Viterbo University

Lesson Plan Template

Effective Spring 2016
Copyright Viterbo University Education Department, All Rights Reserved

This lesson plan template includes all the Viterbo Essential Elements. For full instructions and examples of each of the lesson plan components,
see the Viterbo Essential Elements posted on Moodle in the Education Majors course. All items below will expand as needed to add text.

Name: Julie Quackenbush, Mark Hollowitsch Date: _7/28/16 Lesson Title: The 3 Branches of U.S. Government Grade Level: 8th grade_

Time Frame: 50 minutes

Learner Profile (Classroom) IEP Requirements:

What do you know about your students everyday experiences, cultural
and language backgrounds and practices, and interests? How do you
know this?
List any special features of your school or classroom.
For this lesson we will be teaching a class a History class in Logan
Middle School. Logan Middle is located in an Urban area. The total
number of students will be 24 eighth graders. Average class size is 22.
There are 9 female students and 15 male students. Four students are
Asian or Pacific Islander, 3 students are Black or Non-Hispanic, 1
student is Hispanic, and 17 students are White not Hispanic. Three
students have IEP requirements. Fifteen students are economically
disadvantaged.
There are three students in the History classroom with IEP requirements. We
will be differentiating instruction as much as possible to accommodate all types
of learners. Texts will be visual (video), audio options (books on CD), as well
as both large print text and written text.
Per IEP requirement the following adaptations will be imposed to accommodate
LD (learning disabled) IEP requirements.
Students will be working in groups with peer support for Socratic Seminar
Students will have access to electronic and large print text examples as needed
Students will be given an outline and seminar questions cheat sheet
Paraprofessional will assist LD student with note taking

Contextual Factors (School) Paraprofessional will be on hand to provide positive reinforcement

See the WISEdash public data portal for school district
information-- http://wisedash.dpi.wi.gov.
Complete information on Logan Middle School can be found at
Logan Middle School Report Card.
Paraprofessional will be repeating instructions to student
Directions will be written largely on the board and will be available in a large
print handout

The Logan Middle School has 418 students. Their Overall Per IEP requirements the following adaptations will be in place to
Accountability Score Rating is 65.0. Student achievement in
math is 29.5/50 and reading is 24.9/50. 15.4% of students have
disabilities, 59.7% of students are economically disadvantaged,
and 10.3% of students have limited English proficiency.
accommodate BD (behavioral disabled) & ADHD IEP requirements:
Paraprofessional will be working in close proximity to group with BD students
Initial inappropriate behavior will be ignored
If behavior becomes disruptive we will be utilizing students safe plan (student
will be removed to the hall to allow for a break)
Student will be allowed a break in between Socratic discussion in order to use
restroom or have a drink

Unit Goal/Central Focus Unit Summative Assessment

The three branches of Federal Government. End of unit group project of choice (debate, presentation, poster, drama/skit).

Prior Student Knowledge: Cite evidence of: What do they know? What can they do based upon this knowledge? What skills and knowledge are they
still building? What tool did you use to answer this question?

Students were previously provided a Socratic Seminar modeled by teacher involvement.

Students recently had unit on Federal Government functions.

Students have been studying and practicing provided vocabulary terms via a T-Chart to aid in the preparation for the discussion.

Students were given instruction on Reading Like a Historian earlier this semester.

Curriculum Standard Lesson Objectives: Formative Assessment:

SL.9-10.1posting and responding TSW utilize course textbook, Constitution & KWHL entrance Ticket.
to questions that relate the current Declaration audio, view & read School House
discussion to broader themes or Rock Three Ring Government video (lyrics), Clipboard Observation form (Student names and noted use of
 vocabulary items during Socratic Seminar).
larger ideas... read How The U.S. Government Works & read
other supporting materials Stoplight Exit. Make sure that you describe what you are
looking for in the commentary. For what are you observing?

TSW describe the three branches of

government in an in class while posing three
questions during a Socratic discussion.

TSW pose at least three questions (total)

related to the three branches of government.

Rationale/Theoretical Reasoning/ Research: What research or theory supports instructional strategies you are using with your students? Select a
strategy and justify with research or theory.

The Socratic Discussion was developed from Platos Socratic Dialogues. The Socratic method of teaching is a student-centered approach that
challenges learners to develop their critical thinking skills and engage in analytic discussion promoting higher order thinking. It is a social learning
approach (collaboration and interaction) supported by the work of Lev Vygotsky. Which is good for middle level learners because they.. keep
thinking on this.. make the connection clear

Academic Language:

What is the key language demand/function?

 What academic language will you teach and/or develop? What is the key vocabulary and/or symbols?
What opportunities will you provide for students to practice content language and/or vocabulary and develop fluency?
What supports will you provide that will help students understand and successfully use the academic language?

Key Language demands and Academic Language Practice Support

functions

Demand: High because of Federal Government, Branches, KWHL entrance ticket, Socratic Modeled the Socratic Seminar.
specialized/technical vocabulary. Judicial, Legislative, Executive, Seminar, T-Chart with vocabulary,
Balance of Powers. Stoplight Exit. T-Chart with vocabulary and
___________________________ definitions they can refer to.

Function: Compare. Visual exercise that contextualizes

current governmental branch
heads.

Teacher support and monitoring

throughout class period.

INSTRUCTION

Lesson procedures reflect best practices that are research-based and have a direct and positive effect on the teaching/learning environment. You
should indicate the time needed for each component of the lesson. Lesson plans should be detailed enough that any teacher could teach the lesson
from the plan.
Time Anticipatory Set: How will you engage your students interest and set the purpose and relevance for the lesson? Use knowledge of students
academic, social, and cultural characteristics.

5 - TSW receive KWHL entrance ticket.

5 - Three pictures of the current heads of state will be posted at the head of the classroom. Students will need to associate the picture of the
representative for their group with their branch designation. how

TSW be using Reading Like a Historian while analyzing Primary Sources.

TSW have had previous experiences in 7th grade learning about the American revolution and early US government formation.

TSW meet collaboratively before Socratic Seminar in their respective (branch) groups.

15 - TSW previously assigned a branch of the US government to annotate while reading. TSW be grouped in the following manner. The class
of 24 students is broken into two teams. Each of the two teams will have: experts and observers for round 1.

3 - Brain Break Snap/Wink.

15 - Round 2 experts and observers switch roles with same format.

Instructional Procedures: See the VU Essential Elements for a List of Best Teaching Practices to consider as you plan. Also, consider the
questions and/or activities that you will use to engage your students in higher order thinking.

TSW be reminded of Socratic protocol and format e.g. active listening, connect to their texts, incorporate others and contribute your own
participation.

TSW be given guiding questions to facilitate onset of the Socratic Seminar.

TSW pool their ideas on their branch (groups) for discussion and listening while the Seminar commences.

Closure: Verbalize or demonstrate learning or skill one more time. Connect to next steps or future learning.

5 - Stoplight Exit - TSW complete an exit exercise; Green What did you learn?, Yellow A question or area of confusion?, Red Anything
that stopped your learning?

Differentiation: Remember you can differentiate by content, process, and product (Tomlinson 1999).
 TSW have access to verbal, oral, visual and written (large & small print) forms of text.

TSW have the option to use electronic media.

TSW touch base and see their heads of government branches.

TSW get up and experience a brain break between Socratic rounds.

TSW converse and listen via Socratic Seminar.

Classroom Management/Safety Issues: What management and safety issues need to be considered when teaching this lesson?

The students desks will be arranged in two oval formations (experts inside/observers outside), all facing in, for the Socratic discussion. This
manner will be conducive to student-centered learning environment. Labels will be preset so the groups can sit according to branch group
(Legislative, Executive, Judicial). TSW be encouraged to use positive talk. TS were reminded that this is not a debate, rather a descriptive seminar
to share with their peers what they now know about their respective branch of government. TSW be in teams with peers to provide support.

Resources Materials and People:

Paraprofessional will be available to assist with students.

http://www.atlcomputing.com/aaron/info/easy_constitution.htm Link to Simplified Constitution of the United States, Maps, prefilled out (or
anoted) graphic organizer with notes from videos/ readings, etc prepared for the discussion, laptops or ipads

Annotated copy of text How the U.S. Government Works, notes taken while listening to Declaration of Independence & Constitution Cds,

Pre-printed pictures of branch heads