​Daily Lesson Plan ​ subject: Civics/Government ​Name: Mr.

Flores ​Semester: Spring 2020 Date:

Unit Day:
Standard(s):​ ​ California Common Core State Standards
1​

● 12.2 Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens,
the relationships among them, and how they are secured.
● 12.3 Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e.,
the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their
interdependence, and the meaning and importance of those values and principles for a free society.
● 12.10 Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the
importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality;
state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a
fair trial; the relationship of religion and government.

Learning Objective: 1​​ By the end of the lesson, what will students know ​(knowledge),​ be able to do ​(skills)​, and produce ​(product)​,
independently and successfully? 2​​ Objective is based on the Common Core Standards (listed above). 3​​ Objective should match Closure.
● Students will gain an understanding of contrasting views of citizenship within personal, community, national, and
global contexts.
● Students will learn the principles and practices of decision making.
Resources & Materials:​ 1​​ What resources and materials will the teacher and students use to meet the Learning Objective?
● Teacher:​ Laptop, Internet

● Students:​ Chromebooks, Internet, Pen/Pencil, Paper/Posters

Vocabulary:​ 1​​ What Academic (high use/interdisciplinary) and Content-Specific (particular to a certain subject) vocabulary will the students
need to know in order to reach the Learning Objective? 2​​ Vocabulary development must be supported throughout the lesson.
● Academic:​ Discrimination, Atrocities, Global Citizenship, Responsibility

● Content-Specific:​ Citizenship, Global Activism, Genocide, United Nations,

Lesson Sequence & Agenda:

1​
Lesson Sequence & Agenda: ​What is the sequence of activities and tasks to build knowledge and skills to reach the Learning Objective?
2​
Activities: ​(DI)​ – Direct Instruction, ​(GP)​ – Guided Practice, ​(IP)​ –Independent Practice, ​(FA)​ – Formative Assessment, ​(SA)​ – Summative
Assessment.
3​
Instructional Strategies: ​Examples listed on back.
RAP- Review and Preview:​ 1​​ How will you engage students and use their prior knowledge to focus on the Learning Objective?
● Prompt: Name someone who is powerful? Why are they powerful? Do you have power? What kinds of power do students
have? How can you students become powerful?

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 ​Daily Lesson Plan ​ subject: Civics/Government ​Name: Mr.Flores ​Semester: Spring 2020 Date:

Type of
Time: Description of Activity: Instructional Strategies:
Activity:
RAP – Name someone who is powerful? Why are they powerful? Do Think-Pair-Share​ after RAP
5 min IP you have power? What kinds of power do students have? How can leading into whole-group
you students become powerful? discussion.
15 min DI / GP Whole Class - ​Think-Pair-Share Think-Pair-Share
Whole Class - Discussion on social issues affecting the world & Computer Literacy
People who have changed the world and how. Inquiry Based Instruction
● Students are assigned a group Cooperative Learning
○ Must choose four (4) global social issues or
persons
○ Hold discussions on which is the most significant
to them. Must agree on one (1)
● Students must research their chosen global social issue or
person using their chromebooks.
○ Students properly cite information
● Answering questions along the way, such as:
○ How does/did the social issue/person affect
society?
○ Explain how people can address the issue.
○ What role does the government have?

30 min IP Group Work – Students research and create an end-product (i.e. Think-Pair-Share
Poster, presentation, play, song, video, podcast) that informs the class Computer Literacy
of the social issue or person. Inquiry Based Instruction
Cooperative Learning
Scaffolding
Summarizing/Note-taking

5 min DI / GP Students share-out quick snippet of what they learned.

Closure:​ 1​​ How will students show what they have learned and/or reflect on their learning experience? 2​​ Closure​ ​should match the Learning
Objective.
● Prompt: Explain how your chosen social issue can be addressed. Can people affect change or does it need to come from
leadership? Explain how the role of government in the issue.

o Explain the social change your chosen person did. How did it occur? What was needed? Explain how you (a regular
person) would spark a change?

● Students will be assessed through a presentation and graded on the end-product based on the rubric

Homework: 1​​ How will students extend their learning? Due Date:
● Prompt: Explain how your chosen social issue can be addressed. Can people affect change or does it need to
come from leadership? Explain how the role of government in the issue.

o Explain the social change your chosen person did. How did it occur? What was needed? Explain how
you (a regular person) would spark a change?

Differentiation:
Content Catalysts:​ 1​​ Catalysts are ways to introduce content to students. 2​​ Introduce variety to the mode of learning.
❑ Direction instruction, guided practice, ❑ Visual, verbal, written, kinesthetic ❑ Teacher and peer modeling.
independent practice. mediums and directions.

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 ​Daily Lesson Plan ​ subject: Civics/Government ​Name: Mr.Flores ​Semester: Spring 2020 Date:

❑ Instructional scaffolding, tiered tasks. ❑ Cooperative learning: pairs and groups, ❑ Inquiry-based learning stations.
pair-share, pair-share w/ whiteboards.

❑ Student choice of content/exploration ❑ Other: ❑ Other:

topics.

Processes:​ 1​​ Students process information in a variety of ways. 2​​ Modify teaching processes by adding greater complexity or creativity to tasks.
❑ Challenge levels: cognitive, affective, ❑ Recall. (Recall facts and information.) ❑ Understand. (Show your understanding.)
psychomotor (Bloom’s Taxonomy).

❑ Apply. (Use what you have learned.) ❑ Analyze. (Examine critically.) ❑ Evaluate. (Determine worth or value
based on criteria.)

❑ Create. (Put together in a new or ❑ Other: ❑ Other:

different way.)

cts:​ 1​​ Products are the end results of learning. 2​​ Differentiate products by providing greater challenge, variety, or choice in products.

❑ Visual, verbal, written, kinesthetic ❑ Modified assignments/assessments for ❑ Student choice of

products/demonstrations. readiness and ability levels. assignments/assessments.

❑ Enrichment and anchoring activities. ❑ Other: ❑ Other:

(Journals, projects, open-ended.)

Specially Designed Academic Instruction in English (SDAIE) Strategies:

❑ Slower speech, clear pronunciation, use ❑ Prior knowledge, background ❑ Multisensory experiences, audio-visual
of cognates, word banks, picture clues. information, contextual clues. mediums, kinesthetic activities.

❑ Comprehensible input, graphic ❑ Comprehension checks: formative, ❑ Modeling of activities, cooperative

organizers, charts, graphs, maps. summative, formal/informal. learning.

❑ Prewriting activities, pre-reading, ❑ Listening and speaking activities. ❑ Frontloading key

during-reading, post-reading activities. academic/content-specific vocabulary
terms.

Vocabulary Development and Support Strategies:

❑ Decoding: morphemic analysis, context ❑ Repetition and meaningful use (multiple ❑ Frontloading key
clues, external references, etymologies. opportunities to use words in class). academic/content-specific vocabulary
terms.

❑ Semantic mapping, word sorting, concept ❑ Modelling: clear pronunciation, slower ❑ Integration (connect to prior knowledge).
maps, graphic organizers. speech.

❑ Verbal/visual word associations, ❑ Paraphrasing definitions, providing ❑ Use of cognates, synonyms, antonyms.
analogies, puzzles, picture clues. examples and non-examples.

Accommodations:

Needs:

3 Discovery Charter Preparatory School ​❖ ​Daily Lesson Plan

 ​Daily Lesson Plan ​ subject: Civics/Government ​Name: Mr.Flores ​Semester: Spring 2020 Date:

❑ Cooperative learning: pairs and groups, ❑ Modified assignments/assessments for ❑ Preferential seating.
pair-share, pair-share w/ whiteboards. readiness and ability levels.

❑ Visual, verbal, written, kinesthetic ❑ Instructional scaffolding, tiered tasks, ❑ Supplementary materials.
mediums and directions. Curriculum compacting.

and Talented:

❑ Modified assignments/assessments for ❑ Enrichment and anchoring activities. ❑ Student choice on

readiness and ability levels. (Journals, projects, open-ended.) assignments/assessments.

❑ Higher challenge levels: Bloom’s ❑ Supplementary materials. ❑ Curriculum compacting.

Taxonomy.

Expected School-Wide Learning Results (ESLRs):

● Effective communicators who​:​ ​❑​ ​write and speak competently; ​❑​ ​utilize technology skillfully; ​❑​ ​articulate opinions with supporting
​ ​ ​exchange ideas cooperatively.
evidence; ❑

● Critical thinkers who:​ ❑

​ ​ ​read and write with comprehension; ❑
​ ​ ​identify problems and use various solutions for academic challenges;

❑​ ​process, synthesize, and evaluate information.

● Responsible individuals who:​ ❑ ​ ​ ​respect themselves; ​❑​ ​other people, and property; ❑
​ ​ ​contribute to their community; ❑
​ ​ ​exercise
personal and academic self-discipline; ​❑​ ​create plans, options, and opportunities for the future.

Progress Notes:
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 ​Daily Lesson Plan ​ subject: Civics/Government ​Name: Mr.Flores ​Semester: Spring 2020 Date:

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Reflection Notes:

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