APPENDIX E3 Cooperative Learning Lesson Plan Format

Teacher: Chelsey Youngblood School: College of the Ozarks rd Grade Level: 3

Students will engage in: ___ independent activities _x__cooperative learning ___peer tutoring __x_whole group instruction ___Other: _x__pairing __x_hands-on ___centers ___simulations _x__technology _x__lecture _x__visuals _x__a project

Cooperative Learning Lesson Plan

Lesson Title or Topic : The Three Branches of government Materials & Resources:

3 Branches Webquest Hat and branch slips Procedures Anchor Chart Three Branch Knowledge Tree Anchor Chart Hand Signal How-To Whos Got the Power? Youtube Video http://www.youtube.com/watch?v=ZCB8EOY5d48

Objectives and DOK/Blooms:

1. Using the hand motion presented in class, the SWBAT Identify the three branches of government with 100% accuracy. 2. Using websites/ resources presented in class, the SWBAT present 3 facts about their branch of government in front of the class with their team. 3. Given the opportunity, the SWBAT describe the roles of their group, both individual and collaborative with the help of the anchor chart made in class.

GLEs/CLEs: SS.G.3.2.c Identify and explain the functions of the three branches of government in the federal government) CCSS.ELA-Literacy.W.3.7 Conduct short research projects that build knowledge about a topic. CCSS.ELA-Literacy.W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. CCSS.ELA-Literacy.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.) CCSS.ELA-Literacy.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

Essential question: Who has the most power?

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Groupings (size and criteria), Materials, Resources, Physical Arrangement:

Time 15

Anticipatory Set-Hand signals (divide students into groups teach them the hand signals- students teach students hand signalseach group gets a chance to teach the class the signals with teacher help)

1.Hold your right pointy finger up as you say...."1st one is (now hold out thumb to make an L) legislator they (now with right and left hands making L pinch them together like you are pinching dough) make the laws." 2. Now hold up first two fingers and say..."Second one is executive (hold up left two fingers, put left and right hand together to make an X). Cradle two hands together as you say...."They carry out the laws." 3. Then hold up three fingers and say.. "Third one is judicial... (make a J by swooping down then up then make a fist and pound on left open hand) they make things fair.
-Whos got the power? YOUTUBE Students dance to song while the watch- ask the students what their main question wasSo we are going to find out who really does have the power in our government But Im going to spice things up a bit- you are going to randomly select which branch you are in. And your job is to get as much information as you can about your branch so you can defend it at the end of the week Students will be paired into 6 groups 2 groups per branch Presentation of Materials, Activities and Role Assignments: Time 7

Discussion about roles (anchor chart):

1. Roles within the group (researcher, recorder, speaker) wont know who is speaker until they present (keep them accountable) 2. 6 areas of SS CCHEGG how could they incorporate them into their research? *Citizenship- what our rights as citizens- do you need citizenship to work in gov? *Civics- How does this relate to Constitution, Bill of Rights, Articles of Confederation *History- How have roles changed over history, when did these laws come into effect *Economy- does this effect money? Taxes? Government spending? How does our school get money? *Government- this is our government! YAY! *Geography- how many representatives/ senators do each state get and why? Does state location/ size matter? Where are most of our government officials from?- it would be cool to map this out! 3. How they should act during this project 4. To be thinking about a cool way to present their information when its all said and done Procedures: What will student do? Time 7

Present Webquest to class on Smart Board:

-The format of the website -How to navigate through their responsibilities (Shoulder Partner reteach) -How to click on sites (Shoulder Partner reteach) - Only using the sites and resources I have listed for their safety (Shoulder Partner reteach) Group Interdependence and Individual Accountability: Time 20

Students are exploring their resources at this time/gathering 3 informational facts to share with class at
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For the duration of the unit

Each group is responsible for accumulating as much info about their branch as possible, recording this
information, responding to group blog (like we did in ed. media tech.), and presenting their information to the class at appropriate times.

Each individual member is accountable for learning about a specific person that represents their
branch- past/present and to explain how that member relies on the other branches and what that members job is--- plus personal info so they can see that they arent just random peop le of government but people like us. Lesson Review/Re-teach: Time 7

Review the hand signals

Closure and/or Assessment Methods:

Teacher will assess the information gathered by an interactive show and tell anchor chart that we
add to every day of the project (each group gets a class cheer of their choice) Homework assigned:

Student is accountable to teach the hand sign to somebody at home

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Accommodations:

Accommodating for/How:
Low socio-economic students (homeless): Not taking home homework papers to complete but a simple hand gesture they can teach to anyone Kinesthetic /Audio/Visual Learners: 3 branches hand signs and dance video anchor charts Learner with autism: Give this student the job of recorder (best meets his needs for writing down information)

Differentiated by: (Circle one)

Content (what is taught)

Process (how it is taught) Interest (in what are they interested)

REFLECTIONS:
x X

According to: (Circle one)

Readiness (how ready are the students)

Product (how students demonstrate learning) Learning Profile (how they learn best)

Check all that apply to lesson:

Bloom-Taxonomy for categorizing levels of objectives/questions/test items Bruner- Learning is active process; Discovery learning- best to discover themselves; Dewey Experiential Learning Clay- Early intervention for struggling readers; Reading Recovery Program Comer- Improve education of poor ethnic minority youth by improving school climate through collaboration Gardner-Multiple Intelligences (MI)Learn through a variety of methods Glasser - Teachers allow students to have say in what they learn and how they learn it. Gagne- 5 categories of learning ( verbal information, intellectual skills, cognitive strategies, motor skills and attitudes); each require different instruction Goodlad- Promoted nongraded education (mixed-age grouping, heterogeneous grouping and open education) Hunter- Teachers job is decision making; direct instruction model for teaching Kagan- Created structures that allow teachers to guide interaction of students during learning. Kohlberg- Children form ways of thinking through their experiences; includes understandings of moral concepts Marzano- Identified teaching strategies (similarities & differences, note taking, organizers, etc.) Maslov-Motivation required for students to learn & retain info Montessori- Independent activity & responsibility; teacher as the keeper of environment for optimum learning Piaget- Individuals construct and reconstruct their knowledge of the world as a result of interactions with the environment Vygotsky-Social interaction plays role in cognitive development; consciousness and cognition are the end product of socialization; Zone of Proximal Development Other: Other:

Analysis of Student Learning (Have students met the learning targets?

Based on data, do I need to differentiate or reteach anything for the next lesson? If students self-assessed, how did it impact teaching?)

X X

Analysis of My Teaching (Considering the following: learning targets,

X assessment, materials, differentiation, accommodations, timing, sequencing, content, skills, and strategies, what would I do differently if I taught this lesson again?)

X X

Implication for Future Instruction (Based on this lesson, what have I

learned about my students and teaching that impacts the planning of the next lesson(s)? This leads to the next lessons planning.)

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