4.+Five+Day+Unit+Plan

Teacher(s) Name: __Brittny Edwards__ Thematic Unit Theme/Title/Grade Level: __Civics and Government 5th grade__ Wiki space address: __http://ucf5civicsandgovsp11th.wikispaces.com/4.+Five+Day+Unit+Plan__ = Daily Lesson Plan Day/Title: __Day 1/ Introduction to The U.S. Constitution__ =

What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || - The student will recall prior knowledge of what information they know of the U.S. Constitution. - The student will give a definition of a constitution and what it’s purposes. - The student will work with the class to construct a chart of what they think life was like in the 1700’s and why a new government was needed. - The student will create an art project, consisting of “artifakes” from the colonial time period. || - Time, Continuity, and Change - Individuals, Groups, and Institutions
 * =Learning Objectives =
 * **NCSS Theme/ **
 * NGSSS- Next Generation **
 * Sunshine State Standards ** List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [|http://flstandards.org]. // || NCSS Theme:

NGSSS: - SS.5.C.1.2: Define a constitution, and discuss its purposes. - SS.5.C.1.1: Explain how and why the United States government was created. - VA.5.S.1.3: Create artworks to depict personal, cultural, and/or historical themes. || · How will student learning be assessed? Authentic/Alternative assessments? · Does your assessment align with your objectives, standards and procedures? · <span style="font-family: Times,serif; font-size: 9pt;">Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || Assessment: - As a pre-assessment, students will brainstorm ideas of what they think living conditions consisted of during the 1700’s time period. || Student Activities & Procedures
 * **<span style="font-family: Times,serif;">Assessment **
 * //Design for Instruction//

· <span style="font-family: Times,serif; font-size: 9pt;">What best practice strategies will be implemented? · <span style="font-family: Times,serif; font-size: 9pt;">How will you communicate student expectations? · <span style="font-family: Times,serif; font-size: 9pt;">What products will be developed and created by students? · <span style="font-family: Times,serif; font-size: 9pt;">Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || Anticipatory Set: Procedure:
 * 1) Cover the lights with butcher paper before students come into the classroom, making the room dark. Light a candle and leave the lights off.
 * 2) When students are settled in, read aloud an excerpt from //Shh! We're Writing the Constitution// and discuss the meaning of the passage.
 * 3) Tell them they are going to be studying, in detail, the history of this document.
 * 1) Ask students what they think a constitution is and what its purpose is. Write their definitions on the board. (ESOL- Recalling prior information)
 * 2) Tell students they will be participating in an activity that will allow them to pretend they were there when the Constitution was written.
 * 3) The students will close their eyes while the Guided Imagery activity about the Constitutional convention is read aloud. (ESOL/ESE- Auditory)[[file:guided imagery.docx]]
 * 4) After it is read, instruct students to open their eyes and give them a few moments of silence to reflect.
 * 5) Tell students they will be brainstorming as a class and making a chart to hang of the living conditions in the late 1700's and why a new government needed to be formed.
 * 6) Prepare bulletin paper with the heading “Life in the 1700’s.”
 * 7) Ask students to raise their hand with ideas of how they think life was back then. Ask them to think about the Guided Imagery that was just read to support ideas. Encourage answers about the schools, the way they dressed, what kind of food they ate, the type of work they did, and the lack of technology. (ESOL/ESE- Charts)
 * 8) When chart is finished, inform students that they will be an art project to recreate some of those experiences.
 * 9) Pass out colonial tri-corner hat template and with 1 sheet of black construction paper to each student, and tell students they will be replicating colonial style hats to wear throughout their unit. Have one already made to show as an example.
 * 10) Instructions are on the template, but explain to students that they need to trace the outline of the hat onto the black construction paper and cut them out. All 3 sides of the hat should be traced onto 1 piece of construction paper.
 * 11) Pass out pieces of white chalk to each table and instruct students to write their name on the hat and decorate however they want.
 * 12) Visit each table to apply staples at the edges where each side meets to form the hat.
 * 13) After hats are made, direct students to a final project that will be due at the end of the week. Each table will draw names randomly that will consist of one of the Founding Fathers of America. After doing research on their character, each child will present to their table a 1 page report consisting of factual, biographical information of who that person was what contributions they have made to America. The characters will consist of George Washington, James Madison, Thomas Jefferson, and Benjamin Franklin. A rubric will be provided.[[file:Founding fathers rubric.docx]]
 * 14) Visit each table with the names of the Founding Fathers written on slips of paper. Have each student randomly pick one. When all have been picked, replace the slips of paper in the bowl and move onto to the next table, repeating those actions.
 * 15) Inform students that on Friday, after they have portrayed their character to their table, they will have a “dinner party” to end their Constitution unit with. Explain that you would like each student to bring in a snack to share as we sit down and have a buffet style feast, wearing our colonial hats.[[file:food letter.docx]]
 * 16) Instruct students that their homework for the evening will be to start researching their Founding Fathers character for their 1 page paper due on Friday. Pass out rubric and letter to parents explaining the “feast.” ||
 * == Resources/Materials == || Materials: Black butcher paper, candles, copy //of Shh! We’re Writing the Constitution// book, guided imagery story from Constitutional convention, chart paper, tri-corner hat template, black construction paper, chalk, stapler, slips of papers with Founding Father’s names, rubric for Founding Fathers report, rubric for report.

Resources: [], [], [], || <span style="font-family: Times,serif;">Discussion Notes: A parent letter will be going home with students explaining the report they have to complete, and asking for assistance with food for Friday’s dinner party.

Teacher(s) Name: Colby Christiano Thematic Unit Theme/Title/Grade Level: Civics and Government/5th Grade Wiki space address: http://ucf5civicsandgovsp11th.wikispaces.com/4.+Five+Day+Unit+Plan = Daily Lesson Plan Day/Title: Bill of Rights = What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || · The students will recall what they know about the Bill of Rights. · The students will learn why the Bill of Rights were created. · The students will be able to identify each individual Bill of Rights. (Example: The Fifth Amendment = no person shall be tried twice for the same crime.) · The students will be able to match the actual Amendment with their plain English explanation of the Bill. · The students will be able to complete a worksheet based on the information they learned on the Bill of Rights. ||
 * = Learning Objectives =
 * **NCSS Theme/**
 * NGSSS- Next Generation**
 * Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [|http://flstandards.org].// || NCSS Theme: Power, authority, and Governance.

[|SS.5.C.1.5: Describe how concerns about individual rights led to the inclusion of the Bill of Rights in the U.S. Constitution.]

[|SS.5.C.3.2: Explain how popular sovereignty, rule of law, separation of powers, checks and balances, federalism, and individual rights limit the powers of the federal government as expressed in the Constitution and Bill of Rights.] LA.5.6.3.2: The student will use a variety of reliable media sources to gather information effectively and to transmit information to specific audiences. || · How will student learning be assessed? Authentic/Alternative assessments? · Does your assessment align with your objectives, standards and procedures? · Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || Unit Pre-Assessment: Students will review each day what they learned in the lesson the day before. Students will also be asked what they know about the lesson they are currently participating in. Unit Post-Assessment: Students will be asked to finish a worksheet and for the entire Unit Assessment they will have to research and create a roll based on the Founding father they were assigned. //On-going// Assessment: For the Bill of Rights lesson, the students will have to complete a matching game as well as a worksheet, to ensure that they understood the lesson and can identify why the Bill of Rights were created and what each individual amendment means. || Student Activities & Procedures · What best practice strategies will be implemented? · How will you communicate student expectations? · What products will be developed and created by students? · Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.
 * **Assessment**
 * //Design for Instruction//

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || Anticipatory Set: Procedure: 1. First give each student a “Rights: Starting from Scratch” worksheet. 2. Read the first paragraph of the “Rights Starting from Scratch” worksheet with students. “The year is 2071. The world as you know it has been completely destroyed by alien invaders. You and a group of survivors have just won a terrifying battle against the aliens, who have now left the planet. Now you're free, but everyone is still afraid because there is nothing on paper to guarantee people will have rights. The leaders of the group have decided to create the Pamphlet of Protections. The Pamphlet will define what rights people will have. The following are rights that the leader’s things should be included in the Pamphlet of Protections.” 3. Look over the Pamphlet of Protections below the first paragraph of the “Rights: Starting from Scratch” worksheet. 4. Then transition into the Bill of Rights by reading the last paragraph on the “Rights: Starting from Scratch” worksheet. “Rewind to the year 1791. The world as Americans knew it has recently been turned upside down by the end of the Revolutionary War, a war that gave them their freedom from England. Now American colonists will no longer have to submit to an unfair king who wanted to keep Americans from having rights of their won. America is independent but there is nothing on paper to guarantee the new government will give people the rights and freedoms they want. A group of leaders decides to add a bill of Rights to the Constitution to define what rights people will have.” 5. Explain to the students that the Pamphlet of Protections is the same as the Bill of Rights created in 1791. 6. Then explain to the students that you will be reading the actual Bill of Rights together. (ESOL/ELL/SLD: Cooperative learning groups) 7. While reading the Bill of Rights together point out that these are “amendments” and explain that they are additions or changes to the Constitution. 8. Also while reading the Bill of Rights, explain to students that there are some words in the Bill of Rights that may be confusing and on the Interactive White Board there are the actual words from the Bill of Rights, and their synonyms to make it so the students understand what the Bill of Rights is saying. 9. After reading the Bill of Rights together as a class, pull of the Pamphlet of Protections on the Interactive White Board. 10. Now have the students come up and place a number next to the Protection which corresponds with the correct Amendment from the Bill of Rights. 11. Now tell the students that they will be doing an activity as a class to ensure they know and understand the Bill of Rights. 12. Explain to students that this is a matching activity that will require them to get up and walk around the classroom. 13. Give each student a card before they get up. 14. Explain to the students that some of the cards have the actual Bill of Rights text, and the matching cards have plain-English explanations of the rights. (ESOL/ELL/SLD: Matching with visuals) 15. Then explain to the students that you want them to get up and find the person with their matching card. 16. Then once it looks as if the students have all paired up with their matches, tell them to gather in a circle and have each pair read the cards they have, to be sure they really match. (ESOL/ELL/SLD: Pairs) 17. If some students do not match up correctly, go over that particular Right again with the class so they understand it completely. 18. Then as a closing assignment students will work with a partner to complete a fill in the blank worksheet on the Bill of Rights. 19. Once they are finished, the worksheet will be discussed as a class and pulled up on the Interactive White Board, and students will fill in the answers they feel are correct. //20.// Answer any questions students may still have about the Bill of Rights. (ESOL/ELL/SLD: Recap important ideas). || Resources: [] [] [] || Discussion Notes: For homework, students are to read the chapter in the Social Studies textbook on the three branches tomorrow to be prepared for tomorrow’s lesson. Students are to also continue working on their one page report for Friday's dinner party. They are also to continue thinking of what they may want to bring to the dinner party in terms of foods/snacks.
 * 1) Turn on Interactive White Board.
 * 2) Ask the students, “What did we learn about yesterday?”
 * 3) Write at the top of the page/board: ‘The Constitution’
 * 4) Ask the students, “Can you remember some of the important things we talked about concerning the Constitution”?
 * 5) Give time for the students to think and respond.
 * 6) Allow the students to come to the board, after being called on, to write their information about the Constitution. (ESOL/ELL: Recalling past information)
 * == Resources/Materials == || Materials: Social Studies Textbook, worksheets, Interactive White Board

Teacher(s) Name: Jenny Harrison Thematic Unit Theme/Title/Grade Level: Civics and Government/5th Grade Wiki space address: http://ucf5civicsandgovsp11th.wikispaces.com/4.+Five+Day+Unit+Plan = Daily Lesson Plan Day/Title: Three Branches of Government = What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || - The student will be recall and review information learned in the previous day - The student will work in a group to research their group’s branch of government. - The student will learn about the three branches of government and describe to the class something they learned about the branch they were assigned to. - The student will recreate the diagram created by all the students on their own individual paper. - The student will be able to complete a worksheet using the information that they have learned on the three branches of government. || · SS.5.C.3.1: Describe the organizational structure (legislative, executive, judicial branches) and powers o the federal government as defined in the Article I, II, and III of the U.S. Constitution · VA.5.S.1.3: Create artworks to depict personal, cultural, and/or historical themes. · LA.5.6.3.2: The student will use a variety of reliable media sources to gather information effectively and to transmit information to specific audiences. || · How will student learning be assessed? Authentic/Alternative assessments? · Does your assessment align with your objectives, standards and procedures? · Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || Assessment: - Students will copy the diagram from the board to their own papers. - Students will complete worksheet on the three branches of government and turn in before class time is up. || Student Activities & Procedures
 * = Learning Objectives =
 * **NCSS Theme/**
 * NGSSS- Next Generation**
 * Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education// //[|http://flstandards.org]// //.// || · NCSS Theme: Power, Authority, and Governance
 * **Assessment**
 * //Design for Instruction//

· What best practice strategies will be implemented? · How will you communicate student expectations? · What products will be developed and created by students? · Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || Anticipatory Set: Procedure: Resources: http://bensguide.gpo.gov/3-5/index.html, http://www.whitehouse.gov/about/white-house-101, http://www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/7.htm, http://www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/2.htm || Discussion Notes: For homework, the students are to continue working on their one page report for Friday's dinner party. They are also to continue thinking of what they may want to bring to the dinner party in terms of foods/snacks.
 * 1) Turn on Interactive White Board.
 * 2) Ask the students, “What did we learn about yesterday?”
 * 3) Write at the top of the page/board: ‘Bill of Rights’
 * 4) Ask the students, “Can you remember some of the important things we talked about concerning the Bill of Rights”?
 * 5) Give time for the students to think and respond.
 * 6) Allow the students to come to the board, after being called on, to write their information about the Bill of Rights. (ESOL/ELL: Recalling past information)
 * 1) Draw a trunk of a tree and three branches coming from the trunk on the white board. (ESOL/ELL/SLD: Illustrations)
 * 2) Tell and ask the students, “From the Bill of Rights and the Constitution, came a great deal of things, including the three branches of government. Our Founding Fathers wanted to make sure that one person did not have all the authority; therefore, they created three branches of our government. Your homework last night was to read through the section in your textbook that explains the three branches of government and checks and balances. Can anyone tell me what the three branches of government are?”
 * 3) If question is answered, write each branch name respectively on a branch. If question is not answered, supply the answer aloud and then write each branch name respectively on a branch.
 * 4) Tell the students that we will learn about each branch in groups that will be created for them.
 * 5) Divide the class equally in to three groups. Assign a branch of government to each group. (ESOL/ELL/SLD: Cooperative learning groups)
 * 6) Supply each group with two large green leaves per person in the group.
 * 7) Explain to the students that they will be given twenty minutes to research about their assigned branch in their textbooks and online through websites that I will provide for them. (ESOL/ELL: Computer use)
 * 8) Supply a list of educational and valid websites to each group.
 * 9) Explain that each person in the group is responsible for writing two facts about their branch on two leaves. The group is to work together to decide the importance of the information they find and how they want to arrange their leaves on the tree.
 * 10) Allow the students the allotted time to research.
 * 11) Bring the class back to focus and together at their seats.
 * 12) Have each group come to the board and place their leaves on their respective branch.
 * 13) While the group is placing their leaves on the board, have them explain what they have written.
 * 14) Emphasize all imperative information. (ESOL/ELL/SLD: Recap important ideas)
 * 15) Make sure to clarify any misinformation and to include any imperative information not translated by the students. Add any missing info on the board in marker
 * 16) Once every group has presented their information, have the students copy the diagram on the board - trunk, branches, and leaves included - on to their own papers.
 * 17) Ask the students, “Do the people that work in one branch only work with others in that branch?” If need be, clarify with example: “Does the president only work with the vice president?”
 * 18) Ask the students, “Do you think the different branches can make sure that the other two branches are doing their jobs correctly?”
 * 19) Ask the students, “What do we call this process?” If answer is not given, supply the answer of “checks and balances.”
 * 20) Lecture on checks and balances and point to tree diagram when explaining certain branches. (ESOL/ELL/SLD: Matching with visuals)
 * 21) Write in brief explanations in between the tree diagram to give more instruction.
 * 22) Explain that the Executive Branch checks on the Legislative Branch (Congress) by vetoing laws and suggesting the creation of new ones. The Executive Branch checks the Judicial Branch (Supreme Court) by appointing the judges and by giving pardons. The Judicial branch checks Congress and the President by making sure their acts are constitutional. The Legislative Branch can check the Executive Branch and Judicial Branch as they can remove either person by impeachment.
 * 23) Ask if there are any questions during and after short lecture.
 * 24) Hand out worksheet on three branches and checks and balances.[[file:3 Branches of Our Government.docx]] Have the students pair up and complete the worksheet by the end of the period. (ESOL/ELL/SLD: Pairs) ||
 * == Resources/Materials == || Materials: Social Studies Textbook, internet, IWB, white board, green paper, worksheets

Teacher(s) Name: __Ashley Smith__ <span style="color: black; font-family: Times New Roman; font-size: 14pt; margin: 0in 0in 0pt 3.25in; text-indent: -3.25in;">Thematic Unit Theme/Title/Grade Level:__Civics and Government/Learning the Constitution/5th grade__ <span style="color: black; font-family: Times New Roman; font-size: 14pt; margin: 0in 0in 0pt 3.25in; text-indent: -3.25in;">Wiki space address: ucf5civicsandgovsp11th.wikispaces.com__ =<span style="color: black; font-family: 'Times New Roman'; font-size: 14pt; font-weight: normal; margin: 0in 0in 0pt;">Daily Lesson Plan Day/Title: __Day 4/Origin of the Constitution and Review__ = What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || · The students will have to recall what they have learnt about the Constitution. · The students will learn the origins of the Constitution as far as the Articles of Confederation. · The students will learn what the weaknesses of the AoC are as well as how the constitution solved these dilemmas. · The students will be able to use the knowledge learned in class to create a glog. || ** NGSSS- **** Next Generation ** ** Sunshine ** ** State **** Standards ** || · NCSS Theme- Power, Authority, and Governance · SS.5.A.5.10: Examine the significance of the constitution including its key political concepts, origins of those concepts, and their role in American Democracy. · VA.5.F.3.1: Create artwork to promote public awareness of community and/or global concerns || · How will student learning be assessed? Authentic/Alternative assessments? · Does your assessment align with your objectives, standards and procedures? · Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || Unit Pre-Assessment:
 * = Learning Objectives =
 * ** NCSS **** Theme/ **
 * ** Assessment **

Unit Post-Assessment:

// On-going // Assessment: For this lesson I plan the assessment to be an alternative group assessment that would meet student’s needs and scaffold co-operation among classmates. My plan is to have students make a 1700’s public awareness glog on the articles weakness. The rubric is attached. || ** Student Activities & Procedures **
 * ** //Design for Instruction// **

· What best practice strategies will be implemented? · How will you communicate student expectations? · What products will be developed and created by students? · Consider // Contextual Factors // (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || Anticipatory Set: <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">1. Have students take out their hats and quills they made on the first day of class. <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">2. “Welcome back to the 1700’s class” <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">3. Remind the students that last class we discussed three separate powers that made up the government. <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">4. Ask the students what these powers were and to give an example of their duties. <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">5. Inform students that they now have an idea of the basic principles of the Constitution. Now we are going to go back even farther, before the Constitution, and discover where it originated from. Procedures: <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">1. “Last night you were given a short section to read on the Articles of Confederation. What is it?” (Esol: Recall Prior Knowledge) <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">2. As students list off what they remember from their reading have them come and write it on the IWB on slide one. <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">3. “It’s just as some of you have said, The AoC is our countries first attempt at a constitution.” <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">4. Tell students that although the Articles established a national government, most of the power went to the states. <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">5. At this time, show the comic to the students. Ask them if they think it’s a good idea for the states to have separate power. <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">6. Then to each group give them a bag of artifacts (letters, photos of army, cash, a treaty, etc) (ESOL- Visual/Props) <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">7. Explain to the groups that the items represent the strengths and weaknesses of the Articles. <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">8. On the board will be a chart for strengths and weaknesses and together with the students you will fill it out. Ask the students what they believe the outcome will be due to all the weaknesses of the Articles. <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">9. If they are unable to answer, supply that it is these weaknesses that caused the Articles to fail as there was no leadership and lead to the creation of the constitution. Now that we know what went wrong with the articles, discuss with your group at least 3 weaknesses and then how the constitution fixed the problem. (ESOL- Co-operative learning) <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">10. For this assignment, give each group a copy of the book “Constitution Translated for Kids” by Cathy Travis so that they can clearly understand what the constitution really means in today’s words. (ESOL- modified text for better comprehension) <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">11. Groups will be given 10 minutes max to find 3 changes and then each group will place on of there ideas on the board. <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">12. Once students finish this activity explain that we will be creating a glog for the rest of the class time together. <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">13. Students have already been introduced to glogs at the beginning of the year so the basics don’t need to be explained. <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">14. The class as a whole will work together to create a public awareness poster to inform the citizens of America in the 1700’s of the shortcomings of the Articles. [|Glog Sample] <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">15. Split the students up into groups that have a specific task for the glog or if your class is well behaved then have a class discussion were everyone is involved in each decision. <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">16. Inform students before they get started that this is their grade for today and go over the. (If students are separated in groups based on the tasks in the rubric, grade the groups on their section. If the class works as a whole with your guidance then use the rubric as a guideline and grade them based on how well the represented the points.) <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">17. This glog will be done on the IWB so that all students may see the progress. <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">18. Tell students to review the material they learnt this week because they will be having a test tomorrow. || Weaknesses and Strengths: []. Social Studies Textbook, IWB, glogster membership, provided powerpoint, computers, artifacts in a bag or box for each table (1 pic of army, 1 AoC dollar, 1 letter, 1 judge mallet, 1 treaty), and “Constitution Translated for Kids” by Cathy Travis. || ** Discussion Notes ** : For homework, I would have the children relate the Articles of Confederation to their current lives. Students can go home and list rules or systems at home they used to have that didn’t work. They will then list the weaknesses of the system or rules and then create a new system or (if the family changed the system) write the current one. Also, they should continue to work on thier presentation which will be due tomorrow (ESOL- Connections to Reality). As for field trips, I would like to take the students to my cousin’s coin store; he has cash from some of the different states from the time of the Articles of Confederation. This could be an interesting experience that would allow me to show students how different the money was and why the Articles fell apart. It might just be easer to invite him to the school as a guest, rather than take the kids to his store. (ESOL – Props) I like the idea of a glog for an assessment process because it allows students to show what they learnt in a creative and expressive way. (ESOL- collaborative learning)
 * == Resources/Materials == || The general layout for my rubric is from: [].

Teacher(s) Name: __Ashley Smith and Brittny Edwards__ Thematic Unit Theme/Title/Grade Level: __Civics and Government 5th grade__ Wiki space address: __http://ucf5civicsandgovsp11th.wikispaces.com/4.+Five+Day+Unit+Plan__ = Daily Lesson Plan Day/Title: __Day 5/Founding Fathers Party__ = <span style="font-family: Times,serif; font-size: 9pt;">What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || - The student will recall and review information learned in the previous day. - The student will present in role playing form their Founding Father character to table. - The student will answer a 10 question review quiz with at least 80% accuracy. || <span style="font-family: Times,serif; font-size: 11pt; margin-left: 0.5in; text-indent: -0.25in;">- Time, Continuity, and Change
 * =<span style="font-family: Times,serif; page-break-after: auto;">Learning Objectives =
 * **<span style="font-family: Times,serif;">NCSS ****<span style="font-family: Times,serif;">Theme/ **
 * <span style="font-family: Times,serif;">NGSSS- Next Generation **
 * <span style="font-family: Times,serif;">Sunshine ****<span style="font-family: Times,serif;">State ****<span style="font-family: Times,serif;">Standards ** <span style="font-family: Times,serif; font-size: 10pt;">List each standard. Cutting and pasting from the website is allowed. //<span style="font-family: Times,serif; font-size: 9pt;">These can be downloaded from the Florida Dept of Education [|http://flstandards.org]. // || <span style="font-family: Times,serif; font-size: 11pt;">NCSS Theme:

<span style="font-family: Times,serif; font-size: 11pt;">NGSSS: <span style="font-family: Times,serif; font-size: 11pt; margin-left: 0.5in; text-indent: -0.25in;">- TH.5.F.1.1: Create a character based on a literary figure and respond to questions, posed by the audience, using information inferred in the story. <span style="font-family: Times,serif; font-size: 11pt; margin-left: 0.5in; text-indent: -0.25in;">- SS.5.A.5.10: Examine the significance of the constitution including its key political concepts, origins of those concepts, and their role in American Democracy. || · <span style="font-family: Times,serif; font-size: 9pt;">How will student learning be assessed? Authentic/Alternative assessments? · <span style="font-family: Times,serif; font-size: 9pt;">Does your assessment align with your objectives, standards and procedures? · <span style="font-family: Times,serif; font-size: 9pt;">Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || <span style="font-family: Times,serif;">Assessment: <span style="font-family: Times,serif; margin-left: 0.5in; text-indent: -0.25in;">- As a post-assessment, students will be given a 10 question quiz consisting of facts about the Founding Fathers, the Bill of Rights, the U.S. Constitution, 3 branches of governments, check and balances, and any other government related question that pertain to the unit. || Student Activities & Procedures
 * **<span style="font-family: Times,serif;">Assessment **
 * //Design for Instruction//

· <span style="font-family: Times,serif; font-size: 9pt;">What best practice strategies will be implemented? · <span style="font-family: Times,serif; font-size: 9pt;">How will you communicate student expectations? · <span style="font-family: Times,serif; font-size: 9pt;">What products will be developed and created by students? · <span style="font-family: Times,serif; font-size: 9pt;">Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || Anticipatory Set: Procedure:
 * 1) Introduce the start of the lesson by showing your enthusiasm for the presentations today.
 * 2) Ask students “Can anyone tell me what we learned about last class?”
 * 3) Let a few students answer and then move on to review their finished glog.
 * 4) Let students know that the work will be emailed to their parents after today so they can see their hard work.
 * 1) Inform students that class will start off with the presentations and at the end there will be a short exam using the IWB remotes.
 * 2) Explain to the students that one person at a time will present at each table for no more than 5 minutes.
 * 3) While they are presenting (ESOL – Role-playing), someone from each table will be chosen as the reporter, and write down one or two facts on a piece of paper that they hear. By writing down one or two facts, it will help students who aren’t auditory learners learn the information. (ESE)
 * 4) When the first presenter is done they will take over the reporter job while the next student at their table presents.
 * 5) After each student has finished presenting, go over the list that the class has created.
 * 6) Pick a random historical figure and ask students how they were important or to list another fact they remember.
 * 7) Afterwards, ask if there are any questions. It is important to make sure that all students understand. (ESOL- Check for understanding)
 * 8) After the presentation, asks the students to reflect on the presentation and feel free to talk about how they think they did.
 * 9) The students will be given a copy of the rubric in order to self-assess themselves and write any comments they feel the teacher should know.
 * 10) Students will then hand in their self-assessment and as they do so, they shall pick up their assigned remote for the test.
 * 11) The students will answer the questions to the best of their ability.[[file:government quiz.docx]]
 * 12) Once the test is over, review the correct answers to ensure that if there was a misunderstanding it is cleared up.
 * 13) Then students will be able to relax and enjoy the dinner party // . // ||
 * == Resources/Materials == || Materials: IWB remotes, copy of rubrics ||