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Page 1
7/15/2014
Date: 6 March 2015
Grade Level: 3rd
Prior learning related to lesson or unit: (what has been covered that will provide the foundation for this
lesson or unit?)
Students know that the purpose of the government is to establish order, protect the rights of individuals, and
make laws as a whole. We will now begin focusing on branches of government individually, and what each
branch is made up of, and what they can do.
Students have taken information and summarized it sentences, and are now working on creating simple
paragraphs.
Standards Alignment(s):
Government 12: Governments have authority to make and enforce laws.
W. 3.2: Write informative/explanatory texts to examine a topic and convey ideas and information
clearly
Learning Target(s) measurable and observable with actionable verb:
The teachers learning target:
o Explain in writing the role of the president.
*Integrated Learning: How does this lesson fit in a broad unit? How can other content areas be integrated?
At least one other content area should be integrated.
Language Arts: Duck for President book, writing practice, sentence structure, explanatory writing
Mathematics:
Science:
Social Studies:
Fine Arts:
Movement: getting up and adding pieces of paper to President chart
Teaching Strategies:
Classroom Management Reminders:
Anchor chart use, teacher questioning, class
Respect classmates during discussion time
discussion, individual work
Instructional Materials:
Duck for President book, Smartboard chart,
president poster, facts on paper, writing paper
Sorrick, RoxanneSorrick
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7/15/2014
Lesson Body
Content Summary: Students will be learning about the executive branch, which carries out laws, and more
specifically, the role of the president. He is the head of the executive branch, and is the manager/director
of the entire federal government. He is the Commander-in-Chief of the military, and also works with other
countries in trading and keeping peace. The people elect him, and once he is made president, he gets to
live in the White House with his family. He signs laws that are written by Congress, but only if he thinks
they will help the country. If he disagrees with a law, he can use his veto power.
Set Induction/Introduction of Lesson and Learning Target (connect to past and introduce current; this
should be motivating and engaging!! You must state this learning target at the beginning of the lesson):
Weve been talking about our national government, and all of the parts that make it up. Who
remembers the three branches? What about another name for the national government? Today we are
going to start our discussion of the executive branch, and the people who fall under this branch of
government. Who do we mostly think of when we think of the executive branch? Right, the president.
Today youll be learning the powers the president has, and a little bit of what he has to do every day. Our I
can statement for this lesson is: I can explain, in writing, the role of the president.
Body:
Sorrick, RoxanneSorrick
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7/15/2014
Smartboard presentation
o How someone gets to be President
o Where the President and his family lives
o Duties as the President
o Works together with other parts of government to run the country
President poster
o Have students read their slip of paper, and decide whether it goes on this poster, or we
should save it for another lesson
Writing time
o Weve been working on summarizing information and putting it into a paragraph. Practice
this here. Need to have this information in it:
Who is in charge of the executive branch?
How does this person get this job?
Where does this person live?
What are two things this person does? (2 of his jobs)
Conclusion/Review of Objective and learning that has occurred during this lesson; Connection to future
learning:
Today we started our discussion of the executive branch, and we focused on the president. What was our I
can statement today? Did we accomplish it? Well keep our anchor chart up so we can look back at it in case
we forget anything, or want to add new things we learn. Now, some of your cards didnt get to go up on the
president poster, but youll get to put them up on a different poster, once we learn more about our federal
government. Can you think of another part of the executive branch that we might be studying next?
Alternate plan: have students create posters that contain info about the president instead of a more formal
writing assignment. Work in pairs if necessary.
Scoring List: