SOCIAL SCIENCE WEEKLY LESSON PLAN FORMAT

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Unit Title Unit 3- The Three Branches of Government
Subject AP Government and Politics Grade 12 Week of 11/14-11/18
Essential/Driving
-How do the three branches of government cooperate and compete against one another?
/Historical Question
-What are the steps in the bill-to-law process?
and/or Theme
Day M T W R F
Differences in the In-Depth Look at
Lesson Topic/Title Civic Action Project Unit Review Unit Exam
House and Senate Legislative Process
Students will be able
to list the differences
Students will be able to
between the House Students will once Students will work in
complete a simulation
and the Senate when it again work in their groups of 3-4 to
that details the Students will complete
comes to the bill-to- project groups to complete the study
legislative process and the Unit Exam and FRQ
Objectives law process by writing collaborate and be able guide handout and
research a current bill on the Legislative
a two paragraph mini to complete the Action engage in a whole class
in Congress and create Branch.
essay exploring these Plan graphic organizer kahoot to revie the
a 4-5 sentence padlet
differences and using a for this week. unit’s content.
reflection post.
rubric to assess their
own writing.
Content Standards HSS-12.4. 1. Discuss HSS-12.4. 1. Discuss HSS-12.2. 4. HSS-12.4 Students HSS-12.4 Students
and ELA Common Article I of the Article I of the Understand the analyze the unique roles analyze the unique roles
Core State Standards Constitution as it relates Constitution as it relates obligations of civic- and responsibilities of and responsibilities of
to the legislative to the legislative mindedness, including the three branches of the three branches of
branch, including branch, including voting, being informed government as government as
eligibility for office and eligibility for office and on civic issues, established by the U.S. established by the U.S.
lengths of terms of lengths of terms of volunteering and Constitution. Constitution.
representatives and representatives and performing public CCSS-WHST.11-12. 6. CCSS-W.11-12. 9. Draw
senators; election to senators; election to service, and serving in Use technology, evidence from literary
office; the roles of the office; the roles of the the military or including the Internet, or informational texts
House and Senate in House and Senate in alternative service to produce, publish, and to support analysis,
impeachment impeachment CCSS- SL.11-12. 1. update individual or research and reflection.
 proceedings; the role of
proceedings; the role of
the vice president; the
the vice president; the
enumerated legislative Initiate and participate
enumerated legislative
powers; and the effectively in a range of
powers; and the
process by which a bill collaborative
process by which a bill
becomes a law. discussions (one-on-
becomes a law.
CCSS-W.11-12. 4. one, in groups, and shared writing products
CCSS-R.11-12. 7.
Produce clear and teacher-led) with in response to ongoing
Integrate and evaluate
coherent writing in diverse partners on feedback, including new
multiple sources of
which the development, grades 11–12 topics, arguments or
information presented
organization, and style texts, and issues, information.
in different media or
are appropriate to task, building on others’
formats (e.g., visually,
purpose, and audience. ideas and expressing
quantitatively) as well
(Grade-specific their own clearly and
as in words in order to
expectations for writing persuasively.
address a question or
types are defined in
solve a problem.
standards 1–3 above.)
Fiscal policy, deficit,
Filibuster, open rule, No new vocabulary but
budget reconciliation,
closed rule, modified a review of all key
Vocabulary Mandatory spending, N/A N/A
rule, House Rules terms throughout the
Ways and Means
Committee, cloture unit.
Committee
Lesson Intro 1 minute. I will quickly 10 minutes. We will go 10 minutes. Students 15 minutes. We will 5 minutes we will
go over the agenda for over the answers to will visit the start class with a game conduct a very brief
the day to ensure a yesterday’s fill in the Congress.gov website of Kahoot! that recaps ‘’Good Things’’ where
majority of blank handout on the to briefly research a what we have been students share out
instructional time is bill to law process for current bill in studying the past few something good that
left to students to students to use to Congress and complete weeks on the happened to them
assess their study at home. a padlet listing where legislative branch. during the week or
understanding of the their bill is currently at something they are
vocab. in the legislative looking forward to.
process, why the bill
should be passed or
not, and a brief
summary of the bill
 itself.
Content Delivery 45 minutes. This time 40 minutes (whole After the padlet post, 30 minutes. Students No new content will be
will be split between class). Students will no new content will be will have their study delivered as students
two major have the entire class introduced as students guides that I provided will be assessing all
assignments; a fill in time to complete are independently on Tuesday and will period.
the blank handout to several assignments working on their civic have independent
review students’ both individually and action project and are study halls to complete
understanding of the collaboratively. In in various stages of the guides with their
key terms, and a two table groups of 3-4 completion. peers. No new content
paragraph mini essay students will complete will be introduced, but
differentiating the a similar fill in the students can study in
legislative process blank handout on the class in various ways
between both houses budgeting process and (reviewing google
of Congress. fiscal policy based on slides, studying
last night’s homework. quizzes, completing
This is shorter than the study guide,
yesterday’s handout making flashcards on
and should take about quizlet, etc.).
10-15 minutes to
complete. 25 minutes
will be needed for
students to
individually play and
complete a simulation
where they act as a
congressman to
enhance student
understanding of the
bill to law process
from the perspective of
a congressional
member. As they play
the game they will also
answer reflective
questions on a google
form to demonstrate
 higher-order thinking
skills.
Throughout lesson. All period long. During
Students will have half the introduction
of the class (25 students are engaged
minutes with content by
approximately) to conducting research
work together to on a current bill and
complete the fill-in- responsible for
All period students will
the-blank handout. Throughout the period responding to another
During Content be engaged with
Student Engagement This is done (see content delivery classmate’s padlet
Delivery content as they
collaboratively and and lesson intro) entry. Afterwards,
compete their exam.
discussion is key for students are
this activity. Next, collaborating in their
students will have the project groups to get
remaining 20 minutes as much done in class
to write their as they possible can to
paragraphs detailing meet the December 5
the legislative process. deadline.
1-5 minutes. I will
remind students to
5 minutes I will 5 minutes. Students
study for their exam
remind students that are responsible for
and to stop by office
they must complete a 1 minute. I will submitting a google
hours to ask questions
Nearpod on the handout the study form listing what their
or receive advice. I will
budgeting process and guide for the unit so groups have
Lesson Closure also remind students N/A
complete a vocabulary students may begin accomplished thus far
all missing
chart using the key preparing for Friday’s and what still needs to
assignments or quiz
terms presented in the exam. be done for their
scores must be
Nearpod for project to be complete
submitted no later
homework. and ready to present.
than the start of class
tomorrow for credit.
Assessments Informal- fill in the Informal- Fill in the Formal-padlet posts on Informal- Kahoot, Formal- Unit Exam on
blank handout, blank handout, bills and the google study guide, the Legislative Branch
paragraphs and self- simulation game on form for the civic discussions and accompanying
assessment rubric icivics, google form action project FRQ
 reflection
The simulation game is
read aloud to
accommodate SSNs
and students are able
For the fill in the blank to rewind and rewatch
handout, I at their own pace. For
purposefully had ELs the simulation
SSNs and ELs are given
students work game also has closed All unit materials will
additional time for
collaboratively, pairing captioning and The website students be published and
assessments, as
certain students with translation features. visit to research the translated on our class
appropriate. For
one another based on Similar to yesterday, bills has text-to-speech ekadence page. Since
writing portions of the
their ELD levels and for the fill in the blank features, translations, kahoot does not offer
exam such as the FRQ,
needs based on IEP handout, I and video options to text-to-speech or
students are not
and 504 Plans. This purposefully had accommodate ELs and translations, I will
graded for
allows students to students work SSNs. I will walk have students work in
grammatical or
correct one another on collaboratively, pairing around to provide pairs to debate
spelling errors. ELs
Accommodations for a low-risk setting as certain students with additional scaffolding answers and I will read
may write in whatever
ELs and SSNs opposed to calling out one another based on in case students aren’t the questions and
language(s) they
volunteers in a whole their ELD levels and sure what their chosen options verbally. Study
please and are
class discussion. The needs based on IEP bills pertains to. The guides are completed
provided side-by-side
self-assessment rubric and 504 Plans. This civic action project is collaboratively to have
translations. SSNs are
is also designed to allows students to done in groups, chosen peer-led discussions
accommodated
accommodate ELs and correct one another on by the students and I will walk around
accordingly to their
SSNs by allowing a low-risk setting as themselves to provide to check in with
IEPs and 504 Plans
students to asses opposed to calling out peer-led scaffolding students individually
(additional time for
themselves and see volunteers in a whole among all students. to assess their
testing, modified
what they must class discussion. All understanding.
exams, etc.).
incorporate in their materials are
paragraphs to meet published ahead of
the objectives. time on ekadence and
ELs and SSNs may
receive a modified
study guide based on
individual needs.
Resources  Google Slides  Google Slides  Google Slides  Kahoot  Unit Exam and
 Self-
Assessment
 Fill in the
Rubric
Blank Handout FRQ handout
 Fill in the  Padlet
on Fiscal Policy  Study Guide  Paper
Blank Handout  Google Form
 Lawcraft game  Pens
 Pens and
 Google Form
Highlighters