4.+Five+Day+Unit+Plan

Teacher(s) Name: __Gabriella Valone__ Thematic Unit Theme/ Title /Grade Level: State Government and Voting/Exploring Florida’s Government / 4th Wiki space address: http://ucf4civicsandgovsp11th.wikispaces.com/ = Daily Lesson Plan Day/Title: Day 1: Exploring the Executive Branch = What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || · The student will be able to correctly identify the three branches of government. · The student will be able to correctly identify their governor, state representative, senator, mayor, and city commissioner with 80% accuracy. · The student will be able to list three characteristics of each branch of government. · The student will compare and contrast the responsibilities of the state and local governments with 80% accuracy. · The student will use proper listening skills when the teacher is speaking and will take notes when appropriate. · The student will ask questions when appropriate and will do so using a tone that is appropriate and will maintain eye contact throughout the conversation. || · Theme #3: People, Places, and Environment · Theme #5: Individuals, Groups, and Institutions ** · **Theme #6: Power, Authority and Governance __ **NGSSS:** __ ** · **** SS.4.C.3.1: Identify the three branches (Legislative, Judicial, Executive) of government in Florida and the powers of each. ** ** · **** SS.4.C.3.2: Distinguish between state (governor, state representative, or senator) and local government (mayor, city commissioner). ** ** · **** LA.4.5.2.3: The student will listen attentively to speakers and take notes as needed to ensure accuracy of information; ** · LA.4.5.2.4: The student will ask questions of speakers, using appropriate tone and eye contact. || · How will student learning be assessed? Authentic/Alternative assessments? · Does your assessment align with your objectives, standards and procedures? · Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || **Unit Pre-Assessment:** · The for the Unit will consist of 5 short answer, basic questions about the Government. The Pre-Assessment will be given the previous Monday before the Unit begins. This assessment will be basic enough to gauge the knowledge and misconceptions the students already have about Government, including whether or not they even think to mention state or local government in their answers. The results of the Pre-Assessment will be used to further guide the instruction for the week of the Unit Plan. **Unit Post-Assessment:** · The Post-Assessment will be in a very similar format to the Pre-Assessment. It will consist of 5 short answer questions. This time the questions, while still covering the same content as the Pre-Assessment, will require the students to think further into the knowledge they have gained throughout the week. The Post-Assessment will consist of questions that require students to compare and contrast aspects of the government, and to form opinions on concepts they have learned. //**On-going**// **Assessment:** · Throughout the entire week, the student’s will be evaluated and will evaluate themselves on a Unit Checklist which represents all activities to be completed during the week. Also, after the PowerPoint presentation about the executive branch, students will complete a web of important information. This will be an assessment of what the students learned from the presentation. || Student Activities & Procedures · What best practice strategies will be implemented? · How will you communicate student expectations? · What products will be developed and created by students? · Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom. || Language Arts Block: 1. During the language arts block, students will be separated into small groups with whom they will work together with throughout the unit. These small groups represent their "Political Parties". When the students are split into these groups, they are unaware of what the group represents until they learn about voting.
 * = Learning Objectives =
 * **NCSS Theme/**
 * NGSSS- Next Generation**
 * Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [|http://flstandards.org].// || **__NCSS Themes__:**
 * **Assessment**
 * //Design for Instruction//

Social Studies Block: 1. Today’s social studies lesson will begin with an introduction of the three branches of government. As an anticipatory set, the students will be making briefcase portfolios. Each table will receive the supplies necessary to make the briefcase and a sheet with instructions on it. The teacher will also tell the students the instructions as she models how to complete each step of the process. Once the briefcases have been made, the teacher will ask, “What are briefcases used for?” After students have given multiple answers, the teacher will ask, “What careers do we know of that has people who carry briefcases?” When asking these questions, the teacher will wait 3-5 seconds to allow ESOL students the opportunity to respond. The teacher will direct the students to the correct response related to this unit which is politicians. Once the teacher explains that politicians are the people who are involved with the government, she will explain the next activity of the day. **(ESOL/ESE Accommodation: Modeling, use of wait time)**

**2.** Next, students will participate in a true or false question session prior to learning the material. There will be six statements about the branches of government posted on the walls around the room. Each student will visit each statement and mark whether they believe it is true or false. When the students complete the activity, the teacher will say “I will hold on to these statements and your answers until the end of this week. After we learn the material we will compare what we thought and what we learned.”

3. Before beginning instruction on the branches of government and the voting process, the teacher will preview today’s lesson. She will tell the students “Throughout this week we will be learning about the three branches of government and how voting works. Today we will begin our lesson by focusing specifically on the executive branch and the voting process.” **(ESOL/ESE Accommodation: Preview)**

4. Next, the teacher will show a brief video that will introduce the three branches of government. Students will watch this video that contains a song about the three branches of government: [|School House Rock- Three Ring Government]. Each student will receive a copy of the lyrics used to follow along with. As students watch the video, they will write down one piece of information for each branch on the “Three Ring Government” graphic organizer. **(ESOL/ESE Accommodation: Use of visuals and audio, multiple ways of receiving information, use of graphic organizer)**

5. To cover the material on the executive branch, the teacher will use a PowerPoint Presentation. . The presentation will include what the executive branch is, what the branch is responsible for, and the important people that are involved with it. At the end of the presentation, students will create a cluster web around the words “Executive Branch”. In small groups, students will decide which important concepts or words need to be included on the web. Then, each group will send one representative to the Interactive Whiteboard to insert their ideas. **(ESOL/ESE Accommodation: Use of visuals)(Gifted/Talented Accommodation: In small groups, students create a web on the executive branch and give a 5 minute oral presentation sharing their web.)**

6. After learning about the executive branch and completing the review activity, the teacher will begin teaching about the voting process. She will begin this section by asking students to work together as a group to explain the process of voting. To do this, each group will take out a single sheet of paper. When the teacher says go, the first person in the group writes a sentence that describes the beginning of the voting process. After 30 seconds, the paper is passed to the right and the next student writes the next step in the voting process. This repeats until three minutes have passed. The teacher then asks for two groups to share their sentences. After the groups share their sentences, she will use the Interactive Whiteboard to open the “[|Zoom Out the Vote]” website. This website will take the class through the process of voting. It begins by discussing why voting matters and then discusses how the process works and what the main political parties are. **(ESOL/ESE Accommodations: Promote cooperation through small groups, 30 second paper pass.)**

7. After sharing the information on “Zoom out the Vote”, the teacher will then access the [|Rags to Riches] activity. This activity contains questions about the voting process that will help students review what they have learned. Also, the teacher will use this time to assess the students’ learning. **(ESOL/ESE Accommodation: Reinforce key ideas.)**

8. Next, the teacher will ask the students to meet with the groups they were placed in earlier. Once the students are in their groups, the teacher will explain that these groups will represent their “Political Parties” for the remainder of the week. The teacher will reinforce the idea that each political party in the United States works very hard to achieve their goals. Then the teacher will say to the students, “You all, as political parties, have your first goal of the week. You must create a name for your political party. Work together with your other group members to create a party name that is unique and creative. Once you have your party name you must pick a symbol of your party. Each table gets one sheet of paper to write their party name and draw their party symbol.” The teacher will then show a premade example of this activity. **(ESOL/ESE Accommodation: Promote cooperation through small groups, show examples)**

9. To conclude day one, the teacher will conduct a read aloud. The students will stay in their “Parties” as the teacher reads //Duck for President// to the class. In //Duck for President//, Duck runs campaigns for important roles in the executive branch such as governor. The teacher will explain to students that what Duck did is similar to what politicians do.

10. Before the teacher transitions into the next lesson of the day, she passes out the students’ homework activity. The students’ homework for day one is the “Getting Ready to Vote in Florida!” worksheet. Students will use this worksheet to find information such as which congressional district they live in, what the first election they can vote in will be, and who their state senator is. The teacher will tell the students to complete this worksheet with the help of a family member who is registered to vote. ||
 * == esources/Materials == || // ALL resources should be noted here including but not limited to: internet sites, professional resources- books, journals (titles and authors), children’s literature, etc. //

1. Construction paper 2. Stapler 3. Scissors 4. True/False Statements 5. School House Rock Video: Three Ring Government 6. Lyrics to “Three Ring Government” 7. 3 branches of government graphic organizer 8. PowerPoint Presentation 9. Paper 10. Pencils 11. Zoom out the vote website: http://pbskids.org/zoom/fromyou/elections/index.html 12. “Rags to Riches” game http://www.quia.com/rr/803802.html 13. Markers 14. //Duck for President// by Doreen Cronin 15. “Getting Ready to Vote in Florida!” worksheet ||

Teacher(s) Name: __Leslie Klaczak__ Thematic Unit Theme/Title/Grade Level: __Civics and Government/ Exploring Florida’s Government / 4th Grade__ Wiki space address: __http://ucf4civicsandgovsp11th.wikispaces.com/__ = Daily Lesson Plan Day/Title: __Day 2 – Exploring The Judicial Branch__ = What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || * The students will be able to identify the three branches of government. NGSSS: · How will student learning be assessed? Authentic/Alternative assessments? · Does your assessment align with your objectives, standards and procedures? · Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || ** Unit Pre-Assessment: ** · The pre-assessment for the Unit will consist of 5 short answers, basic questions about the Government. The Pre-Assessment will be given the previous Monday before the Unit begins. This assessment will be basic enough to gauge the knowledge and misconceptions the students already have about Government, including whether or not they even think to mention state or local government in their answers. The results of the Pre-Assessment will be used to further guide the instruction for the week of the Unit Plan. · The Post-Assessment will be in a very similar format to the Pre-Assessment. It will consist of 5 short answer questions. This time the questions, while still covering the same content as the Pre-Assessment, will require the students to think further into the knowledge they have gained throughout the week. The Post-Assessment will consist of questions that require students to compare and contrast aspects of the government, and to form opinions on concepts they have learned. · Throughout the entire week, the student’s will be evaluated and will evaluate themselves on a Unit Checklist which represents all activities to be completed during the week. Also, after the PowerPoint presentation about the executive branch, students will complete a web of important information. This will be an assessment of what the students learned from the presentation. || Student Activities & Procedures · What best practice strategies will be implemented? · How will you communicate student expectations? · What products will be developed and created by students? · Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.
 * = Learning Objectives =
 * The students will have an understanding of the importance of voting with 80% accuracy.
 * The students will have knowledge of three importance events in voting history.
 * The students will be able to correctly identify the difference between Federal Judicial Branch and State Judicial Branch. ||
 * **NCSS Theme/**
 * NGSSS- Next Generation**
 * Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [|http://flstandards.org].// || NCSS: Themes:
 * Theme #2 – Time, Continuity and Change
 * Theme #3 – Individuals, Groups, and Institutions
 * Theme # 6 – Power, Authority, and Governance
 * Theme # 10 – Civic Ideals and Practices
 * ** SS.4.C.3.1: Identify the three branches (Legislative, Judicial, and Executive) of government in Florida and the powers of each. **
 * ** SS.4.C.2.3: Explain the importance of public service, voting, and volunteerism. **
 * ** LA.4.5.2.2: The student will plan, organize, and give an oral presentation and use appropriate voice, eye, and body movements for the topic, audience, and occasion; ** ||
 * **Assessment**
 * Unit Post-Assessment: **
 * // On-going //** **Assessment:**
 * //Design for Instruction//

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || ** Language Arts Block: ** · During the language arts block, the teacher will have the students write their campaign speeches at their writing center. Their speeches will be used tomorrow. For an anticipatory set the teacher will show and pass around the gavel to the students and ask them if they know what it is. After giving wait time and listening to the students’ answers, the teacher will ask the student’s what they think the gavel is used for. After giving wait time and listening to the students’ answers, the teacher will explain to them what the gavel is and how it is used within court systems. **(ESOL: Giving wait time and having student hold the gavel).** // Fairy Tales on Trial // [|Florida Supreme Court]
 * Social Studies Block: **
 * 1) The teacher will ask the students, “If the Legislative Branch makes the laws, the Executive Branch enforces the law, and then what do you think the Judicial Branch does? Allow for 3-5 seconds of wait time before calling on students and looking for the correct answer of: make people obey the laws.” **(ESOL: Allow wait time).**
 * 2) Once the class has a general idea of what will be discussed that day, the teacher will go into the instruction of teaching about the Judicial Branch.
 * 3) The teacher will show on the IWB a graphic organizer to set up the system of the Judicial Branch. **(ESOL: Graphic Organizer)**
 * 4) The teacher will start off with state courts, since that is the lowest court system. The teacher will ask, "What do you think the state courts do? After allowing the students to answer, the teacher will then give an explanation of state courts. **(ESOL: Give wait time)** The teacher will explain the following information: how each state has its own state constitution and state government that consist of the three state branches of: Legislature, Executive, and Judicial. The state courts make up the state’s Judicial Branch of state government. These courts try to make sure people are obeying the state laws. They also make sure the state and local governments are obeying the state constitution. The justices are head of the state courts and they listen to the court cases about state laws. The two types of court cases that are brought up are criminal cases and civil cases. Once a decision has been made about the case, and the individual going to court does not agree with the decision, they make take their case up to the Court of Appeals, which is the second part added onto the graphic organizer. The teacher will explain that the Court of Appeals is used when an individual does not agree with the verdict made by the state courts. Once the verdict is made by the Court of Appeals, the individual has to option to bring their case up to the Supreme Court, which is the third part to the graphic organizer. The teacher will show that the Federal Judicial Branch is made up of people appointed by the President and then confirmed by the Senate. There is nine set number of chief justices, which are the people who are the head of the United States federal court system. They also do not have a set serve time, meaning they serve for the rest of their life. The justices work within the Supreme Court. The teacher will explain to the class that the Supreme Court is the highest court in the United States and has the most power. It hears cases from lower federal courts and some state courts and once the Supreme Court has made a decision about a case, no other court may see the case. **(ESOL: Graphic Organizer)** The teacher will answer any questions from student's about the three types of courts.
 * 5) After the students have an understanding of the Judicial Branch, the teacher will show the student’s the website of [|Florida Supreme Court]. The teacher will then explain to the students that they will be visiting the website tomorrow during their language arts block. They will be choosing one Florida State Justice off of the website and write a paragraph about that justice to turn in.Model for the student's what will be expected for their homework assignment. Answer any questions that the student's may have about the homework assignment. **(ESOL: Modeling)**
 * 6) The next activity will be the students participating in a mock trial with the story of “Snow White and the Seven Dwarfs”. Pick student’s names out a hat to give them their role in the trial. The remaining students will be the jury. Set up the classroom for the mock trial to help the atmosphere. Have students do their roles for the mock trial, and have the jury announce the verdict. After completing the mock trial, ask the class as a whole if they agree or disagree with the verdict. Explain to the students that this case was just in the state courts, and have them make the connection that if decision is not liked they may take the case up to the Appeals Court and possibly the Supreme Court. **(ESOL: Role Playing)**
 * 7) The teacher will then ask the class if they know of another way that individuals act like the jury and make a decision on something that could change the future. Once getting the answer of giving their vote, bring up the PowerPoint to explain the content about voting.
 * 8) Show students PowerPoint of history of voting timeline.[[file:Voting History Timeline!.pptx]] **(ESOL: Timeline sequencing of events)** Have student fill out student timeline while teacher is doing PowerPoint timeline. The teacher will explain how voting has changed over time. The teacher will go point by point on the time line explaining the important dates in voting history. When it comes to important dates on the timeline such as: women getting the right to vote and lowering the voting right to 18, ask the students how they feel about those two moments in history. Have the students work together in pairs to discuss these two points, and then have the whole class discuss. **(ESOL: Working in partners)** [[file:Timeline student handout.docx]]
 * 9) Make a T-Chart on the interactive white board that gives Pro’s and Cons of voting. Have the students come up and write their response under the appropriate column. **(ESOL: Graphic Organizer)** Discuss with students about each side, and why they felt that way. See if after the discussion, students change their mind. [[file:Pro Con graphic organizer.docx]]
 * 10) Show the PowerPoint to the students with the bar graph showing the different percentages of people registering to vote, and actually going out and voting. Have the student talk with an elbow partner about why people should take the time to go out and vote and what would happen if no one voted. **(ESOL: Working with a partner)**
 * 11) To wrap up the lesson for the day, the teacher will show the VOTE DK Eyewitness book to the class that gives more facts and shows pictures for the class.
 * 12) Have students for a homework assignment to write a two paragraph reflection about the mock trial of “Snow White and the Seven Dwarfs” ||
 * == Resources/Materials == || //VOTE// DK Eyewitness Book

Materials: Pen/Paper T-Chart Graphic Organizer Timeline Graphic Organizer PowerPoint Presentation || Teacher(s) Name: __Hillary Weaver__ __ Thematic Unit Theme/Title/Grade Level: __Civics and Government/4th Grade_ Wiki space address: __ http://ucf4civicsandgovsp11th.wikispaces.com/ __ _ = Daily Lesson Plan Day/Title: __Day 3/Legislative Branch_____ = What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || The student will… Students will understand the purpose of the legislative branch Students will learn about Florida’s Capital, including the location and purpose Students will learn the difference between local and state legislative Students will learn how to work together in groups and pairs || Theme #6: Power, Authority and Governance Theme #10: Civic Ideals and Practices ** SS.4.C.3.1: Identify the three branches (Legislative, Judicial, and Executive) of government in Florida and the powers of each. ** SS.C.1.2.1.4.2 The student knows the branches of Florida state government. SS.C.1.2.2.4.1 The student understands the structure, functions, and primary responsibilities of executive, legislative, and judicial branches of Florida government. || · How will student learning be assessed? Authentic/Alternative assessments? · Does your assessment align with your objectives, standards and procedures? · Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || **Unit Pre-Assessment:** · The pre-assessment for the Unit will consist of 5 short answer, basic questions about the Government. The Pre-Assessment will be given the previous Monday before the Unit begins. This assessment will be basic enough to gauge the knowledge and misconceptions the students already have about Government, including whether or not they even think to mention state or local government in their answers. The results of the Pre-Assessment will be used to further guide the instruction for the week of the Unit Plan. · The Post-Assessment will be in a very similar format to the Pre-Assessment. It will consist of 5 short answer questions. This time the questions, while still covering the same content as the Pre-Assessment, will require the students to think further into the knowledge they have gained throughout the week. The Post-Assessment will consist of questions that require students to compare and contrast aspects of the government, and to form opinions on concepts they have learned. The assessment for day three includes the quick-write which will be assessed when the class holds a group discussion based on students taking turns and sharing their answers. The teacher will be able to view if students are actively participating and engaged. Also, students will be assessed by the IWB review assignment they will take after the IWB presentation and tour of the capital tour. || Student Activities & Procedures · What best practice strategies will be implemented? · How will you communicate student expectations? · What products will be developed and created by students? · Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.
 * = Learning Objectives =
 * **NCSS Theme/**
 * NGSSS- Next Generation**
 * Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [|http://flstandards.org].// || Theme #5: Individuals, Groups, and Institutions
 * **Assessment**
 * Unit Post-Assessment:**
 * On-going Assessment:**
 * //Design for Instruction//

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || **Language Art Block** 1. Students will review the graphic organizer from the day before about Judicial Branch. 2. Visit the Florida Supreme Court Website and choose one justice to do a one paragraph biography on. 1. Introduce the topic of the Legislative Branch by telling students they one branch of government out of the three that creates laws. 2. Students will complete a Quick Write individually. The Quick Write will consist of how they believe a law is passed and a law they would want passed (this can be a law they could come up with). This will help activate student’s prior knowledge before the social students block begins 3. Have students participate in a pair-share activity. They would turn to their partner or peer sitting next to them and share their answers with each other. 4. Once the pairs are done sharing the Quick Write can be placed in their briefcase. 5. Students will complete personal voter registration card 1. The teacher will call on a couple students to share their answers from their Quick Write earlier in the day. The teacher will write down the answers on the write board for all students to see. 2. The students will be shown a presentation on the IWB about the Legislative Branch. Below are the following aspects of the presentation: - What is the legislative branch? - House of Representatives and Senate (Explain the length of terms and how they are elected by the local governments/citizens of that district) - List the structure of the legislative branch. - Main jobs of the legislative branch. 3. Students will be asked where they capital is? Has anyone been there and seen the capital? Tell students this is where Legislators work and pass laws. 4. Students will go on a capital tour on the website Florida Historic Capital Museum. This website will go though the different aspects of the capital. 5. After completing the IWB Presentation and Capital Tour students will complete a review assignment on the IWB. 6. Students will receive the hand held answer pads. The students will be given 10 seconds per question. The following questions throughout the assessment are: - The main responsibility of Florida’s Legislature is to build the capital. - The legislature is divided into two sections the House of Representatives and Senate. - Florida’s legislative branch helps schools get more recess time. - Florida’s legislative branch helps the state reduce its crime rate. 7. At the end of the lesson each student from the different parties will read their speech to their respective groups. At the end of the speeches students will nominate one person to send to the class wide election to represent their party. - Pen/Pencil (Quick Write) - - - IWB Key Pad - [] (Website of Capital Tour) - [] - Note cards (Voter Registration) ||
 * (ESOL Strategy: Group and Pair Work)**
 * Social Studies Block**
 * (ESOL Strategies: Visuals from Capital Tour, Group work, and Group Discussion)** ||
 * == Resources/Materials == || // - //[[file:Leglistaive QuickWrite.docx]]

Teacher(s) Name: __Christine Perrucci__ Thematic Unit Theme/Title/Grade Level: __Civics and Government/ Exploring Florida's Government / 4th Grade__ Wiki space address: __http://ucf4civicsandgovsp11th.wikispaces.com/__ = Daily Lesson Plan Day/Title: __Day 4/ “Putting it All Together"__ = What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || -The student will be able to identify the Three Branches of Government. -The student will be able to distinguish the differences between the three branches of government. -The student will be able to name the offices of Local and State Government officials from each Branch of Government -The student will understand the importance of maintaining eye contact and a clear voice when giving a presentation. -The student will understand the importance of campaigning in an election, and will be able to name some ways that candidates campaign. || Theme #5: Individuals, Groups, and Institutions Theme #6: Power, Authority and Goverance  Theme #10: Civic Ideals and Practices
 * = Learning Objectives =
 * **NCSS Theme/**
 * NGSSS- Next Generation**
 * Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. //These can be ownloaded from the Florida Dept of Education// [|//http://flstandards.org//]//.// || NCSS Themes:

NGSSS: -LA.4.5.2.2: The student will plan, organize, and give an oral presentation and use appropriate voice, eye, and body movements for the topic, audience, and occasion; -LA.4.5.2.3: The student will listen attentively to speakers and take notes as needed to ensure accuracy of information; -LA.4.3.3.4: The student will revise by applying appropriate tools or strategies to evaluate and refine the draft (e.g., peer review, checklists, rubrics). -LA.4.3.3.2: The student will revise by creating clarity by deleting extraneous or repetitious information and organizing and connecting related ideas (e.g., order of importance, chronological order, compare/contrast, repetition of words for emphasis); -SS.4.C.2.3: Explain the importance of public service, voting, and volunteerism. -SS.4.C.3.1: Identify the three branches (Legislative, Judicial, Executive) of government in Florida and the powers of each. -SS.4.C.3.2: Distinguish between state (governor, state representative, or senator) and local government (mayor, city commissioner). || · How will student learning be assessed? Authentic/Alternative assessments? · Does your assessment align with your objectives, standards and procedures? · Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || Unit Pre-Assessment: The pre-assessment for the Unit will consist of 5 short answer, basic questions about the Government. The Pre-Assessment will be given the previous Monday before the Unit begins. This assessment will be basic enough to gauge the knowledge and misconceptions the students already have about Government, including whether or not they even think to mention state or local government in their answers. The results of the Pre-Assessment will be used to further guide the instruction for the week of the Unit Plan.
 * **Assessment**

Unit Post-Assessment: The Post-Assessment will be in a very similar format to the Pre-Assessment. It will consist of 5 short answer questions. This time the questions, while still covering the same content as the Pre-Assessment, will require the students to think further into the knowledge they have gained throughout the week. The Post-Assessment will consist of questions that require students to compare and contrast aspects of the government, and to form opinions on concepts they have learned.

//On-going// Assessment: Throughout the entire week, the student’s will be evaluated and will evaluate themselves on a Unit Checklist which represents all activities to be completed during the week. Day 4 will open with Cloze technique interactive review. The review will take place on the IWB and will require the students to demonstrate some of the knowledge they have learned about the Three Branches of Government. Also on this day, the students will work in their groups to edit the Campaign Speech of their party’s candidate. Through this the students will demonstrate their knowledge of the writing process and of grammar and editing. The students will receive full credit for this activity on the Checklist by simply participating with their groups. || Student Activities & Procedures · What best practice strategies will be implemented? · How will you communicate student expectations? · What products will be developed and created by students? · Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.
 * //Design for Instruction//

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || Language Arts Block: 1. As a center during the Language Arts Block, the students will be in their “Parties”. As a party they will work together to edit the campaign speech of their candidate. The students should work together to fix any grammatical mistakes and make sure that the ideas presented in the speech represent their party well. **(ESOL/ESE Accommodation: Working in groups)** 2. Another center will include the “Body Parts!: The Parts of Our State Government” worksheet. There will be enough worksheets for each student to have one and will be used as a review for the Social Studies Block that day. The directions for this center will be written on a note card at the center and also will be explained by the teacher. The completed worksheet should immediately be placed in the student’s briefcases for easy access later in the day. **(ESOL/ESE Accommodation: Explaining instructions in multiple ways)** 3. To close the Language Arts Block, the teacher will read aloud the book //Vote!// by Eileen Christelow. Before reading, the teacher will remind the students that we have also been discussing voting and that they have been preparing for a class election that will happen tomorrow. The teacher will set a purpose for reading by asking the students to pay close attention to the various aspects of the campaign process that they hear about, as these will be the basis of a class discussion later.

Social Studies Block: 1. Ask the students to take out their briefcases, including the worksheet they completed earlier in the day. Remind the students that for the entire week we have been studying the 3 Branches of Government, both locally, statewide, and nationally. Ask the students to name the 3 Branches of Government. Further probe to see if the students can name Local, State, and National officials that could be found in each branch. 2. Review the answers that the students came up with for the worksheet completed earlier. Compare and contrast with the students the different members of their families they decided would represent each branch. 3. As a way to close out the review on the [|The 3 Branches of Government], the students will participate in the Cloze activity on the Interactive White Board. The teacher will read the statement and ask the students to come up and choose the correct answer. The activity will provide the students with immediate feedback and the chance to make corrections to their answers. **(ESOL Accommodation: Cloze technique allows students to demonstrate their knowledge by producing very little to no language)** 4. Remind the students that earlier in the day the teacher read them a book called //Vote!//. Ask the students if they remember what the book was about. Probes may be needed to get the students talking about the election process. 5. Pull up the graphic organizer on the IWB. Explain to the students that this graphic organizer is going to be used to help describe the campaign process. The ultimate goal will be “Getting Elected” and the supporting points are all of the things that must be done to get there. The students will receive paper copies to complete as the class moves through the activity. **(ESOL Accommodation: Using graphic organizers to display information)** 6. The teacher will write the ultimate goal on to the large graphic organizer. The class will then come up with the 2 most important things that must be done to get elected. These will be written in the two boxes below the ultimate goal. After this, the teacher will allow the students a few minutes to come up and write their own ideas about how these things can be accomplished in the boxes underneath. 7. After the boxes are filled in, the class will discuss each other’s answers and form a more complete idea of how the campaign process occurs. 8. The teacher will share the sample campaign signs in order to demonstrate one part of the campaigning process. 9. From here, the teacher will use this to move into the introduction of the campaign speeches, which are a crucial part of the campaign process. The teacher will review with the class the proper etiquette for an audience member. The teacher will also remind the students to listen very carefully to the speeches, as these will be the basis for their voting in the class election the next day. 10. One by one the candidates will give their speeches. After each speech, the students will have 2 minutes to ask the candidates any questions that might help them decide who to vote for. 11. After each candidate has given their speeches, the teacher will review with the students the procedures for voting the next day. The students will be free to vote anytime throughout the day when the teacher is not teaching. Voting will open after the morning announcements are completed and voting will close when the Social Studies Block begins. In order to vote, students will approach the voting booth that the teacher sets up. They will initial next to their name on the class roster provided in the voting booth, and then they will cast their vote on the ballot. The ballot will then be placed in to the ballot box. The teacher will make it very clear that students will only have the specified amount of time to vote and that it will be their responsibility to make sure that they take advantage of the opportunity. 12. To conclude, the teacher will let the students know that for homework they will be creating a campaign sign for their party’s candidate to be hung up in the classroom during the election the next day. The teacher will show the students the samples that were printed, as well as a teacher created sample. **(Gifted/Talented Modification: These students can choose to create a 30 second campaign commercial that can be performed by them the next day during the election process)** || · // Vote! // by Eileen Christelow · // Florida Government for Kids!: The Cornerstone of Everyday Life in Our State! // by Carole Marsh · Graphic Organizer- http://edhelper.com/teachers/Sequencing_graphic_organizers.htm · Cloze Technique Review- http://www.quia.com/cz/29317.html?AP_rand=224174449
 * == Resources/Materials == || Resources:

Materials: · “Body Parts” worksheets for each student · Blank “Goal Mountain” graphic organizers for each student · Construction paper · Markers · Crayons · Scissors · Interactive White Board · Computer · Pencils || Discussion Notes: In order to make sure that all students have an opportunity to complete the assigned homework, the teacher will make sure to have enough materials for students to take home and use to create their campaign signs. The teacher will also need to create a campaign sign prior to this day so that it can be used as a sample to show the students.

Teacher(s) Name: __Christine Perrucci, Gabriella Valone, Leslie Klaczak, and Hillary Weaver__ Thematic Unit Theme/Title/Grade Level: __Civics and Government/ Exploring Florida's Government / 4th Grade__ Wiki space address: __http://ucf4civicsandgovsp11th.wikispaces.com/4.+Five+Day+Unit+Plan__ = Daily Lesson Plan Day/Title: __Day 5/ “Let’s Vote!”__ = What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || -The student will understand the importance their vote has in an election. -The student will understand the importance of campaigning in an election. -The student will be able to identify the Three Branches of Government -The student will be able to compare and contrast Local, State, and National levels of Government. -The student will be able to name the offices of Local and State Government officials from each Branch of Government || Theme #6: Power, Authority and Goverance Theme #10: Civic Ideals and Practices NGSS: ** -SS.4.C.3.1: Identify the three branches (Legislative, Judicial, Executive) of government in Florida and the powers of each. ** ** -SS.4.C.3.2: Distinguish between state (governor, state representative, or senator) and local government (mayor, city commissioner). **  · How will student learning be assessed? Authentic/Alternative assessments? · Does your assessment align with your objectives, standards and procedures? · Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || Unit Pre-Assessment: The pre-assessment for the Unit will consist of 5 short answer, basic questions about the Government. The Pre-Assessment will be given the previous Monday before the Unit begins. This assessment will be basic enough to gauge the knowledge and misconceptions the students already have about Government, including whether or not they even think to mention state or local government in their answers. The results of the Pre-Assessment will be used to further guide the instruction for the week of the Unit Plan.
 * = Learning Objectives =
 * **NCSS Theme/**
 * NGSSS- Next Generation**
 * Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [|http://flstandards.org].// || NCSS Themes:
 * -SS.4.C.2.3: Explain the importance of public service, voting, and volunteerism. **
 * -VA.4.F.1.2 Examine and apply creative solutions to solve an artistic problem. ** ||
 * **Assessment**

Unit Post-Assessment: T he will be in a very similar format to the Pre-Assessment. It will consist of 5 short answer questions. This time the questions, while still covering the same content as the Pre-Assessment, will require the students to think further into the knowledge they have gained throughout the week. The Post-Assessment will consist of questions that require students to compare and contrast aspects of the government, and to form opinions on concepts they have learned.

//On-going// Assessment: Throughout the entire week, the student’s will be evaluated and will evaluate themselves on a Unit Checklist which represents all activities to be completed during the week. On Day 5, the students will be asked to participate in the voting process. The students’ participation or lack of participation will be used as a jumping off point for a class discussion about the difficulty in finding time to vote as well as the importance one individual vote can make. || Student Activities & Procedures · What best practice strategies will be implemented? · How will you communicate student expectations? · What products will be developed and created by students? · Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.
 * //Design for Instruction//

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || Before the students arrive, the teacher will have set up a voting booth. The booth will be made out of a large refrigerator box. Inside the booth will be a desk. On the desk will be a ballot box, ballots, and the voter sign in sheet. The students will have all day, from the time morning announcements end until Social Studies begins to vote for the candidate of their choice. The teacher will explain the rules once more to the students. Each student will get only one vote, and it is his or her responsibility to make sure that he or she finds the time and makes an effort to vote. Language Arts Block: -During the Language Arts Block on Day 5, students will have the opportunity to revisit many of the books used throughout the week. These books will be displayed in a reading center that the students will have ample time to visit during the day. -The students will also have the opportunity to visit a listening center to hear a taped reading of //So You Want to Be President?// By Judith St. George and David Small. Copies of the book for each student to read will also be available at the listening center. **(ESOL Accommodation: Providing the students multiple ways of receiving the information: hearing and reading)**

Social Studies Block: 1. The teacher will announce that they will now begin the last day of the unit on Government. This will signal to the students that the voting period has ended. 2. At this point the teacher will let the students know that they will now be moving to the computer lab to play a game that will help them to review for the unit Post-Assessment. 3. While in the computer lab, each student will have the opportunity to play the [|Branches of Power Game] on the iCivics website. This game allows the students to play the role of each branch of government. It will let the students see how each branch must work together in order to pass laws or get anything done in the government. Without the support of one of the branches, the other branch would be unable to be productive. This game truly allows the students to see this relationship in action. The students will get about 20-25 minutes to play the game. **(ESOL/ESE Accommodation: Meaningful practice and use of visuals)** 4. While the students are playing this review game, the teacher will tally the students’ votes in the class election. The teacher will also examine the class roster to see who, if anyone, didn’t vote in the election. 5. Once the students have time to complete the game, the class will head back to the classroom to hear the results of the election. When everyone is back, and the class has settled down the teacher will announce the results of the election. 6. The teacher will then pose several questions to the class. These questions will include, “Did you vote? If you didn’t vote, why not? Do you think that if you had voted, your vote would have made a difference? Do you think one vote matters?” The questions will also be posted up on the board for the students to refer back to. After posing these questions the teacher will instruct the students to complete a turn-and-talk with an elbow partner. The students will be given 3 minutes to talk with their partner. After the three minutes, the class will come back together to discuss their opinions on voting. **(ESOL Accommodations: Turn-and-talk with an elbow partner; providing information in multiple ways)** 7. The teacher will explain to students that the voting time frame they were given models an actual voting day. It is the responsibility and the choice of the citizens to find time out of their day to vote. They will not simply be given a specific time. Any citizen who misses the set up voting time will not be able to vote in that election. 8. To conclude this idea, the teacher will read aloud //Just One Vote// by Katherine Blanc. The teacher will introduce the book by saying that the students just came up with very insightful ideas into the importance of voting and now they will be looking into how much one vote truly can matter. The teacher will set a purpose for reading by telling the students to pay attention and see if any of the ideas the class just discussed show up in the story. 9. After reading the story, the Post-Assessment will be administered to the students. The students will be given ample time to complete the assessment. Any student in need of extra time will be given so. Simplified wording of questions will be given to any ESOL/ESE questions. ESOL students will be given the option to form lists or shorter thoughts in lieu of paragraph answers. **(ESOL Accommodations: Extra time, simplified wording of questions, shorter responses allowed)** || -Audio and Visual Copies of //So You Want to Be President?// By Judith St. George and David Small - [] - //Just One Vote// by Katherine Blanc Materials: -Children’s literature books for the reading center -Refrigerator box -Small box (ballot box) -Paper to make ballots -Class roster -Computer lab -Post-Assessment || Discussion Notes: The teacher will need to acquire a refrigerator box at least one week prior to the lesson beginning in order to prepare the voting booth. The teacher will also need to make a reservation for the computer lab for this day. The students will need access to their own computers in order to get the most out of the review game they will be playing.
 * == Resources/Materials == || Resources: