8th Grade Unit: Three Branches of Government (within the U.S. Government and the State of Georgia Government) Lesson Plan (Day 1):

Language Objectives:
English Language Proficiency Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies.
Speaking: SWBAT express important concepts and terms in each branch of government and share with the class.
Writing: SWBAT compare the branches of government using graphic organizers.
Reading: SWBAT identify important concepts and terms in each branch of government.
Listening: SWBAT determine the most important facts about each branch of government to include in graphic organizers.

Content Standards:
SS8CG2: The student will analyze the role of the legislative branch in Georgia state government.
SS8CG3: The student will analyze the role of the executive branch in Georgia state government.
SS8CG4: The student will analyze the role of the judicial branch in Georgia state government.

Visuals/Resources/Supplementary Materials:
8th grade Social Studies textbook, KWL chart, Video: “School House Rock: Three Ring Government”, “Tree Branches of Government” life-sized graphic organizer and supplementary individual graphic organizers for each student, pens/pencils

Key Vocabulary:
Government (n.); executive (n.); legislative (n.); judicial (n.); President (n.); Congress (n.); Senate (n.); House of Representatives (n.); Supreme Court (n.)

Essential Questions:
What are the three branches of government?
What role does the executive branch play within the three branches of government?
What role does the legislative branch play within the three branches of government?
What role does the judicial branch play within the three branches of government?




Class: 8th grade Sheltered ESOL Number of Pupils: 22 Date: January 12, 2011 Time: 9:00-9:45
Time/Part of Lesson
Objectives/ Rationale
Teacher Activities
Learner Activities
Discourse Pattern
Assessment
Opening/ Review of Lesson Objectives
9:00-9:10
(whole group, pairs)
SWBAT recall previous knowledge of the three branches of government.
T will provide Ss with a KWL chart to begin the unit. T will ask Ss what they Know and Want to know about the three branches of government. T will ask Ss to discuss the topic in pairs and will elicit responses from Ss to contribute to class discussion.
Ss will work in pairs to explain previous knowledge of the three branches of government and fill in “K” and “W” section of chart. Ss will share their thoughts with the class in the whole group discussion.
T-Ss
Ss-T
Ss-Ss
T will observe for Ss engagement and will determine their level of knowledge about the three branches of government from the elicited responses.
Body
9:10-9:20
(whole group discussion)
SWBAT understand the important elements of the three branches of government.
T will review important vocabulary associated with the three branches of government including legislative, executive, and judicial. T will explain each term, write it on the board, and ask for input from Ss.


T will show the video clip “School House Rock: Three-Ring Government” to review the three branches of government.
Ss will listen to T explain vocabulary associated with the three branches of government and provide responses to questions and comments about the topic.


Ss will watch the video clip to review the three branches of government.
T-Ss
Ss-T
T will analyze Ss understanding of each concept and term by asking questions.


T will evaluate student understanding by asking questions following the video clip.
9:25-9:40
(small groups/ whole group discussion)
SWBAT apply their understanding of the three branches of government to Georgia state government.


SWBAT describe each branch of the Georgia state government.
T will split the class into three small groups. Each group will be responsible for analyzing one branch of the Georgia state government. T will ask Ss to use their textbooks to select important information about their branch of government. T will provide green construction paper for Ss to write information on and create a real-life graphic organizer that symbolizes a tree with three different branches (“Tree Branches of Government”) T will rotate between groups and provide assistance during the task.


T will ask Ss to share their findings about each branch of Georgia state government. T will provide each S with a graphic organizer that represents the “tree” they have created and will ask Ss to take notes on each branch.
Ss will work in groups and use their textbooks to select important information about their branch of the Georgia state government. Ss will create a “branch/leaf” out of green construction paper for the real-life graphic organizer and write important facts about their branch within the Georgia state government.


Ss will share the important facts about their branch of Georgia state government. Ss in other groups will listen to presenters and record important information on their own graphic organizers.
Ss-Ss
T-Ss
Ss-T
T will rotate between each group and constantly ask questions and elicit responses from Ss in order to increase critical thinking and evaluate student understanding. T will ensure Ss are selecting the important concepts from their text.


T will listen to Ss presentations, observe language use, and monitor for understanding.
9:40-9:45
Closure/Review of Lesson Objectives/ Wrap Up/ Dismissal
SWBAT listen and follow directions to prepare for dismissal.
T will wrap-up with a review of the important concepts and terms for each branch of Georgia government. T will ask Ss to clean up and put away all materials to prepare for dismissal.
Ss will listen to T review important concepts and terms from each branch of Georgia government. Ss will clean up and put away all materials to prepare for dismissal.
T-Ss
T will monitor Ss to ensure they are listening and following directions.


Accommodations:
As a sheltered ESOL class, all students will receive scaffolded support throughout the lesson through teacher and student interaction. The teacher will provide repetition and paraphrasing as needed and allow clarification in the primary language when discussing new concepts and terms. Students will have access to supplementary texts and dictionaries as needed.

Homework & Extended Activities:
Students will be asked to read and review the section in the textbook discussing the three branches of the Georgia state government to prepare for the extended lesson the following day.

References:
“School House Rock: Three Ring Government”: http://www.youtube.com/watch?v=gLQg7G3hkGY

Notes:
This lesson is necessary as a review of the three branches of government so that students can begin to learn about these branches within the Georgia state government. While this lesson may have been taught to many students prior to the 8th grade, many of these students have come to the United States within the last few years and need the background information from this lesson to learn how it relates to the local state government.



Lesson Plan (Day 2):

Language Objectives:
English Language Proficiency Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies.
Speaking: SWBAT explain their understanding of the three branches of government through class discussion.
Writing: SWBAT express their knowledge of the three branches of government through writing letters to state representatives.
Reading: SWBAT identify information about state representatives through research on the computer, in newspapers, and in books.
Listening: SWBAT infer important concepts about the legislative, executive and judicial branches in Georgia state government through class discussion.

Content Standards:
SS8CG2: The student will analyze the role of the legislative branch in Georgia state government.
SS8CG3: The student will analyze the role of the executive branch in Georgia state government.
SS8CG4: The student will analyze the role of the judicial branch in Georgia state government.

Visuals/Resources/Supplementary Materials:
“Tree Branches of Government” life-size graphic organizer, Computer lab, 8th grade Social Studies textbook, Supplementary texts about each branch of government (see references), newspapers, paper, pens/pencils

Key Vocabulary:
Government (n.); executive (n.); legislative (n.); judicial (n.); governor (n.); senator (n.); judge (n.)

Essential Questions:
What are the three branches of government?
What role does the executive branch play within the Georgia state government?
What role does the legislative branch play within the Georgia state government?
What role does the judicial branch play within the Georgia state government?




Class: 8th grade Sheltered ESOL Number of Pupils: 22 Date: January 13, 2011 Time: 9:00-9:45
Time/Part of Lesson
Objectives/ Rationale
Teacher Activities
Learner Activities
Discourse Pattern
Assessment
Opening/ Review of Lesson Objectives
9:00-9:05
(whole group discussion)
SWBAT recall information learned about the three branches of Georgia government.
T will ask Ss to recall information that they learned the previous day about the three branches of Georgia government (information included in their graphic organizers). T will asks questions and elicit responses from Ss.
Ss will explain what they learned about the three branches of government within Georgia state government.
T-Ss
Ss-T
T will evaluate Ss understanding of the unit by their responses about what they learned from the previous day.
Body
9:05-9:40
(whole group)
SWBAT conduct research to extended learning about Georgia branches of government to current events.


SWBAT infer important information about the three branches of government in Georgia and create thoughtful questions.


SWBAT compose a formal letter using important vocabulary about the three branches of government.
T will ask Ss to use the computers and/or supplemental materials in the classroom (books, newspapers) to research a Georgia representative within the executive, legislative, or judicial branch (governor, senators, judges, etc.). T will provide technical support and answer Ss questions throughout their research.

T will ask Ss to use their research to come up with three questions about that person’s role within their branch of government.


T will ask Ss to write a letter to their chosen state representative. T will model how to write the heading, salutation and closing and provide support to Ss during writing.
Ss will use the computers and/or supplemental materials in the classroom (books, newspapers) to research a Georgia representative within the executive, legislative, or judicial branch (governor, senators, judges, etc.).


Ss will use their research to create three questions about that person’s role within their branch of government.


Ss will write a letter to their representative and including questions they have about their role within the branch of government.
T-Ss
T will monitor Ss use of computer and newspapers during research.


T will ask Ss to submit their three questions as a in-class participation grade to monitor Ss understanding of the concepts and unit.


T will observe Ss while they write letters to evaluate their writing skills.
9:40-9:45
Closure/Review of Lesson Objectives/ Wrap Up/ Dismissal
SWBAT explain their understanding of the unit on the three branches of government.


SWBAT listen and follow directions to prepare for dismissal.
T will refer back to the KWL chart and assist Ss in filling in the Learned section of the chart. T will ask questions about what was learned and elicit answers from Ss based on what they learned.

T will ask Ss to clean up and put away all materials to prepare for dismissal.
Ss will explain what they learned about the three branches of government within Georgia and fill in the Learned section of the chart.


Ss will clean up and put away all materials to prepare for dismissal.
T-Ss
Ss-T
T will evaluate Ss understanding of the unit by their responses about what they learned.


T will monitor Ss to ensure
they are listening and following directions.

Accommodations:
As a sheltered ESOL class, all students will receive scaffolded support throughout the lesson through teacher and student interaction. The teacher will provide repetition and paraphrasing as needed and allow clarification in the primary language when discussing new concepts and terms. Students will have access to supplementary texts and dictionaries as needed. A technology specialist and the teacher will be available in the computer lab to assist students when working on the computer.


Homework & Extended Activities:
Students who do not complete their letters to state representative will be asked to complete the assignment for homework. Students will share their letters to the class the previous day and then the teacher will provide envelopes and stamps for the students to send the letters to their representatives.

References:
The Congress. Richard B. Bernstein and Jerome Agel. New York: Walker and Company, 1989.
The House of Representatives. Rachel A. Koestler-Grack. New York: Chelsea House, 2007
My Senator and Me. Senator Edward M. Kennedy and Splash. New York: Scholastic Press, 2006.
The Senate. Janet Anderson. New York: Chelsea House, 2007.
How the U.S. Government Works. Syl Sobel. Happauge, NY: Barron's Educational Series, 1999.
The Supreme Court. Geoffrey M. Horn. Milwaukee: World Almanac Library, 2003.

Notes:
The technology specialist will be available throughout the lesson to assist students with their research on the computers.

Attachments: