LESSON PLAN

Name: Joshua Cibik Date: 12/8/2022 Lesson Start and End Time:
Thursday

Academic Area: American Grade Level: 10 Co-op initials with date:

Civics/Government
Pre-Instruction Planning Note: In the event of a school closure this lesson is designed to
be fully delivered and conducted virtually. On the day of this
virtual lesson, email students the interactive website link and
word document. The students will be responsible for going
through the website and completing the word document on their
own at home during the usual allotted time for class. The
teacher will be available via email if students have any
questions. Once students are complete, they will submit the
word document with their answers online and be graded for
correctness.
Topic The Basics of American Government Review: An Interactive
Lesson
PA Anchor/Standard or Standard - 5.1.12.A: Analyze the sources, purposes, functions
Eligible Content of law, and how the rule of law protects individual rights and
promotes the common good.

Standard - 5.3.9.A: Examine the process of checks and

balances among the three branches of government, including the
creation of law.

Standard - 5.3.9.B: Analyze the roles of local, state, and

national governments in policy-making.

Standard - 5.1.9.C: Analyze the principles and ideals that shape

United States government.
 Liberty / Freedom
 Democracy
 Justice
 Equality

Lesson Objectives  The student will be able to identify various elements of

the three branches of Government by reading and
responding to related questions.

Materials Website link: https://lsintspl3.wgbh.org/en-us/lesson/midlit10-

 soc-splgovt/1, Computer, The Powers of Gov't Worksheet (For
virtual session), and the The Powers of Gov't Worksheet (For
virtual session) Answer Key.
Planning for Learners Differentiation:
 I will differentiate the content by having students go
onto an interactive website using their school laptops to
read, write, view videos, and match terms and concepts
related to the U.S government and its three branches.
Modifications/Accommodations: None
Lesson Presentation
Introduction  Begin by reviewing how last class students were asked to
think of a law they would like to pass in Congress. Ask if
there are any students who would like to share what idea
for a law they came up with and explain why they chose
that idea.

 If no students raise their hand, call on different students

and have them tell the class what law they would want
passed and why.

 Once every student who wants to share their idea speaks,

tell students: Today we will be doing a fun and
interactive lesson to help review and learn a little more
about all three branches of government.

Sequence of activities  Begin the activity by having students take out their
including assessments school laptops and send the link to students.
 If this becomes a virtual lesson, send the word
document for them to complete and submit
online
 Both the word document (If virtual) and
completing steps on the website (If in-person)
would be the assessment part.

 Important note: When conducting this interactive lesson

in person, the teacher is responsible for going around
the room, checking in on students, and making sure work
is being completed. The following sequence will have
designated checkpoints where once students complete a
section, they must raise their hand and have the teacher
come and read their answers for completion and to make
sure their answers are correct before moving onto the
next page. If a student answers a section but does not
have everything correct, tell them to redo the section and
raise their hand for the teacher to check their answers
 again. The student can move on once the teacher has
verified answers are correct. Please refer to “The
Powers of Gov't Worksheet (For virtual session) Answer
Key” to help you check students’ answers.

 First before students begin, review what is expected from

each student for each section by projecting the website in
the front of the classroom from your computer.

 Inform students: I recommend you take notes on either

your laptop or in a notebook because this information
will be showing up again in the future. Also, you will be
graded on completion for each section, but I will be
going around to make sure your completed answers are
also correct. You cannot move on to the next page until I
verified your answers are correct.

 On your laptop, go through page 1-3 and tell students

that they are to read through each page.

 (Check in point) Then, go to page 4 and tell students:

After you read over pages 1-3, read over page 4 and list
two to three reasons why you think it's important to
divide responsibilities among different branches of
government. After you compete this section, raise your
hand and I will be around to check for completeness.
Once I give you the “ok” you can move onto page 5.

 Go to page 5 and tell students to read over the

description and watch the video A Case for the
Separation of Powers.

 (Check in point) Then, go to page 6 and tell students to

complete the short comprehension quiz and tell them to
raise their hands once they complete the quiz. Check that
the quiz is complete and have the student move onto
page 7.

 (Check in point) Go to page 7 and tell students: Then

read over page 7 and in two to three sentences, write
down what you think the phrase "checks and balances"
means. Tell students to raise their hands once they write
their sentences. Check for completion and have the
student move onto page 8.
 Go to page 8 and tell students to click and read the article
link “The Three Branches of Government.” Tell
 students: After you finish reading the article, use the
information from the article and write down one job of
each branch of the federal government and describe how
this work is checked by another branch.
 (Check in point) Tell students: After you complete this
section, raise your hand and I will be around to check for
completeness and that you are on the right track. Once I
give you the “ok” you can move onto page 9.
 Go to page 9 and tell students that they will be doing
vocab review and can reference the glossary on the top
of the page for definitions.

 (Check in point) Tell students: Complete the matching

vocab portion first and then choose two words from the
vocabulary list and write a new sentence for each word.
Raise your hand once you complete both. After I check
for completion, you can move onto page 10.

 (Check in point) Go to page 10 and tell students: For

this last part you will sort information on a concept map
according to the branch of government that performs
each job. Once you complete the map raise your hand so
I can check it. After I check your map and it is correct
and complete you are finished with the assignment.

 After you have reviewed how students are expected to go

through the website and complete the interactive lesson,
tell them that they may begin working and to remember
to raise their hand when they have completed each
section so you can check for completeness.

 Tell students: if you have any questions during this

assignment feel free to ask them.

 Walk around the room as students complete the

assignment on the website and wait for students to raise
their hand for you to check their work.

Lesson Wrap-up  In the last 10 or 15 minutes of class, inform students that

there will be a quiz tomorrow on the material that has
been taught so far in this unit. Tell students that when
 they finish with the interactive assignment, they can
begin studying for the quiz.

 Tell students: Also, after the quiz you will be creating a

poster detailing the functions of the three branches of
government. For the poster, you will be allowed to use
notes, class materials, and the internet to design and
complete it.
Self-Evaluation