Lesson Plan Format

Teacher Candidate: Nick Lari Date: 11/13/23 Time:

Cooperating Teacher: Mr. Adams Coop. Initials: RM
Group Size: 20 Grade Level: 5th
Subject or Topic: Social Studies Section:

I. Objectives, Standards and Assessments

A. Standard(s)
5.1.5.B Describe the basic purpose of government in the classroom, school, community, state,
and nation
5.3.5.A Describe the responsibilities and powers of the three branches of government

B. Performance Objectives (Learning Outcomes) and Assessment Plan

Learning Objective Formative Data Connection to

     The student will be able to… Assessment Collection Summative
Design/Plan for Tool Assessment (when
each objective applicable)
1. Break down the The use of Fill out a N/A
difference between the 3 PowerPoints and graphic
branches of government whiteboard organizer
2. Know how our Classroom activity Classroom
legislative branch was discussion
formed through the great
compromise
3.

II. Instructional Materials

Teacher Material
 Marker
 PowerPoint
 Whiteboard
 Graphic Organizer X 20

Student Materials
 Pencil

III. Subject Matter Explanation

1. Prerequisite Skills and/or Prior Knowledge
 Working in groups
 How to work as a class and know when to talk when doing a classroom discussion
 2. Lesson Content
 Great Compromise: All legislative Powers herein granted shall be vested in a Congress of
the United States, which shall consist of a Senate and House of Representatives.
 Virginia Plan: The plan called for a legislature divided into two bodies (the Senate and
the House of Representatives) with proportional representation.
 Delaware Plan: is an attempt to provide states with meaningful input into the electoral
process. The states and territories are divided into four groups, by population. The
smallest 12 states and all the territories by population would be the first group, or "pod".

IV. Implementation
Introduction

1.  Hook
 Have students recreate how we formed the great compromise by having them stand up
and partake in the activity
 The activity is that I will split the class based on gender and have whatever the majority
gender try to pass a bill saying that their gender is better than the other one. Naturally the
opposing gender will oppose this bill. I will ask them what ways we can resolve the
situation by voting if each state has only one vote or vote by population. See what
solutions they come up with
 Then I will bring in the Virginia, Delaware plan, and the Great compromise.

2. Activation of Prior Knowledge

3. Setting Today’s Objective

 Student will be able to identify checks and balances of our government, be able to
describe the 3 branches of government, and be able to describe how the great
compromise occurred

B. Development
 After hearing their solutions on how they would resolve the voting situation I would have
them return to their seats.
 I would then pass out a graphic organizers that they would fill out regarding the
information I would be talking about up in the front of the class and on the board
 Discuss the creation of our legislative branch and talk about how Roger Sherman brought
up the great compromise between the Virginia plan and the Delaware plan
 Ask what the 3 branches of government are and have them write them down
 Discuss the purpose of each of these branches
 Talk about checks and balances and have them fill out ways the branches of government
checks each other

C. Closure
  Briefly review what we learned about the different plans, our government, and if there is
enough time give a “sneak peek” into our election process

D. Differentiation and Accommodations

1. Differentiation Plan
 Preferential seating, IEP plans, classroom aid, classroom translator

2. Accommodations Plan
 Spanish translation, scaffolding notes

V. Reflective Response:
A. Report of Students’ Success in Terms of States Objectives 
(Reflection on student success written after lesson is taught, includes remediation for
students who failed to meet acceptable level of achievement)

B. Personal Reflection on Teaching Effectiveness

(Questions written before lesson is taught. Reflective answers to questions recorded
after lesson is taught.)

VI. Resources (in APA format):