1
Lesson Plan Day 1
Name: Miss Flores Date:
Grade Level: 8th Grade Content: History Time Frame: Three days
Lesson Overview
Central Focus
The central focus of this lesson is to identify the main role and function of each of the three branches of government
and being able to recognize the members of the federal, state, and local governments.
Standards (Common Core State Standards, or Other Appropriate Standards)
SS.CV.2.6-8. Explain the origins, functions, and structure of government with reference to the US constitution, Illinois
constitution, and selected other systems of government.
SS.CV.2.6-8. Analyze the powers and limits of governments, public officials, and bureaucracies at different levels in
the United States & other countries.
Rationale/Purpose/Context of the Lesson
To help students understand what is the constitution and what rights and responsibilities they have as citizens.
Objectives/Learning Outcomes (Including Academic and/or Social Emotional Objectives)
Students will be able to describe the three branches of government.
Students will be able to describe what they know about the people that are involved in each branch.
Students will be able to identify important information about the three branches of government.
Academic Language (For ELE, MGE and SEC: MATH, SCI, SS, ELA programs only):
Academic Language: Vocabulary Academic Language: Function
Preamble, Legislative Branch, Executive Branch, Judicial Explain, explore, identify, recognize, describe, define,
Branch, Electoral College, judicial review, delegate, apply, complete, summarize, compare & contrast
amend, appeal, civil rights, compromise, constitution,
democracy, representative government, veto
Assessment of Lesson Objective(s)
The Legislative Branch https://share.nearpod.com/1gMPiPgoWbb
Instructional Materials
The U.S. Constitution https://constitutioncenter.org/media/files/constitution.pdf
Graphic Organizer Parts of the Constitution file:///C:/Users/ArianaFlores/Downloads/Parts%20of
%20the%20US%20Constitution%20Foldable.pdf
Branch Research
Chart paper, color markers
Photographs
o The Three Branches https://images.app.goo.gl/R3SMEHPs6h3VYPyPA
o Capital Building https://images.app.goo.gl/irw4Zr84ezDVmx4m8
o Legislative Branch https://o.quizlet.com/WrIUqIkmYy.K8dQP6QL1Bw_b.png &
https://images.app.goo.gl/4y8mZ2ix9XsEgt217
o U.S. Elections 2020 https://images.app.goo.gl/mGzGUrWjSR6E7Njv7
o The Branches https://drive.google.com/drive/u/0/search?q=tres%20rama
o “What is the legislative branch of the U.S. Government?”. The History Channel
https://youtu.be/hltv8-nzcUc
Technology
Chromebook
2
Differentiation/ Planned Supports: Accommodations/Modifications
ELL Student Accommodations/Support:
* Communicate with ESL teacher
* If possible write instruction in native language (I wrote the assessment’s instructions in Spanish) (Level 1-2)
* Allow some scaffolding with the native language (Level 1)
* Look out for culturally unique vocabulary
* Simplify the language used in instruction (Level 1-2)
* Allow extra time
* Provide a quiet space to work
* Highlight key concepts, important vocabulary, and summary statements in student’s text.
*Makes notes in the margin of a text to grab the student attention on important concepts or ideas, key words, and
definitions. (Level 2-3)
*Use sticky notes rather than actually writing in textbooks
*Scaffolding such as, hands-on manipulatives, pictures, photos, visuals, multimedia, demonstrations, posters, etc.
IEP Students’ Modification/Accommodations:
* Write daily agenda and objective on the board (I will remind my students to write the objective and homework in their
agenda).
* Teach specific writing graphic organizers
* Reduce amount of in-class writing required
Testing Accommodations
*Read instructions out loud
*Extended time on tests
*Allow student to type instead of write
504 Student Accommodations:
* Large print in classroom material
* Extended time for tests and assignments
* Provide a quiet space to work
Lesson Procedures
Opening
Greet students upon arrival to class!
1. Inform students that today we are going to start to learn about the three branches of government of the United
States.
2. Explain the class objectives
Students will be able to describe the three branches of government.
Students will be able to describe what they know about the people that are involved in the legislative branch.
Students will be able to identify important information about the legislative branch and its functions.
Essential Question: What are the three branches of government? Or What is the main function of the legislative
branch?
Instructional Procedures (Including Formative Assessments)
3. As a class, my students and I are going to start a 10-15 minutes discussion about the three branches.
4. Chart paper is going to be tape on the board, and divided it into two columns. The first column will be label as
“What they know” and the second as “What they need to learn”. Students will be asked what they know about
the three branches of government of the United States.
5. As students participate, I am going to be writing down their responses in the “What they know column”.
6. As the class discussion continues, students will start asking questions regarding the three branches of
government. Those questions will be written in the “What they need to learn” column.
7. After finishing the discussion and writing down “What they know” and “What they need to learn” in the chart
3
paper. Article I will be project it in the overhead.
8. Have students take out their copy of the U.S. constitution to go over it with them and identify the major parts
of the legislative branch. Students will be highlining along with me the major parts of the legislative branch.
9. The copy of the U.S. constitution will be converted into our recurring focus notes. Students will be encouraged
to circle vocabulary words (new words) and I will be given them a quick definition. They will be advice to
write down the short definition or synonym (they will be given enough time for this).
Ex: Assembly: the action of gathering together as a group for a common purpose. Synonym(s)
(congregation, council, group).
10. After identifying the major parts of the legislative branch in the U.S. constitution. A graphic organizer will be
handout. This graphic organizer will be used as our focus notes. Before we start with our activity. I am going
to remind students to write our Essential Question in the back of the G.O. (also remind them to write their
name, date, & period) in the handout. This will only take 1 minute.
11. A Pear Deck or Nearpod presentation will be presented with the role of each person in the legislative branch,
various open-ended questions, and a game where students/players will have to climb a mountain by answering
various questions. As students answer the questions right and fast, they will be able to advance to the top of
the hill.
12. Students will be using their graphic organizer along with the Pear Deck or Nearpod presentation. The
presentation will be interactive where photos/pictures of people who are involved in the legislative branch are
going to be displayed and students will have to describe their role.
13. As students describe the role of each person involved in the legislative branch, I am going to be typing their
answers under the picture/photo displayed on the presentation (students won’t have to write this).
14. Students will be encouraged to participate in this presentation (it does not matter whether their answers are
right or wrong, as long as they are participating).
15. Lesson 2 will continue the next day. The Pear Deck or Nearpod presentation will be finish tomorrow.
16. Homework: Students will have to go over their new vocabulary.
17. While we wait for the bell to ring. Students can only leave the classroom after I dismiss them (The bell ring
does not dismiss them). “Goodbye everyone, I will see you tomorrow 😊”.
Closing
18. After completing these activities students will be able to describe the functions and characteristics of the
Legislative Branch.
In our second day of our second lesson. We are going to start with a quick Bell-Ringer.
Miss Flores
Bell Ringers Name: _____
OBJECTIVE: ______ DATE: ____ OBJECTIVE: ______ DATE: ____
1. What is the function of the
legislative branch?
4
Lesson Plan Day 2
Name: Miss Flores Date:
Grade Level: 8th Grade Content: History Time Frame: Three days
Lesson Overview
Central Focus
The central focus of this lesson is to identify the main role and function of each of the three branches of government
and being able to recognize the members of the federal, state, and local governments.
Standards (Common Core State Standards, or Other Appropriate Standards)
SS.CV.2.6-8. Explain the origins, functions, and structure of government with reference to the US constitution, Illinois
constitution, and selected other systems of government.
SS.CV.2.6-8. Analyze the powers and limits of governments, public officials, and bureaucracies at different levels in
the United States & other countries.
Rationale/Purpose/Context of the Lesson
To help students understand what is the constitution and what rights and responsibilities they have as citizens.
Objectives/Learning Outcomes (Including Academic and/or Social Emotional Objectives)
Students will be able to describe the three branches of government.
Students will be able to describe what they know about the people that are involved in each branch.
Students will be able to identify important information about the three branches of government.
Academic Language (For ELE, MGE and SEC: MATH, SCI, SS, ELA programs only):
Academic Language: Vocabulary Academic Language: Function
Preamble, Legislative Branch, Executive Branch, Judicial Explain, explore, identify, recognize, describe, define,
Branch, Electoral College, judicial review, delegate, apply, complete, summarize, compare & contrast
amend, appeal, civil rights, compromise, constitution,
democracy, representative government, veto
Assessment of Lesson Objective(s)
The Legislative Branch https://share.nearpod.com/1gMPiPgoWbb
Instructional Materials
The U.S. Constitution https://constitutioncenter.org/media/files/constitution.pdf
Graphic Organizer Parts of the Constitution file:///C:/Users/ArianaFlores/Downloads/Parts%20of
%20the%20US%20Constitution%20Foldable.pdf
Branch Research
Chart paper, color markers
Photographs
o The Three Branches https://images.app.goo.gl/R3SMEHPs6h3VYPyPA
o Capital Building https://images.app.goo.gl/irw4Zr84ezDVmx4m8
o Legislative Branch https://o.quizlet.com/WrIUqIkmYy.K8dQP6QL1Bw_b.png &
https://images.app.goo.gl/4y8mZ2ix9XsEgt217
o U.S. Elections 2020 https://images.app.goo.gl/mGzGUrWjSR6E7Njv7
o The Branches https://drive.google.com/drive/u/0/search?q=tres%20rama
o “What is the legislative branch of the U.S. Government?”. The History Channel
https://youtu.be/hltv8-nzcUc
5
Technology
Chromebook
Differentiation/ Planned Supports: Accommodations/Modifications
ELL Student Accommodations/Support:
* Communicate with ESL teacher
* If possible write instruction in native language (I wrote the assessment’s instructions in Spanish) (Level 1-2)
* Allow some scaffolding with the native language (Level 1)
* Look out for culturally unique vocabulary
* Simplify the language used in instruction (Level 1-2)
* Allow extra time
* Provide a quiet space to work
* Highlight key concepts, important vocabulary, and summary statements in student’s text.
*Makes notes in the margin of a text to grab the student attention on important concepts or ideas, key words, and
definitions. (Level 2-3)
*Use sticky notes rather than actually writing in textbooks
*Scaffolding such as, hands-on manipulatives, pictures, photos, visuals, multimedia, demonstrations, posters, etc.
IEP Students’ Modification/Accommodations:
* Write daily agenda and objective on the board (I will remind my students to write the objective and homework in their
agenda).
* Teach specific writing graphic organizers
* Reduce amount of in-class writing required
Testing Accommodations
*Read instructions out loud
*Extended time on tests
*Allow student to type instead of write
504 Student Accommodations:
* Large print in classroom material
* Extended time for tests and assignments
* Provide a quiet space to work
Lesson Procedures
Opening
Greet students upon arrival to class!
1. Inform students that we are continuing learning about the three branches of government of the United States.
2. Explain the class objectives
Students will be able to describe the three branches of government.
Students will be able to describe what they know about the people that are involved in the legislative branch.
Students will be able to identify important information about the legislative branch and its functions.
Essential Question: What are the three branches of government? Or What is the main function of the legislative
branch?
Instructional Procedures (Including Formative Assessments)
Second day of our second lesson.
3. Students will start with a short bell ringer. The question students need to answer is… “The legislative branch
helps to create the laws in the United States. How do lobbyists play a role in the law writing process?”
4. As students answer the bell ringer question, I am going to be walking around the classroom helping students
answer the question or checking their answers (students know the process of our daily bell ringers).
5. After a couple minutes, students are encouraged to responded to the bell ringer and discussed it with the rest of
6
the class.
6. Students will take some minutes to think about the following question and then turn to their “buddy” and share
their answers. The cooperative learning strategy I am going to be using is Think-Pair-Shared. This strategy is
designed to differentiate instruction by providing students time and structure for thinking on a given topic,
enabling them to formulate individual ideas and share these ideas with a peer. Going with him step by step
with them.
What words would you use to describe the main idea of Article I?
7. After they shared their thoughts with their “buddy”. We will go through the answer(s) in detailed. Students
will be encouraged to check their notes on their copy of the United States Constitution.
8. The Pear Deck or Nearpod presentation will continue. As we finish the presentation, students will fill the first
part of their graphic organizer which is the legislative branch. Students will describe the legislative branches
and the role of the people.
9. Students will have 15 minutes to do the above activity and will also be encouraged to work with their table
“buddy”.
10. After students finish the first part of their graphic organizer (the graphic organizer is an up going activity until
we are done with the three branches of government of the U.S.). Students will be able to identify important
information about the legislative branch and its functions by watching a short video on the legislative branch
on YouTube that is from the History Channel “What is the legislative branch of the U.S. Government?”.
11. Students will be encouraged to take notes during the video in order to better understand the content. Students
should be able to identify the most important information and its functions by watching the 4-5-minutes video.
As their teacher, I will guide them and asking them questions. Students should be able to identify the most
important information and functions of the legislative branch by using their focus notes and graphic organizer.
12. As a class, we are going to have a discussion and a quick review by using whiteboards and markers. There will
be questions asked and students will have to answer them by writing their answers on their small whiteboards.
13. In the last five minutes of class, students will receive a short exit slip where they will be able to identify the
most important information of the legislative branch and its functions. After students finish their quick exit
slip they will place it on the back table of the classroom.
14. Homework: No homework!
15. While we wait for the bell to ring. Students can only leave the classroom after I dismiss them (The bell ring
does not dismiss them). “Goodbye everyone, I will see you tomorrow 😊”.
7
Closing
After completing these activities students will be able to describe the functions and characteristics of the Legislative
Branch. In our second day of our second lesson. We are going to start with a quick Bell-Ringer.
Miss Flores
Bell Ringers Name: _____
OBJECTIVE: ______ DATE: ____ OBJECTIVE: ______ DATE: ____
1. The legislative branch helps
to create the laws in the United
States. How do lobbyists play a
role in the law writing process?
Lesson Plan Day 3
Name: Miss Flores Date:
Grade Level: 8th Grade Content: History Time Frame: Three days
Lesson Overview
Central Focus
The central focus of this lesson is to identify the main role and function of each of the three branches of government
and being able to recognize the members of the federal, state, and local governments.
Standards (Common Core State Standards, or Other Appropriate Standards)
SS.CV.2.6-8. Explain the origins, functions, and structure of government with reference to the US constitution, Illinois
constitution, and selected other systems of government.
SS.CV.2.6-8. Analyze the powers and limits of governments, public officials, and bureaucracies at different levels in
the United States & other countries.
Rationale/Purpose/Context of the Lesson
To help students understand what is the constitution and what rights and responsibilities they have as citizens.
Objectives/Learning Outcomes (Including Academic and/or Social Emotional Objectives)
Students will be able to identify the three branches of government.
Students will be able to identify the people that are involved in each branch.
Students will be able to describe the functions of each branch.
Academic Language (For ELE, MGE and SEC: MATH, SCI, SS, ELA programs only):
Academic Language: Vocabulary Academic Language: Function
Preamble, Legislative Branch, Executive Branch, Judicial Explain, explore, identify, recognize, describe, define,
Branch, Electoral College, judicial review, delegate, apply, complete, summarize, compare & contrast
amend, appeal, civil rights, compromise, constitution,
democracy, representative government, veto
Assessment of Lesson Objective(s)
The Executive Branch https://share.nearpod.com/DL28WWPAWbb
Instructional Materials
The U.S. Constitution https://constitutioncenter.org/media/files/constitution.pdf
Graphic Organizer Parts of the Constitution file:///C:/Users/ArianaFlores/Downloads/Parts%20of
8
%20the%20US%20Constitution%20Foldable.pdf
Branch Research
Bell-Ringer Sheet
Photographs
o The Three Branches https://images.app.goo.gl/R3SMEHPs6h3VYPyPA
o The White House https://images.app.goo.gl/GzgxqL346qPVt68G7
o Seal https://images.app.goo.gl/z4AjUabGXcPbUT428
o The Branches https://drive.google.com/drive/u/0/search?q=tres%20rama
Technology
Chromebook
Differentiation/ Planned Supports: Accommodations/Modifications
ELL Student Accommodations/Support:
* Communicate with ESL teacher
* If possible write instruction in native language (I wrote the assessment’s instructions in Spanish) (Level 1-2)
* Allow some scaffolding with the native language (Level 1)
* Look out for culturally unique vocabulary
* Simplify the language used in instruction (Level 1-2)
* Allow extra time
* Provide a quiet space to work
* Highlight key concepts, important vocabulary, and summary statements in student’s text.
*Makes notes in the margin of a text to grab the student attention on important concepts or ideas, key words, and
definitions. (Level 2-3)
*Use sticky notes rather than actually writing in textbooks
*Scaffolding such as, hands-on manipulatives, pictures, photos, visuals, multimedia, demonstrations, posters, etc.
IEP Students’ Modification/Accommodations:
* Write daily agenda and objective on the board (I will remind my students to write the objective and homework in their
agenda).
* Teach specific writing graphic organizers
* Reduce amount of in-class writing required
Testing Accommodations
*Read instructions out loud
*Extended time on tests
*Allow student to type instead of write
504 Student Accommodations:
* Large print in classroom material
* Extended time for tests and assignments
* Provide a quiet space to work
Lesson Procedures
Opening
Greet students upon arrival to class!
1. Today, my students will start the class with a four minutes Bell- Ringer. As my student write the question, I
will be walking around the classroom to answer questions and check for understanding.
2. Explain the class objectives:
Students will be able to identify the three branches of government.
Students will be able to identify the people that are involved in each branch.
Students will be able to describe the functions of each branch.
Essential Question: What are the three branches of government? Or What is the main function of the executive
branch?
Instructional Procedures (Including Formative Assessments)
9
3. After the five minutes. I am going to ask my students to take out their copy of the U.S. Constitution and start
reading Article II: The executive branch. While my students read Article II, I am going to be projecting a
couple of images of the white house and seal.
4. My student will take 1 minute to think about the following question and then turn to their “buddy” and share
their answers. The cooperative learning strategy I am going to be using is Think-Pair-Shared. This strategy is
designed to differentiate instruction by providing students time and structure for thinking on a given topic,
enabling them to formulate individual ideas and share these ideas with a peer.
What words would you use to describe the main idea of Article II?
5. Student will be asked to take out their graphic organizer from last class.
6. I will start presenting our Pear Deck or Nearpod presentation while working on our graphic organizer.
7. Students will be encouraged students to participate and ask questions during the lesson. Students will raise
their hand when wanting to participate or ask questions.
8. Homework: Study for mini-quiz on the three branches of government. This mini quiz will allow me to
determine if my students understand the concept or do we need to go back and re-teach any of the three
lessons.
9. While we wait for the bell to ring. Students can only leave the classroom after I dismiss them (The bell ring
does not dismiss them). “Goodbye everyone, I will see you tomorrow and make sure you study! 😊”.
Closing
10. After completing these activities students will be able to describe the functions and characteristics of the
Executive Branch.
Next day’s lesson, I am going to start with a quick Bell-Ringer. Students will be taking a quick assessment on the three
branches of government.
https://docs.google.com/forms/d/e/1FAIpQLScDQXZYArTsLOpRJjJqOBN_CHgilXO2I__mbrWs2B5GiAmYTQ/vie
wform?usp=sf_link
Miss Flores
Bell Ringers Name: _____
OBJECTIVE: ______ DATE: ____ OBJECTIVE: ______ DATE: ____
1. Do you think the president
has too much power with the
ability to use executive orders?
Why or why not?
