Objective+1+&+2

** Demonstrate the ability to integrate technology into the teaching of all content areas and to facilitate students’ individual and collaborative use of technology, including classroom resources as well as distance and online learning opportunities when available and appropriate. **
 * Objectives 1 & 2 **

**Lesson One**

**Lesson Plan Title:** The Three Branches of Government/ 4th grade

**Concept/Topic to Teach:** researching and referencing skills to learn about the three branches of government and make a jeopardy PowerPoint with the information found

**Standards Addressed:** 5.) The 3 branches of Alabama government

= = **Specific Objectives:** The students will be able to name each branch of government, their roles, and significant people that are involved in each with at least 90% accuracy. Students will be able to use Internet research skills to locate information about the three branches of Alabama government with 100% accuracy. = =

**Required Materials:** 1.whiteboard 2.marker 3.computers with Internet available how many 4.3 pairs of scissors 5.3 pieces of large, green butch paper 6.3 black markers 7.roll of tape 8. at least 3 computers with Internet access

**Anticipatory Set (Lead-In):**
 * 1) I’m sure that we have all heard of the 3 branches of government, but who actually knows each of their functions and who is involved in each branch?
 * 2) Allow students to respond.
 * 3) Well today we are going to learn about the three branches of governments, their roles, and the significant people that are involved in each branch.

**Step-By-Step Procedures for Teaching the Lesson:** 1. Explain that Alabama government has three branches of government. 2. Divide class into groups of 3 and assign each group a branch of government. 3. Model how to go to Internet websites (bookmarked by teacher) to find information 4. Give groups a list of key questions (Attachment A) to answer using Internet research skills, which is a skill that they have previously learned. 5. Walk around the room and help groups as needed. 6. Have students write all of their information on a large green sheet of butcher paper and cut it out to look like parts of a tree. 7. Allow each group to teach/share their information to the rest of class. 8. After each group has shared their information, instruct students to add their branches of the tree to the brown tree trunk that you will have taped on a wall to create the “tree” branches of government.

**Guided Practice/Monitoring:**
 * 1) 1. After the teacher has made sure that all of the students understand the information that each group has presented, each group will be required to go the computer and type in at least 4 questions with 4 different answers (1 of the choices being the correct answer) for their branch of government based on the information that will have already taught the class and 1 general question concerning their branch (where the jeopardy PowerPoint template will already be pulled up). After each group has included both their questions and answers the teacher will play the jeopardy game with the students to be sure that the students have grasped the information that has been taught to them.
 * 2) 2. A sample jeopardy game will be shown to the students first so that they will know what is expected of them.

**Closure (Reflect Anticipatory Set):** Review the three branches of government, their major roles, and who is found in each. Review Internet research skills. Encourage whole class discussion, ask students what they learned, and clarify misconceptions. Questions: What are the three branches of government? What is the role of the judicial branch? What is the role of the executive branch? What is the role of the

**Assessment Based on Objectives:** **-** **:** A checklist will be used to record individual student’s accomplishment of the objectives The students will be able to name each branch of government, their roles, and significant people that are involved in each with at least 90% accuracy. Students will be able to use Internet research skills to locate information about the three branches of Alabama government with 100% accuracy. = =

**Adaptations (For Students With Special Needs):** For students with special needs their group members can help them find information about the branch of government that they have been assigned. If a student needs help with the spelling of words or help with anything else they can ask the teacher and she will be able to assist them.

**Extensions (For Advanced Students):** An extension would be that students could be assigned to research the Alabama governor, state senators, state representatives, and justices. Students will apply their newly learned Internet research skills to locate information about the governor, state senators, state representatives, and justices. After finding information, have students only list important and significant information similar to the information for the questions that were given before.

**Possible Connections to Other Subjects:** By knowing about the three branches of government if students read about it in either language arts or reading class they will have background knowledge and already have some insight on the topic.

References (websites to have bookmarked): []

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Key Questions Worksheets That Students Will Use When Researching Their Branch of Government: 1.What are some of the duties of the Legislative Branch, the Judicial Branch, or the Executive Branch?


 * 2.Which part of the government includes the Senate? ||
 * **3.**
 * **3.**

The President is the leader of which branch ||
 * **4.**
 * **4.**

Which branch of the government MAKES the laws? ||
 * **5.**
 * **5.**

Which branch includes the Supreme Court? ||
 * **6.**
 * **6.**

Which branch SUGGESTS laws? ||
 * **7.**
 * **7.**

How does the President get his job? ||
 * **8.**
 * **8.**

Which branch is made up of two groups, called houses? ||
 * **9.**
 * **9.**

How do the Supreme Court Judges get their jobs? ||
 * **10.**
 * **10.**

Which branch decides how much people should pay in taxes? ||
 * **11.**
 * **11.**

Who is the leader of the STATE government? ||
 * **12.**
 * **12.**

Which group(s) make up the Legislative Branch? ||
 * **13.**
 * **13.**

How do members of the Legislative Branch get their jobs? ||
 * **14.**
 * **14.**

Who is the leader of the country? ||

**Reflection:**

Reflection for The Three Branches of Government Lesson Plan My three branches of government lesson on Internet researching skills helped the students to utilize one of the resources that they have available to use everyday, but rarely are able to during class. By using this resource students were able to research information about the 3 branches of government, Alabama’s senators, governors, state representatives, and justices. After researching the topics that they were given the students will use their information to answer questions, present information to the class, and add their information to the “tree” branches of government. After teaching this process skills lesson I think that the lesson went very well. I say this because by book marking the websites students were able to quickly and efficiently find their answer to the questions given. By being able to find all of the necessary answers the students were able to give great presentations on the topics they researched, which allowed other groups to learn new information from their classmates. Another reason that I think that this lesson went well is because I feel as if the students learned and took in the information that they researched and that their other classmates presented to the class. I know that learning took place because we were able to play three branches of government game to test student’s knowledge and most of the groups answered the questions with 90% accuracy. While teaching my lesson I had a hard time keeping the noise level down. When I separated the students into groups to research the three branches of government, the noise level increased and it was hard for students to stay on task. Although the students were given several warnings to keep the noise level down they did not finally calm down until I threatened to give the whole class silent lunch. Another thing that went wrong during the lesson is that when groups finished finding all of the answers to their questions they would find other websites to visit that did not have anything to do with the lesson. If given the opportunity to re-teach this lesson I would make sure to first tell students that if they could not keep the noise level down and stay on task that they would be given silent lunch and if they problem continued they would have to return to their desk and be given a worksheet to complete because they could not handle being independent and responsible. Another strategy I could use would be to tell students that the quietest group will each receive a “gotcha”, which is a ticket that students are given and when they get 10 “gotcha” tickets they exchange it for a token and get to use the token to have lunch with a friend or to get off of silent lunch. Students are usually on their best behavior if they know that they receive a “gotcha” ticket for good behavior. Another thing that I would change if given the opportunity to re-teach this lesson would be to monitor the students more closely and as soon as they are finished answering each of their questions they will be asked to take out their AR book to read until the rest of the groups complete the assignment. Overall, all of the objectives were met. After speaking with the students they all seemed to have been engaged and excited about the lesson. They all enjoyed being a part of a group and they absolutely loved the jeopardy PowerPoint that was put together because it was fun for us to use during review.

Student created PowerPoint : [|jeopardy.ppt]

Lesson Two
**Lesson Plan Title:** What Is A Fluent Reader? **Concept/Topic to Teach:** Fluency **Standards Addressed:** 5.) Begin to use patterns in language to create meaning.

• Recognizing cues provided by print

Examples: semantic, syntactic, graphophonemic

• Developing story structures

Examples: using predictable books, identifying story sequence

• Recognizing patterns in sentences

Example: predicting from word arrangement in choral readings, poems, rhymes, chants, and lyrics

• Applying structural analysis strategies

**Specific Objectives:**
 * Students will be able to read __Brown Bear Brown Bear__ with expression with 80% accuracy.
 * Students will be able to create their own page from __Brown Bear Brown Bear__ with 90% accuracy.
 * Student found a picture of an animal and filled out all of the necessary information on the computer with 95 % accuracy.
 * Student wrote a sentence discussing the speed of the animal with 95% accuracy.

**Required Materials:** the book __Brown Bear Brown Bear__ by Bill Martin Jr., 20 Brown Bear Brown Bear worksheets, crayons, turtle on a popsicle stick,(made by the teacher by locating a picture of a turtle and gluing it on a popsicle stick), horse on a popsicle stick (made by the teacher by locating a picture of a horse and gluing it on a popsicle stick), rabbit on a popsicle stick (made by the teacher by locating a picture of a rabbit and gluing it on a popsicle stick), fish on a popsicle stick (made by the teacher by locating a picture of a fish and gluing it on a popsicle stick)

**Anticipatory Set (Lead-In):**
1.Read __Brown Bear Brown Bear__ to the students. 2.Ask the students to name all of the animals mentioned in the book.

Step-By-Step Procedures for Teaching the Lesson:
1. Ask students if they know what makes a good reader and write their responses on the board. 2. First, explain how a horse gallops fast and hold up the horse and model reading fast. 3. Explain to students that good readers don’t read fast. 4. Second, explain how a rabbit hops and hold up the rabbit model and read hopping/skipping over words. 5. Explain to students that good readers don’t hop over words but instead they sound them out. 6. Third, explain how a turtle moves slowly and hold up the turtle then model reading slow. 7. Explain to students that good readers don’t read slowly. 8. Finally explain how a fish swims smoothly through the water and hold up the fish then model reading smoothly and with expression. 9. Explain to the students that good readers read smooth and with expression and this is how we want to read.

Guided Practice/Monitoring
1. Read some pages out of __Brown Bear Brown Bear__ and have the students repeat after you. 2. Call up different students to come in front of the class and read some pages out of the book.

Closure (Reflect Anticipatory Set):
1. Today we learned about what makes a good reader. 2. How do good readers read? 3. Let’s keep this in mind when we read everyday!

**Assessment Based on Objectives:** An informal assessment will be done through teacher observations and discussions with students, during which anecdotal notes will be take. Checklist: Student found a picture of an animal and filled out all of the necessary information on the computer with 95 % accuracy. Student wrote a sentence discussing the speed of the animal with 95% accuracy.
 * Students will be able to read __Brown Bear Brown Bear__ with expression with 80% accuracy.
 * Students will be able to create their own page from __Brown Bear Brown Bear__ with 90% accuracy.
 * A formal assessment will be done by examining student’s work.

**Adaptations (For Students With Special Needs):** The teacher will assist students with sounding out words and reading at a steady pace. The teacher will also assist students with creating their own page to include in the class' book.

**Extensions (For Advanced Students):** An extension of this lesson is to provide students with a Brown Bear Brown Bear worksheet with a blank on what Brown Bear could see next and have the students find a picture and fill in the blank with the name of the animal and a sentence on how fast or slow the animal moves. The teacher will already have the computers bookmarked to sites that provide pictures of animals. The teacher will do an example for the students and take them through step by step and then assist them in doing it themselves. Each student will print out their picture and sentence and the teacher will put the pages together in order to create a booklet for students to read during their spare time.

**Possible Connections to Other Subjects:** This lesson can be tied in to all other subjects because they require you to read and this lesson will help to improve fluency, which will also help students with the comprehension of the material they are reading.

**Reference:** Martin, Bill. (1992). //Brown bear, brown bear, what do you see?// New York, New York: Harcourt Brace & Company.

**Reflection:** After teaching my fluency lesson I think that the lesson went very well. I say this because after teaching the students what a good reader is when I called on each student they read a page out of the book with confidence, expression, and they read it smoothly. Another reason why I think this lesson went well is because when the students were reading a page out the book it sounded like natural speech, which is what I was aiming for. While teaching my lesson I had a hard time keeping the attention of some students. Each student was required to read at least one page of the story aloud and when some students were reading others were playing and not paying attention. If given the opportunity to re-teach this lesson the first thing that I would do as soon as the students sit down is to tell them that I need their undivided attention and that I need them to stay focused on the story that we are about to read. After reading the book and going over what a good reader is before I call students up to read a page out the book I will let the other students know that if they can not respect their classmate while they are reading then they will have to turn their card to yellow. I think that if I were to say this the students would be a lot calmer and more focused on the lesson that I am teaching. In this lesson students learned how to read smoothly and with expression. I know that this learning occurred because when students were reading a page out of the book aloud they read with great expression and enthusiasm and they read very smoothly. Overall, all of the objectives were met. The students stayed engaged in the lesson and they all participated in the lesson. After speaking with the students I learned that they thoroughly enjoyed creating a book for the classroom's library, in which they could read in their spare time. Students loved the activity so much that they were each even given a chance to take the book home to share with parents if they wanted to.

References Martin, Bill. (1992). //Brown bear, brown bear, what do you see?// New York, New York: Harcourt Brace & Company Storybook Theme 4 textbook Weisner, David (2001). //The three little pigs.// New York, New York: Houghton Mifflin Company.

Student created work: [|studentwork.doc]

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