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8/9/2019 Grade 5 SIOP Unit Plan
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SIOP Instructional Unit Plan
Topic:5thGrade Social StudiesFocused Topic:Political Science/Civic Literacy
Essential Concepts and/or Skills:
Understand the purpose and function of each of the three branches of government established by the Constitution
o Understand that the legislative branch passes laws to protect individual right.
o Understand that the eecutive branch carries out and enforces laws to protect individual rights.
o Understand that the !udicial branch" headed by the Supreme Court" ma#es decisions concerning the law that aim to
protect individual rights.
Understand the differences among local" state" and national governments $with a focus on the national scale%
o Understand the roles of local" state" and national government and the roles of the representative leaders at these levels
such as mayor" governor" and President.&rom' www.educateiowa.gov/p#()*/standards(and(curriculum/iowa+core/social(studies/social(studies(grades(,(5
Day One: Introduction to the Three Branches
of o!ern"ent and the E#ecuti!e Branch
rade/Class/Su$%ect ' 5thGrade Social Studies
The"atic Topic:Political Science/Civic LiteracyStandards:
Understand the purpose and function of each of the three branches of government established by the Constitution
o Understand that the eecutive branch carries out and enforces laws to protect individual rights.
&ey 'oca$ulary:
Content(Specific: President" Commander in Chief" -ice President" Cabinet" ecutive" Legislative" udicial" 0iplomacy"
ecutive 1ffice of the President
)cade"ic:!igsaw" 23L" 4hin#(Pair(Share
*OTS:
Canned uestions Strategy $used in con!unction with the 4hin#(Pair(Share during the 3rap(Up/Closure section%
6nterpretation uestions $guided 7uestions used during the !igsaw to help focus students8 learning and understanding%
http://www.educateiowa.gov/pk-12/standards-and-curriculum/iowa+core/social-studies/social-studies-grades-3-5http://www.educateiowa.gov/pk-12/standards-and-curriculum/iowa+core/social-studies/social-studies-grades-3-58/9/2019 Grade 5 SIOP Unit Plan
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2nowledge uestions $guided 7uestions used during the !igsaw to help provide a format for students to use when teaching the
information they learned to their second group%
Comprehension uestions $guided 7uestions used during the !igsaw to help provide a format for students to use when teaching
the information they learned to their second group%
Synthesis uestions $used during the 3rap(Up/Closure section when students combine information of all aspects of the
eecutive branch to better understand it%
'isuals/+esources/Supple"entary ,aterials'
Chart paper
Large 9ranches of Government Graphic 1rgani:er
9ranches of Government Graphic 1rgani:er for students
Classroom 3ord Study 9oo#
3ord Study 9oo#s for students
3hite board and mar#ers 6nformation in paragraph form for each of the following sections of the eecutive branch' President" -ice President" Cabinet"
and the ecutive 1ffice of the President
ecutive 9ranch ;ote 4a#ing Guide for students
Connections to Prior &no-led.e/Buildin. Back.round'
. 01ink2 9egin Class with a 23L $2now" 3ant to #now" and Learned% chart. plain that we will be studying the three branches ofour government. part of the chart. Complete this in a
whole group setting and discuss the ideas brought up by students. 6f a student suggests an idea to be investigated during this unit"write it down and inform the class we will be studying that concept later. 6f a student suggests an idea that includes un#nown or
difficult vocabulary words" either define and write them in the classroom word study boo# or incorporate them into specific word(
study time during other parts of the school day. 4his provides a lin# to students8 bac#ground #nowledge because as the teacher" 6 as#them what they personally #now and understand about our government.
3. 0Brid.e2
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23L.
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assessed according to steps three"
four" and five of theAeview/
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and the different departments within the
Cabinet.
7561nce the ;ote 4a#ing Guide iscomplete" students will form new groups"each of four members. ach group will
include one =epect> from each of theoriginal groups of President" -ice
President" Cabinet" and the ecutive
1ffice of the President.
757 Students will share the informationthey learned with their new group. 3hile
listening to the other group members"students will complete their ;ote 4a#ing
Guide so that at the end of the !igsaw
activity" each student will have all of theinformation about each position under the
ecutive 9ranch.
85 1nce students completely fill in their;ote 4a#ing Guide" the teacher will gather
the whole group to complete a reviewactivity. 4his activity and the
review/assessment associated with it are
described in depth in the 3rap(Up/Closure
9ranch ;ote 4a#ing Guide but each
student will be responsible for teaching theinformation on their assigned section to
their new group $section ?.?%.
757
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section of this unit plan.
1an.ua.e O$%ecti!e0s2:1. 3rite information about the eecutive
branch of the government on a note ta#ingguide to enhance understanding.
2. 0escribe verbally to a peer
information about an individual who wor#sin the eecutive branch of the government.
65 3rite information about the eecutivebranch of the government on a graphicorgani:er to enhance understanding.
,eanin.ful )cti!ities/1esson Se4uence:5 Students meet this ob!ective during step
four of the activity section listed above. 0uring the activity" students will
write information specific to thefollowing four groups' President"
-ice President" Cabinet" and theecutive 1ffice of the President
on a note ta#ing guide. 4his is
described in depth above.
35 Students meet this ob!ective during step
four of the activity section listed above. 0uring the activity" students will be
responsible for sharing informationabout an aspect of the eecutive
branch $President" -ice President"
Cabinet" and the ecutive 1fficeof the President% verbally to a small
group of peers. 4his is described indepth above.
65 Students meet this ob!ective duringlesson review described below in the
3rap(Up/Closure section of this unit plan.
0uring the review students will be
responsible for writing downinformation specific to the
eecutive branch on the provided
+e!ie-/)ssess"ent: 5 Students will be responsible for filling
out and turning in a completed ecutive9ranch ;ote 4a#ing Guide. 6n order to
complete it" they must write down the newinformation learned.
35 Students will not be assessed formally
here" however the teacher will wal# aroundthe classroom to ensure students are on
tas#. 9ecause only one group memberfrom each group will be spea#ing at a time"
the teacher will li#ely be able to better heareach student8s verbal description of their
specific aspect of the eecutive branch.
65 Students will be responsible for fillingout and turning in a 9ranches of
Government Graphic 1rgani:er. 6n orderto complete it" they must write down the
new information learned.
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graphic organi:er. 4his is
described in depth below.
9rap(Up/Closure:
4his activity will be used throughout the unit in order to provide a familiar structure for students. 4he teacher will use the large9ranches of Government Graphic 1rgani:er $tree% to help students organi:er what they learned about the ecutive 9ranch. Students
will complete 4hin#(Pair(Shares before answering the following guiding 7uestions. 3hen students share information" the teacher willwrite notes on the large 9ranches of Government Graphic 1rgani:er. Students will also write notes on their own graphic organi:ers"
however" their notes can" but do not have to" differ from the teacher8s. Some guiding 7uestions may include'
3hat are the four positions under the eecutive branch
3hat are the duties of each position $encourage students to describe positions they did not read about directly%
Dow can someone get a !ob in a certain position Dow long does that !ob last
3hat are some of the different departments within the Cabinet
3hat else did you learn or find valuable from our learning today
4here will be no formal assessment used here but each student will be held responsible for completing the 9ranches of GovernmentGraphic 1rgani:er.
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EFListening EFPromotes ngagement EF1ral
Day T-o: The udicial Branch
rade/Class/Su$%ect ' 5thGrade Social StudiesThe"atic Topic:Political Science/Civic LiteracyStandards:
Understand the purpose and function of each of the three branches of government established by the Constitution
Understand that the !udicial branch headed by the Supreme Court" ma#es decisions concerning the law that aim to
protect individual rights.
&ey 'oca$ulary:
Content(Specific: udicial" Supreme Court" case" decision" try"
)cade"ic: 23L" 4hin#(Pair(Share" ;ote(4a#ing Guide" main idea" summari:e" represent ideas
*OTS:Canned uestions Strategy $used in con!unction with the 4hin#(Pair(Share during the 3rap(Up/Closure section%
Aight 4here uestions $used in con!unction with the student reading about the !udicial branch%
6nterpretive uestions $used in con!unction with the student reading about the !udicial branch%
2nowledge uestions $guided 7uestions used to help students identify the main points of the reading and guide further
learning%
Comprehension uestions $guided 7uestions used to help students identify the main points of the reading and guide further
learning" guided 7uestions used to help students create posters in the small group setting%
Synthesis uestions $used during the 3rap(Up/Closure section when students combine #nowledge of all aspects of the !udicial
branch to better understand it%'isuals/+esources/Supple"entary ,aterials'
Large 9ranches of Government Graphic 1rgani:er
9ranches of Government Graphic 1rgani:er for students
Classroom 3ord Study 9oo#
3ord Study 9oo#s for students
3hite board and mar#ers
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section of the 23L chart. 4his provides a lin# to students8 bac#ground #nowledge because as the teacher" 6 as# them what they
personally #now and understand about our government and the daily focus of the !udicial branch.
Content O$%ecti!e0s2:
1. Students will be able to accurately
identify !obs under the !udicial branch ofthe government and the general purpose$s%
the !udicial branch serves.
4his ob!ective is met by steps three
and four of the @eaningful
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2. Students will be able to describe theways in which the Supreme Court wor#s to
protect individual rights. 4his ob!ective is met by steps three
and four of the @eaningful
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the area of reading or need etra LL
support" can !oin a small group withstrong teacher support. 4his group
will complete a shared reading of thetet" focusing on
decoding/fluency/comprehension
students on which the students arestruggling. Guiding 7uestions will
still be used to help students focus onthe important aspects of the reading.
0ifferent difficulties of 7uestions will
be used to support all students.
75 1nce students complete the readingindependently $or in the pull(out group for
students who need more support%" they willform small groups to summari:e the
information learned.
75 6n groups" students will discuss the
guiding 7uestions and be able to come to ageneral consensus regarding the answers.
4his will provide students the opportunity
to identify the main points of the readingand summari:e its contents.
75 4here will not be a formal assessmentfor this section of step ?.
75 0uring the activity" the teacher will
wor# with students in a small group. 4heteacher will assess these students on their
reading abilities" specifically their ability
to use the strategies on which they arecurrently wor#ing" such as decoding"
fluency" and comprehension. Students willbe held accountable because each will need
to participate in completing the net stepof this activity" where they will wor#
together to create a poster with the
summari:ed information $step ?.*%.
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753 6n the same small groups" students willgather poster paper and mar#ers and wor#
cooperatively to create a poster that showsthe main ideas found in the reading.
Students can represent their understanding
however they choose" as long as allstudents contribute to the poster. Posters
can include" but are not limited to" anoutline of information" pictures" symbols"
or a se7uence of events $i.e. a cartoon
depicting the se7uence of events used bythe Supreme Court when ma#ing a
decision%.
756 1nce groups finish their poster" theywill be responsible for sharing it verbally
with the class and answering any possible
7uestions or points of clarification.
757 1nce all posters are presented" theteacher will lead the class in a group
discussion about the different ways inwhich students epressed and presented
the same information. plain that all
students completed the same reading and
753
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that each student understands things
slightly differently than others" andtherefore it ma#es sense why the posters
were all different.85 1nce students completely fill in their
;ote 4a#ing Guide" the teacher will gather
the whole group to complete a reviewactivity. 4his activity and the
review/assessment associated with it aredescribed in depth in the 3rap(Up/Closure
section of this unit plan.
85 4his activity and the review/assessment
associated with it are described in depth in
the 3rap(Up/Closure section of this unitplan.
1an.ua.e O$%ecti!e0s2:
1. Students will be able to write
information about the !udicial branch on agraphic organi:er to enhanceunderstanding.
2. Students will be ale to find the main
idea and summari:e information about the
!udicial branch after completing a reading
of an epository tet.
,eanin.ful )cti!ities/1esson Se4uence:
5 Students meet this ob!ective during step
four of the activity section listed above. 0uring the activity" students will
write information specific to theguiding 7uestions listed in step
three of the @eaningful
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65 Students will be able to present main
ideas about the !udicial branch in smallgroups verbally to the class.
65 Students meet this ob!ective during stepfour of the activity section listed above.
0uring this activity" students willverbally present information about
the !udicial branch theysummari:ed in the group setting to
the class. Students will then be
provided the opportunity to shareverbally about the differences
found in their classmates8 posters.
65 4he students will be assessed using a
chec#list with room for additionalcomments. 4he chec#list will include'
accurate information given" main pointsaddressed" information summari:ed well"
each student included in group
presentation" verbal descriptions werecomprehendible" verbal descriptions added
to the content of the poster.
9rap(Up/Closure:
4his activity will be used throughout the unit in order to provide a familiar structure for students. 4he teacher will use the large9ranches of Government Graphic 1rgani:er $tree% to help students organi:er what they learned about the udicial 9ranch. Students
will complete 4hin#(Pair(Shares before answering the following guiding 7uestions. 3hen students share information" the teacher willwrite notes on the large 9ranches of Government Graphic 1rgani:er. Students will also write notes on their own graphic organi:ers"
however" their notes can" but do not have to" differ from the teacher8s. Some guiding 7uestions may include'
3ho is appointed to Supreme Court
Dow are individuals appointed to the Supreme Court
3hat types of cases does the Supreme Court try
who has the ultimate decision of a court case in the United States
Dow does a decision made by the Supreme Court affect laws
4here will be no formal assessment used here but each student will be held responsible for completing the 9ranches of GovernmentGraphic 1rgani:er.
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Preparation/1esson Deli!ery
EF
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Comprehension uestions $guided 7uestions used to help students identify the main points of the reading and guide further
learning" guided 7uestions used to help students create their individual written responses to the reading%
Synthesis uestions $used during the 3rap(Up/Closure section when students combine #nowledge of all aspects of the !udicial
branch to better understand it%
'isuals/+esources/Supple"entary ,aterials'
Large 9ranches of Government Graphic 1rgani:er
9ranches of Government Graphic 1rgani:er for students
Classroom 3ord Study 9oo#
3ord Study 9oo#s for students
3hite board and mar#ers
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government is made up of two governing
bodies $4he Douse of Aepresentatives andthe Senate%.
4his ob!ective is met by step two ofthe @eaningful
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place a copy on the classroom L@1.
4his will be used to complete the sharedreading.
653 ach student will receive a Legislative
9ranch ;ote 4a#ing Guide to completeduring the shared reading. 4his will help
students better be able to identify the mainpoints in the reading. 0ifferentiation
option' note ta#ing guides will be designed
to provide students different levels ofsupport as needed. Some guiding
7uestions addressed by the note ta#ingguide will include' what are the powers of
Congress" what are the two governingbodies in the legislative branch" and how
does a bill become a law
75
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opportunity to review it before sharing
parts of it aloud with the class.
85 Students will share their writing witha partner and will answer the following
7uestions' what was one positive thing
about your partner8s writing" what wassomething your partner could improve on"
and what was the main point of theirwriting 4hese 7uestions will be
answered verbally and will serve as a
sharing and reflection time for students.
853 1nce students have discussed theirwriting with a peer" they will be prepared
to share with the class. ach student willshare one thing about their partner8s
writing with the class $either something
they did well or the main point in order to#eep a positive conversation%.
;5 1nce students completely fill in their
;ote 4a#ing Guide" the teacher will gatherthe whole group to complete a review
activity. 4his activity and thereview/assessment associated with it are
described in depth in the 3rap(Up/Closure
section of this unit plan.
85 3hile students share their writing witha peer partner" the teacher will wal# around
the classroom to monitor student
engagement as well as how thoroughlystudents are discussing their writing.
853
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1an.ua.e O$%ecti!e0s2:1. Students will be able to listen for #ey
information about the main functions of
the legislative branch during a read aloudfrom an epository tet and complete a
note(ta#ing guide by writing down newinformation.
2. Students will be able to write in anyform $paragraphs" graphic organi:er"
pictures with captions" bullet points" etc.%information about the legislative branch
that was new or interesting to them.
,eanin.ful )cti!ities/1esson Se4uence:
5 Students met this ob!ective during stepthree of the activity section listed above.
4he note ta#ing guide will includean outline or 7uestions that help
students better answer the guiding7uestions listed above in step ,.* of
the @eaningful
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3hat are the powers of Congress
3hat are the two governing bodies in the legislative branch
Dow does a bill become a law
4here will be no formal assessment used here but each student will be held responsible for completing the 9ranches of GovernmentGraphic 1rgani:er.
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Content(specific: Legislative" Congress" Senate" Douse of Aepresentatives" term" legislation" election" bill
)cade"ic: 23L" 4hin#(Pair(Share" classroom investigations" -enn 0iagram
*OTS:
Canned uestions Strategy $used in con!unction with the 4hin#(Pair(Share during the 3rap(Up/Closure section%
Aight 4here uestions $used in con!unction with the Congress ;ote 4a#ing Guide%
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3. 01ink2 9efore diving into the day8s content" as# students what they #now about Congress" if anything. 6f students have meaningful
and insightful responses" possibly add them to the =2now> section of the 23L chart.
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assessed according to step four of the
Aeview/
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75 1nce students have gatheredinformation about both the Senate and the
Douse of Aepresentatives" they will wor#in the same small groups to organi:e and
synthesi:e their understanding of Congress
as a whole by comparing the twogoverning bodies.
75 6n small groups" students will wor#
together to complete a -enn 0iagram
comparing the Senate and the Douse ofAepresentatives. Students can use
information about the responsibilities ofeach" the !obs found within each" the term
limits" how individuals are elected to theirposition" etc. to complete the -enn
0iagram. Students must wor#
cooperatively because each small groupwill only have one -enn 0iagram to
complete.
753 1nce the small groups have finished
filling in the -enn 0iagram" the class willcomplete a Classroom -enn 0iagram to
combine the information from each group.4he teacher will gather the whole group to
complete this as a review activity. 4hisactivity and the review/assessment
associated with it are described in depth in
the 3rap(Up/Closure section of this unit
75 4he -enn 0iagrams completed by thesmall groups will be collected at the
conclusion of this lesson and gradedformally.
753 Students will be graded on completing
the activity $having information in all three
sections of the -enn 0iagram% and havingaccurate information. 0uring the activity"
the teacher will wal# around the classroomto monitor student engagement and will
ta#e notes about how each student groupwor#s cooperatively to reach a common
goal.
753 4his activity and the
review/assessment associated with it aredescribed in depth in the 3rap(Up/Closure
section of this unit plan.
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plan.
1an.ua.e O$%ecti!e0s2:1. Students will be able to communicate
effectively in the small group settingduring investigations of the Senate and the
Douse of Aepresentatives.
2. Students will be able to use writing to
complete a -enn 0iagram comparing theroles of the Senate and the Douse of
Aepresentatives in the small group settingand verbally contribute to creating a
whole(class -enn 0iagram.
,eanin.ful )cti!ities/1esson Se4uence:5 Students met this ob!ective during step
three of the activity section listed above. Students must wor# together to
complete the investigation. 4heymust share materials and discuss
what is read/learned with their smallgroup in order to complete their
individual Congress ;ote 4a#ing
Guides.
35 Students met this ob!ective during step
four of the activity section listed above. 4he -enn 0iagram will serve as a
tool to help students compare theSenate and the Douse of
Aepresentatives. 4he use of a
graphic organi:er will help studentsunderstand the differences between
and the similarities among the twogoverning bodies.
+e!ie-/)ssess"ent: 5 0uring step three" students will be
assessed informally. 4he teacher willmonitor how the students interact with one
another in the small group setting tocomplete the investigation.
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or her group8s -enn 0iagram. 4he information shared by students will be added to the large Congress -enn 0iagram.
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o Understand the roles of local" state" and national government and the roles of the representative leaders at these levels
such as mayor" governor" and President.
&ey 'oca$ulary:
Content(Specific: ecutive" udicial" Legislative" Congress" chec#s and balances
)cade"ic: 23L" 4hin#(Pair(Share" scenario
*OTS:
Canned uestions Strategy $used in con!unction with the 4hin#(Pair(Share during the 3rap(Up/Closure section%
2nowledge uestions $used to gauge student understanding during the 9rainpop.com review game%
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Connections to Prior &no-led.e/Buildin. Back.round'
5 0Brid.e2 Aemind students that at the conclusion of yesterday8s lesson" they wor#ed as a whole class to fill in information on thelarge classroom Congress -enn 0iagram as well as on their individual Congress -enn 0iagrams. Aeview this information by having
students share a point that interests them aloud with the group. 4hen tell students that today we will be reviewing information aboutthe three branches of government and learning about how they all wor# together. Students will need to ma#e connections between theinformation they learned about the three branches of government separately to better understand how they wor# cohesively together.
4his creates a bridge for student learning because they will be connecting the previously learned content $of all three branches ofgovernment and the Congress% to what they will learn today $how they wor# together%.
3. 01ink2 9efore diving into the day8s content" as# students what they #now about how the three branches wor# together" if anything.
6f students have meaningful and insightful responses" possibly add them to the =2now> section of the 23L chart.
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United States government by showing how
the three interact under the system ofchec#s and balances.
4his ob!ective is met by steps twoand three of the @eaningful
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their scenario eperience to create a poster
that describes the chec#s and balancessystem/how the three branches interacted
in their scenario. ach group8s poster willbe different because each group had a
different scenario to play out.
653
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presentations. Students will complete a 4hin#(Pair(Share before answering the following guided 7uestions. 3hen students share
information" the teacher will write notes on the trun# of the large 9ranches of Government Graphic 1rgani:er to show that all of thebranches connect at the truc# !ust as all of the branches connect together through the system of chec#s and balances. Students will
also write notes on their own graphic organi:ers" however" their notes can" but do not have to" differ from the teacher8s. Some guiding7uestions may include'
3hy might each branch of the United States government need the other two Can one branch be responsible for everything
3hy or why not
Dow does the each branch seem to wor# together to create" approve" and 7uestion laws
Dow might the three branches wor#ing together benefit the United States
4here will be no formal assessment used here but each student will be held responsible for completing the 9ranches of Government
Graphic 1rgani:er. section of the 23L chart.65 &inally" at the conclusion of the unit" students will be given a formal summative assessment in the form of a test. 4his test will
include many 7uestion types' #nowing and comprehension $to show basic understanding of the responsibilities of the three branches ofgovernment and how they wor# separately%" application $provide an eample of a situation in which a specific branch of government
would need to respond%" analysis $comparing and contrasting the Senate and the Douse of Aepresentatives%" synthesis $describing how
the three branches of government combine and wor# together to support our nation%" and evaluating $!ustifying why each branch of thegovernment is necessary in our country%.
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EF