Lander University Teacher Education Lesson Plan Template

Teacher Candidate:

Rev. 2013

Lesson # ______

Subject/Grade:
Date and Time of Lesson:
Learning Objective: (must support unit objectives identified in TWS 3)

Given prior knowledge through a short lecture using the smart board of what a mayor, governor
and president do within the government, the students will be able to act out the different
positions within the classroom while other students explain each jobs responsibility with 100%
accuracy.

Alignment with Standards: (must support unit standards identified in TWS 3)

SC standards 2-2. The student will demonstrate an understanding of the structure and
function of local state. and national government
2-2.4 Explain the role of elected leaders, including mayor, governor, and president.
Developmental Appropriateness and Cross-curricular connections: (should
parallel information in TWS Section 3)

The learning objective will be socially appropriate by allowing for the students to act
out the various positions. Physically the students will be moving around the room, this
will release energy. Emotionally the students will be asked to give positive feedback, in
hopes to promote self-esteem. Developing cognitively, the students should be able to
have a conversation that is appropriate with the material in a second grade classroom.
Before we act out the roles and responsibility of these positions, we will have a small
lecture to cover prerequisite knowledge.
This activity will allow the arts to be incorporated. Physical education will be addressed
because the students are up and moving around. ELA will be addressed through rough
drafts; the students will be required to make rough drafts before acting the role out.
Assessment(s) of the Objectives: (must support unit assessments identified in TWS 3)
What assessment(s) will you use to determine student learning (pre, during, post)? Each
objective should be aligned with an assessment.
Lesson Objective(s)

Assessment(s) of the
Objective(s)

Given prior knowledge

through a short lecture
using the smart board
of what a mayor,
governor and president
do within the
government, the
students will be able to
act out the different
positions within the
classroom while other
students explain each
jobs responsibility with
100% accuracy.

The pre assessment will

be asking questions
during the small lecture.
The students will also be
required to take notes
during the lesson to refer
to when they are placed
in groups. During their
planning, the students
will be constructing a
rough draft of their play
and the teacher will look
over this rough draft to
check for accuracy. The
post assessment will be
the actual play; having
the students act out the
various responsibilities

Use of Formative
Assessment
(TWS section 7)
For future
instruction, I will
take the assessment
data gathered and
make sure that the
students have
comprehended the
material and
understand with
100% accuracy. By
having a rough draft
from the students
and reviewing their
notes I will be able
to check for
comprehension. If
someone does not
comprehend, we will

Lander University Teacher Education Lesson Plan Template

will give me a chance to
redo one of the
check for
plays.
comprehension.

Rev. 2013

Accommodations: (should parallel information in TWS 3 and show use of TWS 1 data)

For those learners that are slow paced, we will give them a copy of the notes from the lecture
and pair them in a smaller group to allow them to finish around the same time. We will scaffold
their rough draft with an outline for them to follow; our outline will cover the role of the officials
and our expectations of when they are acting it out. For those students that finish early, we will
ask them to review their work and then share with others that are finished. We will use the
students IEPs to ensure all needs are fulfilled. For any physical disabilities we will allow for
enough room around the room. If we need a sound amplifier we will grab one from the resource
room.

Materials: Smart board for the lecture, paper, pencil, clothes for the roles, a podium for during
the play, an open area to allow the students to do the play with enough room, materials for the
students to fill in the role of the politicians, art materials for decorating their set.

Procedures:

1. Before the role playing activity, I will give a short lesson on the smart board about what roles
a major, governor, and president all play throughout the government. Each student will take
notes on the different responsibilities of each of these different roles within government. For the
slow paced learners, they will receive an outline with fill in the blanks that directly follows the
lesson that will eliminate confusion within the students and keep them on task with the regularly
paced learners. During the lesson, I will ask the students questions to promote critical thinking
(What roles do a President, Major, and Governor play within the government? How do these roles
differentiate throughout the different roles? What is the significance of these different roles
throughout the government? What would be different within our government if these roles were
not put into place?)
2. After the short lesson, the students will be placed into three different groups and using a
random selector model, the roles of the governor, major and president will be selected for the
students. These students will then move to designated areas around the classroom and will
make a rough draft of their selected duties that they will use during the role playing part of the
lesson.
3. The other students who are not selected for certain roles will also write a rough draft on the
duties of the different roles of a governor, major, and president. During this time, I will float
around the classroom and skim the different rough drafts to look for any signs of confusion
among the students. I will also answer any questions that the students may have concerning the
different roles within the government.
4. After the students have written their rough drafts, they will then go around to the different
stations and act out the roles of citizens within the community and learn from the other students
playing the roles of a governor, major and President. The students will continue this part of the
lesson until all of the students have had a chance to learn about each of the roles from their
peers (about fifteen minutes)
5. After this part of the lesson is over, I will pull the class back together and ask them questions
that pertain to the lesson (What did you learn about the different roles within the government?
What would you do differently if you were a governor, major or President? What did you find
interesting about the lesson? What still confuses you about the different roles of the mayor,
governor, or President?)
6. The students will grade each of the role players on how they did acting out the roles of the
governor, mayor or president.

Activity Analysis: (must support TWS 3 and show use of TWS 1 data)

Lander University Teacher Education Lesson Plan Template

Rev. 2013
*Role playing the different parts of the government allow the students to use cognitive,
emotional, social and physical skills that meet the needs of the kinesthetic learners within the
classroom. The students will also gain a better understanding of the different roles from acting
out the roles as well as acting as citizens within a society. No technology will be used during the
role playing part of this lesson. The students will not need technology because they are using
their own cognitive skills during the role play part of the lesson.
* The rough draft will allow the students who are visual/auditory learners to express their ideas
in a way they will understand. This will also test the knowledge the students have attained from
the lesson as well as emotional needs being met because they do not have to express their
feelings out loud to the rest of the class.

References: No references were used.