instructions: Use the attached lesson plan format as a template.? Keep the words in bold, but delete the instructions in pare
instructions:
Use the attached lesson plan format as a template. Keep the words in bold, but delete the instructions in parentheses before submitting. This will be a short, direct-instruction lesson–no more than 20 minutes–that teaches children some aspect of the United States Constitution.
Please do not create a lesson on The Bill of Rights. Use one of the TEKS from the attached list from 2nd, 3rd, or 5th grade.
EDCI 4350 Social Studies Methods EC-6
Minilesson on Government
Name:
Grade Level:
(Please use this form as a template. Delete all the instructions that are in parentheses before submitting)
TEKS (Choose one Social Studies/Government TEKS for your chosen grade level. Remember that your minilesson doesn’t have to address the entire TEKS.)
Lesson Objective (What will students know or be able to do by the end of this brief, 20-minute lesson?)
Introduction: (How will you engage student attention and curiosity? How will you and the students briefly activate their prior knowledge?)
Teacher will model, demonstrate, and explain the new concept. (Sometimes called “I do.”)
Guided Practice (Students will interact with concept and materials. Sometimes called “We do.”)
Independent Practice (Each student has the opportunity to use the concept and/or test their own knowledge individually. Sometimes called “You do.”)
Formative Assessment (Can be informal. Must be aligned with the objective) “DO NOT NEED TO BE A TEST” CAN BE AN EXIT SLIP (SOMETHING EASY) CAN BE LISTED HERE IF EXIT TICKET!
Closure (How will the students summarize and reflect on their own learning?)
Materials (Please include actual materials if they are small enough, or a diagram if they are too large—like a poster)
,
TEKS for Potential Mini-lessons on U.S. Government
Second grade government TEKS
(9) Government. The student understands the role of public officials. The student is expected to:
(A) name current public officials, including mayor, governor, and president;
(B) compare the roles of public officials, including mayor, governor, and president;
(C) identify ways that public officials are selected, including election and appointment to office; and
(D) identify how citizens participate in their own governance through staying informed of what public officials are doing, providing input to them, and volunteering to participate in government functions.
(10) Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to:
(A) identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting;
Third grade government TEKS 7) Government. The student understands the basic structure and functions of various levels of government. The student is expected to:
(A) describe the basic structure of government in the local community, state, and nation;
(B) identify local, state, and national government officials and explain how they are chosen; and
(C) identify services commonly provided by local, state, and national governments.
(8) Government. The student understands important ideas in historical documents at various levels of government. The student is expected to:
(A) identify the purposes of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights; and
(B) describe the concept of "consent of the governed. "
Fifth grade government TEKS
(14) Government. The student understands important ideas in the Declaration of Independence, the U.S. Constitution, and the Bill of Rights. The student is expected to:
(A) explain the purposes, key elements, and the importance of the Declaration of Independence;
(B) explain the purposes of the U.S. Constitution as identified in the Preamble; and
(C) explain the reasons for the creation of the Bill of Rights and its importance.
(15) Government. The student understands the framework of government created by the U.S. Constitution of 1787. The student is expected to:
(A) identify and explain the basic functions of the three branches of government;
(B) identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution
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