Lesson Plan

Date: November 16th, 2017 Time:

Class: U.S. Government and Citizenship Period: 4R
Strengths of the Class:
This class is a very attentive, respectful, and responds well to classroom instructions.
Unique Needs of the Class:
This class has approximately 35 students, which means many students to plan for and to
pay attention to.
Subject: U.S. Government & Citizenship
Lesson Topic: How the DREAM Act led to DACA. The end of DACA.
Curriculum Standards:
U.S. Government and Citizenship
Standard 4: Students will understand the responsibilities of citizens in the United States.
Objective 1: Investigate the responsibilities and obligations of a citizen.
a. Assess the need to obey laws.
Prior Knowledge:
In the previous class period, students watched a news report about the immigration raid that
took place at the Salt Lake City Airport in 2001. The news report introduced students to the
presence and role of ICE in Utah pre-and-post Sept 11, 2001.
Homework and/or extra practice from previous day:
None.
Learning Objectives for Students:
Students will be able to:
Identify the intricacies involved in obtaining American citizenship by learning
about propositions and programs implemented to resolve the documentation
status of undocumented immigrants, particularly Dreamers (children who
were brought illegally to the United States).
Identify and defend their position on the immigration debate.
Language Objectives for Students:
Students will be able to:
Define vocabulary words pertinent to DACA and the DREAM Act including
deferred action, deferment, deportation, and work permit.
Starter:
Students will participate in a class discussion by recalling main concepts presented in the
news report video.
Setting Objectives:
The learning and language objectives are stated above. Objectives will be written on the
white board and will be referenced during the lesson.
Class Procedures:
See attached PowerPoint.
Plans for Assessment:
Students will revisit the (EQ) essential question using todays content to inform their
answers.
Wrap Up: We will revisit the learning and language objectives towards the end of the
lesson. To check for understanding, I will ask students to write about their personal stance
on the immigration debate.
Homework and /or extra practice assigned:
None.
Plans for Enrichment (i.e., What is my plan for students who finish early?):
My plans for enrichment are to provide higher level questions for students who finish early.
Plans for Remediation (i.e., What is my plan for students who need additional support?):
I plan to walk around and work individually with students who need additional help.
Plans for English Language Learners (ELLs):
I plan to give students time to prepare their answers before calling on them. To do this, I
will have students participate in a Think-Pair-Share activity before asking them to share
their thoughts with the rest of the class.
Reflection:
I was not as prepared as I would have liked to be. If I could make changes to this lesson
plan, I would make the lecture more engaging. I also feel like I could have done a better job
at calling on students by name (as opposed to simply saying Yes, what is your question?
or Excellent question, thank you for asking). However, given that I dont have much
rapport with the students in 3R U.S. Government, they were very respectful. They listened
attentively and asked questions to clarify content that was unclear.