SOCIAL SCIENCE WEEKLY LESSON PLAN FORMAT

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Unit Title Unit 3- The Three Branches of Government
Midterm Election- AP Government and
Subject Grade 12 Week of 11/7-11/11
Politics
Essential/Driving
Why are midterms significant to our government?
/Historical Question
How do the three branches of government both compete and cooperate with one another?
and/or Theme
Day M T W R F
Proposition Civil Discuss Earmarks and Veteran’s Day, No
Lesson Topic/Title Civic Action Project Midterm Results
Dialogue Pork-Barrel Spending School
Students will be able
to compare their in-
Students will
class votes from Students will be able to
participate in a
yesterday to the define and identify
classroom civil Students will continue
results of the midterm earmarks and pork-
dialogue and speak at to work and progress
Objectives election. Students will barrel spending in a N/A
least once regarding on their senior
also be able to name think-pair share
the propositions on CAPSTONE Project.
the four different activity and political
the California midterm
Congressional cartoon analysis.
ballot.
committees and
describe their roles.
Content Standards HSS-12.4. 3. Identify HSS-12.2. 4. HSS-12.6. 4. Describe HSS-12.4. 1. Discuss N/A
and ELA Common their current Understand the the means that citizens Article I of the
Core State Standards representatives in the obligations of civic- use to participate in the Constitution as it relates
legislative branch of the mindedness, including political process (e.g., to the legislative
national government. voting, being informed voting, campaigning, branch, including
CCSS-SL11-12. 1. Initiate on civic issues, lobbying, filing a legal eligibility for office and
and participate volunteering and challenge, lengths of terms of
effectively in a range of performing public demonstrating, representatives and
collaborative service, and serving in petitioning, picketing, senators; election to
discussions (one-on- the military or running for political office; the roles of the
one, in groups, and alternative service office). House and Senate in
 impeachment
proceedings; the role of
the vice president; the
enumerated legislative
CCSS-RST.11-12. 2. powers; and the
teacher-led) with
CCSS-L.11-12. 1. Determine the central process by which a bill
diverse partners on
Demonstrate command ideas or information of becomes a law.
grades 11–12 topics,
of the conventions of a primary or secondary CCSS-RST11-12. 7.
texts, and issues,
standard English source; provide an Integrate and evaluate
building on others’
grammar and usage accurate summary that multiple sources of
ideas and expressing
when writing or makes clear the information presented
their own clearly and
speaking. relationships among the in diverse formats and
persuasively
key details and ideas. media (e.g.,
quantitative data, video,
multimedia) in order to
address a question or
solve a problem.
Joint committee,
Proposition, midterm
standing committee, Logrolling, earmarks,
Vocabulary election, popular N/A N/A
select committee, and pork-barrel spending
consent, federalism
conference committee
5 minutes. Since we
5 minutes. Students 10 minutes. On
will be on a special
will have time to look Jamboard students will
assembly schedule
over their weekend organize the post-its
(the entire class period
homework assignment according to the
will be approximately 10 minutes. Students
to recap the seven position that the
36 minutes) the will take a brief, 5
different propositions statement describes
introduction for this question multiple-
Lesson Intro on California’s ballot. I based on the N/A
day will be to remind choice quiz on
will also remind leadership of Congress.
students to complete Congressional
students the After I walk around
their textbook reading leadership.
expectations of a civil and assess students’
assignment (due
dialogue (specific rules progress, we will look
tomorrow) and to fill
shown on Google at the answer key
out the Action Plan
Slides). together as a class.
Google Doc for today.
 40 minutes. First we
will look at the Google
No new content will be
Form students filled
introduced to students,
out yesterday to ‘’vote’’
instead the majority of 35 minutes. A majority
and compare this data
class is dedicated to a of this lesson will be
to that of the actual
civil dialogue (similar done through a lecture
Midterm election
to socratic seminar) on earmarks and pork-
No new content will be results. Students will
where students are barrel spending via my
introduced to students. take notes via their
discussing and Google Slides.
Students will have whiteboard desks and
examining their Throughout the slides
about 25 minutes to expo markers and
opinions regarding the there will be multiple
meet with their project engage in a 5 minute
propositions in choice practice
members and plan table convo on their
California. All the questions, a video on
accordingly. I will thoughts and feelings
Content Delivery desks and chairs will earmarks in which N/A
briefly meet with each regarding the election
be organized in a circle students will answer
group as part of my results. We will then
so students are facing three questions as we
weekly check-in with spend 15 minutes
one another. Phones, watch it together as a
them to determine introducing
Chromebooks, and class, and students will
how they are congressional
backpacks will be put analyze a political
progressing in their committees via a short
away to limit cartoon in order to
projects. Edpuzzle which will be
distractions and answer the question:
conducted in class.
students must speak ‘’what is the difference
Lastly, we will do a 10
up at least once during between an earmark
minute vocabulary
the 45-minute and pork-barrel?’’
review practice test for
discussion to earn
students to self-assess
credit for the activity.
their understanding of
the academic language.
Student Engagement Throughout the Throughout the period Throughout lesson. During content N/A
content delivery. students will Students engage in delivery. Although the
collaborate and individual, lesson is mostly
continue to work on collaborative whole lecture-based,
their senior projects. class, and peer-led students will still be
table activities to engaged as they
accommodate different answer multiple-
types of learners and choice questions,
 watch a video in order
to answer my guiding
questions, and look at
a political cartoon to
identify a difference
between earmarks and
keep students focused
pork. Students will
and interested in
also have a few
course content.
collaborative
opportunities such as
when they exchange
ideas based on last
night’s homework and
the video questions.
5 minutes. After
5 minutes will be
reviewing the
dedicated to filling out
vocabulary practice
a civil dialogue Google
quiz (students will
form where students
6 minutes. Students match the definition to
can comment their
will submit their the key term) I will
thoughts on the N/A as the lecture will
action plan forms and remind students that
discussion, determine take the entire period
Lesson Closure also take a poll to they will be quizzing N/A
if their (Thursdays are shorter
‘’formally’’ vote on the on Congressional
perspectives/opinions period schedules).
California midterm leadership tomorrow
changed during the
election ballots. and all missing/low-
activity, and assess
scoring assignments
their own
must be turned in
understanding of the
prior to progress
propositions.
reports.
Assessments Informal- Google Form Informal- Action Plan Informal- jamboard Formal- quiz on N/A
and Civil Dialogue doc, midterm ballots. activity, table congressional
discussions. discussions and leadership.
writings, edpuzzle, and Informal- multiple-
practice vocabulary choice practice
test. questions, political
cartoon analysis, and
 video guiding
questions.
This lesson will be
SSNs and ELs may be
done in students’
allotted additional
project groups and
time or an additional
additional
SSNs and ELs will not All course materials attempt on quizzes. As
support/scaffolding
be penalized if they do are translatable and always, my slides are
will be added as I go
not speak up during Chromebooks offer a published on our class
around and check in
the dialogue. However, text-to-speech feature. page for students’
with individual
they must complete For the jamboard convenience and
student groups.
the Google Reflection warm-up exercise, formative assessments
Multiple modalities
Form to earn credit for students may work are provided in the
regarding
the day. The google together to complete it form of guiding
communication take
reflection form may to add a peer-led questions and
place on our project
also be printed scaffold. Any questions multiple-choice
days (speaking,
hardcopy and that are present on my practice questions for
Accommodations for writing, reading, and
translated. ELs may google slides are read all students to engage N/A
ELs and SSNs listening) to
participate by aloud for SSNs and with the content and
accommodate different
speaking in whichever they are also published guide their focus.
types of learners. This
language they feel on our ekadence page Vocabulary is
project is very student-
most comfortable so students have highlighted to stand
centered and ELs and
speaking in and SSNs access to them and can out and we will go
SSNs are able to
have the opportunity follow along at their over the definitions
choose the peers they
to write their ideas own pace or utilize together as a class to
wish to work with.
during the dialogue on translations. Closed ensure each student is
There are different
paper as opposed to captioning is present developing academic
options for turning in
verbally articulating if on the Edpuzzle video language. Lastly using
their work and
they prefer. for ELS and SSNs. multiple media types
accessing class
to present information
materials as well to
helps to accommodate
further support
all learners.
students.
Resources  Google Slides  Google Slides  Video on N/A
 Google Slides  Reflection  Jamboard earmarks
 Google Form Poll/Google  Google Slides
Doc
 Expo markers
 Quiz