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LESSON PLAN ABOUT US GOVERNMENT.
Three Lesson Plans About the US Government
Name
Institution
Author Note
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LESSON PLAN ABOUT THE US GOVERNMENT
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THE FIRST LESSON PLAN
Lesson Subject: The US Government and Constitution
Lesson Title: The Breakdown of the US Government and how the US constitution Emerged.
Level or Grade: 7
Instructional setting: The learning context encompasses grade 7 students within a classroom
setting. The students are 40 in total and will be allowed to sit in groups of two facing in front of
the classroom. The display for delivering content involves smartboards, projector screens, and
charts. The arrangement pattern will allow students to interact directly with the educator and
enable students to respond to the classroom content and questions.
STANDARDS AND LESSON OBJECTIVES
Core Student and State Achievement Standards
Students must meet the Common Core State Standards, which establish clear
expectations for the knowledge and skills they need in English Language Arts and Mathematics
at each grade level, to graduate from high school, enroll in credit-bearing introductory courses at
two- or four-year colleges, or enter the workforce and be prepared for a successful career. On the
other hand, the standards do not prescribe how teachers should transfer this knowledge to
students; they merely specify what they should learn. The standards for each grade level explain
precisely what parents, instructors, and students are expected at that school level.
By pooling their experiences and best practices, the Common Core State Standards may
help states better assist kids with disabilities and English language learners. The criteria also give
details on how these specific categories of students can apply.
LESSON PLAN ABOUT THE US GOVERNMENT
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They establish grade-specific objectives but do not specify how or what materials should be used
to assist students in achieving those objectives, as required by the standards. All children,
including those with special needs and those learning English as a second language, must meet
and exceed the criteria. States and districts are aware of this. States are responsible for laying out
the complete range of benefits available to these students.
Lesson Objectives
Students will study and describe the foundations of the American Constitution in this
lesson. The executive, legislative, and judicial branches of the federal government will be
discussed by students. The federal, state and municipal governments will also be compared and
contrasted.
Resources and Materials
Instructional Materials
Instructional materials will constitute print materials, rubrics, lesson files, handouts,
recorded materials, podcasts, lecture powerpoints, and notes.
Instructional Resources
Resources will include creating accessible course materials, developing instructions for
the worksheet activities, and screencasting information.
Instruction Implementation Plan
Students’ Connections and Prerequisite Skills to Initial learning
The students should have learned how to interpret the US Constitution, which should
depend on how it pertains to their lives, not only how it conveys broad goals and beliefs. Before
beginning the lesson, students should have learned about federalism and the powers assigned to
the federal and state governments by the United States Constitution.
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New Information Presentation Procedures and Modelling
Effective teaching will be adopted in engaging the students included brief question-andanswer sessions. The latter would ensure students have grasped and understood the role of these
governments and the general structure of the US government ( Tofade, Eslner & Haines,2013). I
will use thinking routines in various learning situations, including the beginning of a new unit
and the conclusion of an activity or lesson (Chang, 2019).
Modeling
Modeling will constitute a clear demonstration of the US constitution and government
and explain how the Constitution looks like.
Guided Practice
I will address disruptive behaviors with the students privately in case of classroom
disruptions. I will later tell them they should not do it again in the future.
Independent Student Practice
Teachers can help students recognize their strengths and figure out how to set reasonable
goals for themselves (Lane, Pierson, Stang, & Carter, 2010). I would therefore teach students
how to plan their time for self-directed learning in the most efficient way possible. We didn”t
evolve to sit and watch social studies for several hours without getting up and moving around.
Students are encouraged to plan a shift of emphasis after every 20 minutes of independent study
in the lesson. At least once per hour or so, they should get up and move around. When learning
new things, they should do it in a variety of settings.
Culminating Event
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The lesson will be brought to a halt by asking students to explain what they have learned
and how the latter would be helpful in the next lesson. I will also highlight special terms to be
employed in the next lesson.
Instructional Strategies
The instructional strategy employed in the lesson will be the interactive strategy where
students are engaged in learning by asking questions and giving their ideas concerning the
lesson.
Differentiated Instruction Accommodations
For physically disabled students and those with cognitive impairment, I will incorporate
them in a unique learning schedule to ensure they cope up with the learning sessions undertaken.
Use of Technology
I will adopt mobile-based learning and PowerPoint presentation after classes to allow
students to engage in discussion groups and review the lessons undertaken.
Student Assessment
Self-evaluation; I tutor will provide pupils with a rubric to help them recognize their
strengths and flaws (Eddutopia, 2019). Sticky notes are the most effective technique to conduct
self-assessment to gain insight into areas pupils have difficulty (Trumbull & Lash, 2013). I will
therefore invite the students to choose three or four areas in which they can assist the class based
on their interests. As a result, rather than putting the issues on the board, I will write them in
different columns, and the students can respond on sticky notes and paste their comments in the
appropriate columns.
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THE SECOND LESSON PLAN
Lesson Subject: Social Studies
Lesson Title: Stages of US constitution Amendment.
Level or Grade: 6
Instructional setting: Students in a 6th-grade classroom will make up the learning context.
There will be 50 pupils in total, and they will be seated in groups of three on desks that face each
other.
STANDARDS AND LESSON OBJECTIVES
Core Student and State Achievement Standards
Students must fulfill the Common Core State Standards, which define clear expectations
for the knowledge and skills necessary to graduate from high school, enroll in credit-bearing
beginning courses at two- or four-year schools, or enter the workforce prepared for a successful
career. Each grade level’s standards detail precisely what is expected of parents, educators, and
students at that grade level. English Language Arts and Mathematics were included in the
Common Core State Standards because they are transferrable to other academic disciplines.
Additionally, they are the ones who are routinely examined to determine whether they are being
held accountable. The Common Core State Standards may be able to aid states in providing
better services to children with disabilities and English language learners by pooling their
experiences and best practices.
Additionally, the criteria describe how these specific kinds of students may apply. They define
grade-specific objectives but do not specify how or what materials should be used to help
students meet those objectives, as the standards require. All children, including those with
disabilities and those learning English as a second language, must fulfill or surpass the criteria.
LESSON PLAN ABOUT THE US GOVERNMENT
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State and local governments are aware of this. State governments are responsible for outlining
the full array of advantages accessible to these students. Grade-specific criteria cannot
adequately represent the considerable variation of abilities, requirements, learning rates, and
success levels found in every classroom of kids. Significantly, the standards serve as a compass
for students from all backgrounds pursuing college and job readiness.
Lesson Objectives
Students will study and describe the stages of the American Constitution amendment in
this lesson.
Resources and Materials
Instructional Materials
Print materials, rubrics, lesson files, handouts, recorded materials, podcasts, lecture
powerpoints, and notes will all be included in the instructional materials.
Instructional Resources
The resources will include the development of accessible course materials, the
development of instructions for worksheet tasks, and the creation of screencasts.
Instruction Implementation Plan
Students connections and Prerequisite Skills to Initial learning
The students should interpret the US Constitution’s amendment stages based on how they
apply to their own lives before the lesson, not just how they reflect broad goals and ideals. This
lesson assumes that students have a basic understanding of the US constitution, including what
powers are delegated to it. If you’re teaching evolution, your students should be able to compare
and contrast how the amendment has changed over time. Students should compare and contrast
the evolution and changes in the US and New York state constitutions.
LESSON PLAN ABOUT THE US GOVERNMENT
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New Information Presentation Procedures and Modelling
To be a good teacher, I should be able to probe the students with thoughtful questions.
Teaching pupils to ask and formulate questions is also a comparable skill that I will use to
engage students in the classroom (Grannet, 2008). The essential thing I will do as a reflection
tool in my teaching career is to constantly provide students with the opportunity to participate in
critical thinking.
Modeling
Modeling will constitute a clear demonstration of the US constitution and explain how
the Constitution amendment began and ended.
Guided Practice
When I asked students if they understood why engaging in misconduct was bad to me,
themselves, or their classmates, they said no. As a teacher, I must ensure that my students’
learning opportunities are protected while also working to keep orderly classroom environments
(Dangara & Geraldine, 2019).
Independent Student Practice
Students will be encouraged to envision how they would feel if they have mastered a new
ability or learned something new. This will help them visualize their goals. Also, when they’ve
learned anything, I’ll ask students to share their opinions about it. The moment the project is
complete, I’ll ask students to reflect on what they have learned. Also, I will encourage children to
share their learning objectives with reliable peers so they can receive support and
encouragement. Having the kids speak out loud about their goals helps them internalize those
goals ( Chin & Osborne, 2007). Receiving positive feedback from a classmate can be quite
LESSON PLAN ABOUT THE US GOVERNMENT
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motivating for children of all ages because they are inherently outgoing individuals. Students
should identify learning objectives and make a plan for achieving them, which I will encourage.
Culminating Event
Students will be asked to explain what they’ve learned and how it will help them in the
following session before the lesson comes to an end. In addition, I’ll draw attention to key terms
for use in the upcoming class.
Instructional Strategies
The lesson’s instructional technique will be an interactive one, in which students ask
questions and share their thoughts on the lesson’s content.
Differentiated Instruction Accommodations
Students who are physically challenged or have cognitive impairments will be included in
a modified learning plan designed to help them keep up with the workload.
Use of Technology
After students have access to technology, I plan to use mobile-based learning and
PowerPoint presentations to facilitate discussion groups and a review of lessons learned.
Student Assessment
Summative evaluations will be used at the end of a unit or throughout a course to help
students learn more effectively (Shanmugavelu et al.,2020). Students are frequently assigned a
letter grade based on how well they perform on these tests. Summative evaluations include final
presentations, in which the tutor may pair students into groups of three and assign unit subjects
to them. Each student is expected to present and explain what they know about the topics
assigned by the teacher in these groups.
LESSON PLAN ABOUT THE US GOVERNMENT
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During the final essay, I will design essay questions that adhere to the fundamental
principles while also allowing students to express their knowledge creatively. I will also design
multiple-choice questions to assess their students’ comprehension. Students’ writing abilities will
also be evaluated through these essays, which allow them to make broad connections while also
delving into more in-depth issues, taking the entire course into account and demonstrating
integrated capabilities.
LESSON PLAN ABOUT THE US GOVERNMENT
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THE THIRD LESSON PLAN
Lesson Subject: Social studies
Lesson Title: Differences Between the Federal State and National Government.
Level or Grade: 5
Instructional setting: The learning environment will be a 5th-grade classroom. Each set of three
students will have a desk facing the other, and there were 30 total students.
STANDARDS AND LESSON OBJECTIVES
Core Student and State Achievement Standards
As a requirement for graduation, students must meet the Common Core State Standards,
which provide clear expectations for the knowledge and abilities they will need when they enter
college or the industry. Students, educators, and parents should know the standards for each
grade level before enrolling their children. The Common Core State Standards include English
Language Arts and Mathematics because of their applicability across academic fields. In
addition, they are the ones who are often inspected to see if they are held accountable. By
sharing their experiences and best practices, the Common Core State Standards may be able to
help states provide better services to children with disabilities and English language learners. In
addition, the requirements explain how certain types of students can apply. They establish gradespecific goals but do not describe how or what materials students should use to assist them in
reaching those goals, as required by the standards. Students with special needs and those learning
English as a second language must meet or exceed the requirements. Local and state
governments are well aware of this. State governments are in charge of laying out all of the
benefits available to these students in detail. The wide range of skills, requirements, learning
rates, and achievement levels found in any classroom of students cannot be accurately
LESSON PLAN ABOUT THE US GOVERNMENT
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represented by grade-specific criteria. Students from all backgrounds can use the standards as a
guide when preparing for college or a career.
Lesson Objectives
Students will study and differentiate between the state, federal, and national governments of the
US.
Resources and Materials
Instructional Materials
The instructional resources will comprise print materials, rubrics, lesson files, handouts,
recorded materials, podcasts, lecture powerpoints, and notes.
Instructional Resources
The resources will include the development of accessible course materials, the
development of instructions for worksheet tasks, and the creation of screencasts.
Instruction Implementation Plan
Students connections and Prerequisite Skills to Initial learning
The student should be able to distinguish between federal, state, and national government
in the United States based on how they pertain to their individual lives rather than how they
reflect general goals and ideals. This lesson assumes that students have a basic knowledge of
federalism and the authorities that the federal government has assigned to it. The students should
be able to compare and contrast how objects have changed over time if you’re teaching evolution.
Students should be able to examine and contrast the evolution and changes in the federal and
state constitutions of the United States and New York.
New Information Presentation Procedures and Modelling
LESSON PLAN ABOUT THE US GOVERNMENT
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I will probe your students with intelligent questions in order to be an effective teacher. I
utilized a similar ability to interest children in the classroom: teaching them to ask and formulate
questions. In my teaching career, the most important thing I will do as a reflection tool is to
consistently give students opportunities to engage in critical thinking.
Modeling
Modeling will constitute a clear demonstration of differences between the state, national
and federal governments.
Guided Practice
As a teacher, it is my responsibility to protect my pupils’ learning opportunities while
simultaneously maintaining classroom order. I will guide their behavior to a point where, when
left to study on their own, and they will be able to adjust to learning without requiring further
supervision.
Independent Student Practice
Students will be invited to imagine how they would feel if they had learned a new skill or
mastered a new talent. This will assist them in visualizing their objectives. I’ll also ask volunteers
to offer their thoughts about what they’ve learned. I will encourage kids to communicate their
learning goals with trusted peers so that they can get support and encouragement. Allowing the
children to talk aloud about their objectives helps them internalize them. Because children of all
ages are naturally extroverted, receiving positive feedback from a classmate can be quite
encouraging. I will encourage students to define learning objectives and create a plan to achieve
them.
Culminating Event
LESSON PLAN ABOUT THE US GOVERNMENT
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Before the lesson ends, students will be asked to explain what they’ve learned and how it
will help them in the next session. In addition, I’ll highlight essential phrases that will be used in
the forthcoming lesson.
Instructional Strategies
The instructional method for this session will be interactive, with students asking
questions and sharing their ideas on the subject.
Differentiated Instruction Accommodations.
Students who are physically challenged or have cognitive impairments will be assigned to
a customized learning plan to assist them in keeping up with the workload.
Use of Technology
I will employ mobile-based learning and PowerPoint presentations to create discussion
groups and a review of lessons learned once students have access.
Student Assessment
.
Formative assessments can be carried out using a peer-led, tutor-led, or self-assessment
method. They’re utilized to keep track of student development and provide timely feedback to
both students and staff (Edutopia, 2019). Students can enhance their capacity to self-regulate and
understand their own strengths and limitations as a result of participating in this activity.
Students can use dipsticks provided by their tutor to write an open letter summarizing the key
points of a topic, such as the ideals that sustain the United States Constitution. Students can also
choose to participate in a think-pair-share-class exercise with a classmate as an alternative (Great
Schools Partnership, 2018). While watching the students work in pairs, the tutor can use a
focused observation form to collect useful information about their performance and growth.
LESSON PLAN ABOUT THE US GOVERNMENT
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Self-evaluation; the tutor may offer students a rubric to assist them in identifying their strengths
and weaknesses. Sticky notes are the most effective method for doing self-assessment and
gaining insight into areas where students struggle. Following that, the tutor can ask the students
to identify three or four areas in which they can help the class depending on their interests.
LESSON PLAN ABOUT THE US GOVERNMENT
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References
Chang, B. (2019). Reflection in learning. Online Learning, 23(1), 95-110.
doi:10.24059/old.v23i1.1447
Chin, C., & Osborne, J. (2008) Students’ questions: a potential resource for teaching and learning
science, Studies in Science Education, 44:1, 1-39, DOI: 10.1080/03057260701828101
Dangara, Y. U & Geraldine, C.M . Evaluation of the Effect of Learning Environment on
Student’s Academic Performance in Nigeria. Retrieved from
https://files.eric.ed.gov/fulltext/ED602386.pdf
Edutopia. (2019). 7 Smart, Fast Ways to Do Formative Assessment. Retrieved from edutopia.org:
https://www.edutopia.org/article/7-smart-fast-ways-do-formative-assessment
Grannet, T. (2008). Student-Centered and Teacher-Centered Classroom Management: A Case
Study of Three Elementary Teachers. Journal of Classroom Interaction, ISSN 0749-4025.
© 2008, Vol 43.1, pages 34 – 47
Great Schools Partnership. (2018). A Sampling of Types of Formative Assessment. Retrieved
from www.greatschoolspartnership.org: https://www.greatschoolspartnership.org
Lane, K. L., Pierson, M. R., Stang, K. K., & Carter, E. W. (2010). Teacher Expectations of
Students’ Classroom Behavior.
Shanmugavelu, Ganesan, et al. “Questioning Techniques and Teachers’ Role in the Classroom.”
Shanlax International Journal of Education, vol. 8, no. 4, 2020, pp. 45-49.
Tofade, T., Elsner, J., & Haines, S. T. (2013). Best practice strategies for effective use of
questions as a teaching tool. American journal of pharmaceutical education, 77(7), 155.
https://doi.org/10.5688/ajpe777155
LESSON PLAN ABOUT THE US GOVERNMENT
Trumbull, E & Lash, A. (2013). Understanding formative assessment: Insights from learning
theory and measurement theory. San Francisco: WestEd.
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