UMF Unit-Wide Lesson Plan Template

Name:Marshall Maxsimic Program:SMED Course:EDU 460

Lesson Topic / Title: Executive Branch

Lesson Date:3-13-2019 Lesson Length:60 minutes Grade/Age:Jr & Sr.

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning
1. Students will identify the powers of the
Executive Branch I chose these learning objectives from
the overarching learning goal of
a. Students will be able to define students being able to describe the
Executive Orders. functions of the cabinet. These
b. Students will be able to define how objectives allow for students to gain a
the Executive Branch checks the better understanding of the different
processes involving the Executive
Legislative Branch. Branch and the Legislative Branch and
c. Students will able to define how the the different checks that they have on
Executive Branch Checks the each other.
Judicial Branch

Content Standard(s) Instructional Decisions / Reasoning

Maine Learning Results
Content:​ Social Studies
Standard Label​: B1
Standard​:. Civics and Government: Students draw on
concepts from civics and government to understand
political systems, power, authority, governance, civic
ideals and practices, and the role of citizens in the
community, Maine, the United States, and world.
I chose these learning objectives from
the overarching learning goal of
students being able to describe the
functions of the cabinet. These
objectives allow for students to gain a
better understanding of the different
reasons why there is a cabinet in place
and what some of the individual
cabinet positions roles are in our
current political landscape.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning
Pre-Assessment- ​I used an informal version of a ● I chose this form of
pre-assessment by asking students what they know about pre-assessment because it

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the the different checks on the Executive Branch already. allowed me to get some insight
Many students weren’t aware so I had students turn to to my students knowledge
their elbow partner and discuss what they think the role level without making them
of the Legislative Branch has in checking the Executive take 10 minutes taking a
Branch and vice versa. pre-assessment quiz that
sometimes freaks students out.
Formative Assessment-​ I had the students do a “Other I also like to get my students
Powers of Congress” Reading activity. This was a reading talking as sometimes they
that students did on the various forms of powers the have great ideas, but they just
legislative branch has and had to answer a series of don’t have the confidence in
questions on. We then discussed those questions in class themselves to tell the entire
and then I collected the reading to see students answers. It class.
was a participation grade. ● I chose a reading with
questions as my first formative
assessment because I knew
that the students needed a
little bit of a break from just
lecture as the first few days of
this unit was mainly lecture.
The reading was relatively
short and allowed for students
to reflect on what they had just
learned. Students were also
able to check in with others
after answering their
questions. We also went over
them as a class and then
students turned the
assignment into me.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning
● Content Presentation- The Executive Branch and ● I needed to have my content
the Legislative Branch. presentation, or my lecture,
● Projector ready to go for my students on
● Dongle the Executive Branch.
● Screen ● I needed a projector in order
● Pen to present my content
● Paper presentation.
● Laptops ● I needed a Dongle to connect
● Guided Notes my laptop to the projector in
order to show the content
presentation.
● I needed a screen to project
my content presentation on to.
● Students, and myself, would
need pens in order to take the
quiz, fill out the feedback form,
and take notes. I would need a
pen in order to help students
with notes if need be.

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 ● Some students prefer to take
notes on paper, so I need to
have some lined paper on
hand.
● Some students prefer to take
notes on their laptops, so
allowing them to take notes
that way is important to me as
it helps their learning and
understanding. Students also
need their laptops in order to
do most of the work
● I create guided notes that help
some of my students gather
their notes better than just line
paper, and are less distracting
than laptops. This is optional
as not all students want/need
this format.
●
Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning
Attendance ● Students usually enter the
Wrap Up/Pre-Assessment room at their own pace with
Content Presentation some talking with friends,
Other Powers Reading Activity others getting out their work
and others going to the rest
Attendance room or down to the office if
I start every class the same way, by waiting for the their name was called. I am not
students to enter the classroom and take their seats. I able to use my laptop to take
usually try to say “Hi” to as many students as possible as attendance so I have to use my
they walk in and always have one or two students who mentor teachers. This gives me
want to have a conversation, ask about the homework, or and the students some time to
ask if they missed anything the previous class. I then wait settle in before class begins. I’ll
for the bell to ring and take attendance through usually remind students to get
powerschool on Mr. McLaughlin’s laptop. out their previous nights work
or get out their notes if we are
Wrap Up/Pre-assessment continuing with a slideshow.
I quickly touch upon the last class that we had. We spent ● With the wrap
time the previous class working on our Cabinet activities up/Pre-assessment I am
and I will now give time for students to either turn in the making sure that students
work to me, turn it into the Google Classroom, and give me understand that we are
an explanation on why the work isn’t done yet. I then moving on to another topic.
transition into the days activity, The Checks and Balances, This will be a rather smooth
with a pre-assessment. transition because one of the
Executive Branch’s main
Content Presentation powers is checking the
I had a lecture/Slideshow for my students on the checks legislative branch and vice
and balances process. . I showed a video about the check versa. Students will have
and balances process because I felt it would be better than learned about that the last few
me just lecturing for a while. classes and so hopefully there

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Other Powers​ ​Reading Activity will be a good connection
The first formative assessment was a reading that made. Once I feel the wrap up
students did on The Other Powers of Congress and had to has gone well enough I then
answer a series of questions on. We then discussed those move onto introducing the
questions in class and then I collected the reading to see days topic. I ask students what
students answers. It was a participation grade. they know about checks and
balances and give them a
chance to talk to a neighbor
about their thoughts. I then
bring the class back together
and we discuss what the
students are thinking.
● I created a slideshow lecture
highlighting the various
components of the checks and
balances process. I also made
sure to throw in some videos
during the slideshow to
refocus student engagement,
but it also helps some students
focus on the subject a little
more, instead of just listening
to me talk, as the videos
usually contain infographics
and have music and are just
more entertaining in general.
● I chose a reading with
questions as my formative
assessment because I knew
that the students needed a
little bit of a break from just
lecture as the first few days of
this unit was mainly lecture.
The reading was relatively
short and allowed for students
to reflect on what they had just
learned. Students were also
able to check in with others
after answering their
questions. We also went over
them as a class and then
students turned the
assignment into me.

Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning

modifications, accommodations) ● One of my students has in his
Accommodations IEP that when available he
Due to one of my students IEP demands I made sure to should be given a word bank
provide a word bank with definitions for one of my to help with his learning. I use

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students for the Other Powers of Congress. This allows the a word bank with tough word
student to be able to use a sheet attached to the reading to definitions for activities like
look up words he may struggle with. I also make sure to the Reading Activity to ensure
spend time to ask if he is doing alright with the reading. that he is able to view the
work with ease. He is just able
Differentiation to flip to the last page and find
I know that many of my students don’t like to learn from a word instead of having to
speaking lectures, and many of my students do not pull out his laptop and look it
actually learn from them, so I try to make sure that I add up or without feeling
as much comedy and humor into the slideshow as embarrassed to call me over
possible. Part of this is through the use of videos, as the whenever he needs a word. I
videos usually are entertaining and contain infographics, do make sure to check in with
maps and other devices that show students the him quite a bit in order to
information. ensure he is doing well.
● Many of my students struggle
Modifications with the traditional lecture
I make sure to allow different conversations to happen in style, and so I have essentially
class that apply to what we are learning about. If students made an agreement with my
are to have any questions we will be able to discuss them students that when we do
then and there. One place in particular that I made lectures I will do my best to
modifications was with the Wrap Up/Pre-assessment. I make them entertaining and
ended up showing a longer video than I originally planned educational to make sure that
to ensure that students were able to understand the my students are paying
content. I also asked students if they preferred to have the attention to them.
reading assignment online or as a hardcopy. ● My students love to ask
questions and debate about
what we are talking about so I
usually try to make extra time
to allow for this to happen in
my class, as I believe that it is a
fundamental part of my
students learning. I made the
changes to my Wrap
Up/Pre-assessment because I
noticed that students seemed
to be struggling with the
concept and a longer video did
a better job of going in depth
with some of the information. I
also made sure to give
students an option of having
either a hard copy or doing the
reading activity online on our
google classroom.

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Field Courses Only – Post lesson

Reflection
This lesson went well overall. Students showed great ability in working either by
themselves or with each other, and constantly asked good questions to me and my
mentor teacher about different issues within Foreign Policy. Towards the end of the
class students showed that they were struggling a little with working on their own,
but many of the students were able to complete the work within the class time and
did not have to complete it for homework. If I was going to change how I planned
this class I would have done a kahoot or game after the Foreign Policy Reading
Activity to gain a greater knowledge of my students understanding of the reading.

Teaching and Rationale Statements

Standard Indicator: ​10(n) Knows how to work with other adults and has
developed skills in collaborative interaction appropriate for both face-to-face and
virtual contexts.
Rationale:​ I chose this indicator because my mentor teacher and I co-taught this
lesson and worked together to check in with student during their reading activity.
We also emailed leading up to this lesson about what we wanted to do for the
lesson.

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