closing- Restate objectives, ask students if objectives were met, & collect exit ticket.
Instructional Strategies
Teacher approach to helping students achieve the learning objectives and
meet the their needs
Bell Ringer
Teacher Talk
Quality Questioning
Formative Assessment
Critical Thinking Activity/Essay
Exit ticket
Learning Activities
Opportunities provided for students to develop knowledge and skills of the
learning objectives
Essential Question
Quality Questioning Worksheet
Graphic Organizer
Mini Quiz

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by
this lesson
CLE: 2.) Government systems and principles A. Analyze laws, policies, and processes to
determine how governmental systems affect individuals and groups in society. B. Distinguish
the powers and responsibilities of citizens and institutions to address and solve problems.
NCSS: (5) Individuals, Groups, and Institutions, (6) Power, Authority, and Governance
Learning Objectives/Goals

The lesson’s objectives and intended learning outcomes appropriate for
meeting curricular and student needs
Lesson 3: The students will be able to…
1. Explain the job/role of the legislative branch
2. Identify requirements to become a senator and a representative
3. Identify the powers of congress
Assessment [type(s) of assessment used throughout the lesson]
Assessment(s) before, during, and after the lesson
Before: Bell ringer
During: Whip around, analogy prompt
After: Exit ticket
Lesson Structure and Procedures Sequence of events of the lesson
elements.
(The before, during, and after the lesson, e.g., Engagement/Opening,
Procedures, Guided Practice, Conclusion)
Before:
 Bell ringer- Essential Question: “If the job of the executive branch is to enforce law,
and the job of the judicial branch is to interpret law, what do you predict the job of
the legislative branch is?”
 Students will write down their answer and then share with a neighbor, then the whole
class will share.
During:
 Work time 1- Students will use a technological device to research the requirements to
become a congressman, the powers of congress, and the job of the legislative branch
using an online version of the constitution (Objectives 1, 2, & 3).
 Formative Assessment 1- Whip around- Students will be expected to share
research/objectives out loud and cannot repeat another student (Objectives 1, 2 & 3).
 Work time 2- Students will use research and objectives to create a 10 question
kahoot (Objectives 1, 2, & 3).
 Formative Assessment 2- Analogy prompt: “The legislative branch is like a teacher
because…” (Objectives 1, 2, & 3).
After:
 Exit ticket- Mini Quiz: Compare and contrast all three branches and in one sentence
tell which you think is most impactful on your life and why (Objectives 1, 2, & 3).
 Closing- Restate objectives, ask students if objectives were met, & collect exit tickets.
Instructional Strategies
Teacher approach to helping students achieve the learning objectives and
meet the their needs
Bell Ringer
Formative Assessment
Literacy Skills/Research/Analyzations of a document
Project
Exit ticket

Learning Activities
Opportunities provided for students to develop knowledge and skills of the
learning objectives
Essential Question
Whip around
Analogy Prompt
Analyzing a document/research
Creating a Kahoot quiz
Mini quiz