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Wood ISTC 301/501

Practical Teaching Experience

Lesson Planning Template

Student Pair Names:

Ashley Patrick and Imani Simmons
PLANNING FOR TEACHING
Lesson Content Area:
Social Studies : Government
Grade Level:
8th Grade
Title of Lesson:
How a bill becomes a law
In this area, list the applicable Common Core Standard
(http://mdk12.org/instruction/commoncore/index.html) that applies to your lesson:
Standard 1.0 Political Science/ Civics
In this area list the applicable Essential Skills/Knowledge within the Common Core Standard (what the
student needs to learn to be able to meet the standard) [*note that some content areas are not aligned with
CCSs] that are ALIGNED with your lesson plans. (http://mdk12.org/instruction/commoncore/index.html)
(for your lesson - you may copy and paste this to this section): The Essential Skills/Knowledge should be
visible to students and reviewed before you begin your lesson. They can be displayed on the white board
or via the projector:
Indicator 1. Investigate the evolution of the U.S. political system as expressed in the constitution.
Objective e. Evaluate the role and responsibility of a legislator in a representative democracy
Students will understand the historical development and current status of the fundamental concepts and
processes of authority, power, and influence, with particular emphasis on democratic skills and attitudes
necessary to become responsible citizens.
What materials will you need:
~Computer
~Projector/Smart Board
~White Boards
~Markers
~Erasers
~Students have individual computers for them to use.
Note taking guide for students to complete during PowerPoint Presentation

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Technology Integration:
Standard 3: Technology for learning and collaboration- grade 8
A. Learning
1. Select and use technology tools to enhance learning
a. Use technology tools, including software and hardware, to learn new content or reinforce skills.
This would be through the video
Standard 4: Technology for Communication and Expression- grade 8
1.Select and use technology for communication
a. Use communication tools (such as email, discussion boards, online conferences, learning
management
systems, portfolios) to gather information, share ideas, and respond to questions.
The use of a forum type thing online to get students information about the iCivics lesson they viewed earlier
TEACHING THE LESSON
Introducing the Lesson:
Have students use white boards to answer the following questions:
1. How do you think a bill becomes a law?
2. Why do we have laws?
3. What makes a good law?
Not only will this allow the students to get an idea of the lesson they are going to be teaching, but this will
also allow the teacher to get an understanding of the knowledge that the students are coming into the class
with.
Plans for Differentiation:
The video is helpful for all students to get a visual/audible idea of the general process. This is also helpful for

people who learn through music and sound.

UDL Guideline 1 of providing multiple means of representation.
1.2 Offer alternatives for auditory information
1.3 Offer alternatives for visual information
The powerpoint is a way for students to know the most important information,. The powerpoint will contain
graphics and images to represent how a bill becomes a law. There is also a notetaking guide to go along with

the powerpoint to provide a resource and tool for comprehension.

UDL Principle: 3.2. Highlight patterns, critical features, big ideas, and relationships
UDL Principle 3.3 Guide information processing, visualization, and manipulation
Using iCivics is a way for students to get a hands on look at what they are learning, as they act as members of
Congress through a virtual learning experience.
6.2 Support planning and strategy development
4.1 Vary the methods for response and navigation

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9.3 Develop self-assessment and re ection

8.3 Foster collaboration and community
Class Chatter Summary and Reflection:
5.1 Use multiple media for communication
8.1 Heighten salience of goals and objectives
9.3 Develop self-assessment and re ection
.Extended Learning: Glogster will allow students, especially visual learners, to create a visual multimedia

poster of the legislative or lawmaking process

2.5 Illustrate through multiple media
1.3 Offer alternatives for visual information
3.3 Guide information processing, visualization, and manipulation
7: Provide options for recruiting interest

Procedures for teaching the Content:

In this lesson we will begin with a video (SCHOOL HOUSE ROCK) on how a bill becomes a law. This will
take the ideas that were generally created in the beginning of the lesson to the actual process.
https://www.youtube.com/watch?v=FFroMQlKiag
After the students have watched this particular video, there will be a power point with the information being
taught that will help you go over the information and the eight steps of how a bill becomes a law. Pictures
will also go along with the steps for visual learners to see the processes. After the steps are reviewed, we will
present a flowchart to summarize the steps in one picture.
After you have taught the students the information that is in the PowerPoint, the students will work in small
groups or by themselves on iCivics.
https://www.icivics.org/games/lawcraft
The game on iCivics is when the students will create their own people and act as members of Congress trying
to pass a bill, as if they were in the house or the senate. This will give the students a hands on approach to
how it works in these offices. Also, by playing the game, this allows the students to make the connections of
the ideas in the lesson
Students will also write a short response and reflection about the online module and about the connections
that they made about the legislation process through playing LawCraft.
Summary and Lesson Closure:
This will be the part of the lesson that goes with the formative assessment. The students will all create a
response through ClassChatter, an online class forum, about what they learned In the duration of the class.
The students will already have access to the class on ClassChatter.

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Forum Question: In your own words, please describe how a bill becomes a law.

Formative Assessment:
The students at the very end of class will use class chatter to submit a response on the assignment blog about
how a bill becomes a law. This is a site that the teacher can review, grade, and make comments. On this site,
you can create a topic blog, which opens up for general discussion, or you can create an assignment blog that
allows the students to create a response to you personally.
Extension of learning- describe activities students can do (homework, online sites with games/tests) to
practice their skills? What would the next step be in the lesson/content? This will probably NOT be done in
your lesson, but needs to be present to encourage students to continue their learning.
Homework:
For homework, the students will create a glog about the process of how a bill becomes a law. ( Similar to a
flowchart )This will need to be submitted online to the teacher by the beginning of the class period the
following day.
https://www.glogster.com/#love
Just for fun: Students can go home or if they have additional time in class and play, Represent Me!, on
ICivics to continue applying their knowledge of the role of legislation.

This lesson is designed for a school with a one-to-one technology program. All students have their own laptops that they can
take home for their work.