Edtpa Lessos1-4

Teacher: Mr.
Strumph__ Grade: __7_____ Date: ___2/ 22/17___
Day: ___1____ Subject: ____Civics_________ Time: 12:02 12:57___
Cognitive Level(s) of Lesson: (Refer to Blooms Taxonomy)

Objective:
To learn about the Legislative Branch, students will analyze the organization of Congress, after
previously learning about the Bill of Rights.
The Blooms Taxonomy level is Analysis.
NJCCCS addressed:
SOC. 6.1.8.A.b Evaluate the effectiveness of the principles of the Constitution (i.e. consent of the
governed, rule of law, federalism, limited government, separation of powers, checks and
balances, and individual rights) in establishing a federal government that allows for growth and
change over time.
CCSS.ELA Literacy.RL.8.4 Determine the meaning of words and phrases as they are
used in a text, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including analogies or allusions to other texts.
The Central focus of this unit plan is the Legislative Branch.
The Language Demands that are included in this lesson are Vocabulary/Symbols: Bicameral,
Committee, Representative, and Checks and Balances. The language demand of discourse is used
when students answer and share the discussion questions included in the notes.
Instructional Strategies (Indicate Level of Blooms Taxonomy and CCCS where applicable)
Opening:
1. Teacher will begin the lesson by instructing the students to answer the Warm-Up question as each
student enters the classroom. Students will have five minutes to answer the Warm-Up question on
Google Classroom. (5 minutes)
2. Once the five minutes is up, teacher will state: Yesterday, we evaluated some of the amendments
included under the United States Constitution and how they apply to todays society. Teacher will
then have students volunteer to answer the warm-up question orally while looking on Google
Classroom, which is to write down what they know about the legislative branch or Congress. Targeted
Responses: Congress has two houses the House of Representatives and Senate; The legislative branch
makes the laws; The legislative branch is part of the three branches of government. (Anticipatory Set)
(5minutes)
3. Teacher will then say Today, we will learn about how the Legislative Branch is organized within
the United States government by viewing a powerpoint and completing a note packet. (Purpose
Setting)
4. Teacher will ask questions about why the Legislative Branch is necessary and what role it plays in
todays society. Questions include What is the job of the Legislative Branch? How does it impact you
as a citizen? Targeted Responses: The Legislative Branch makes the law in society that help provide
rules as to what a citizen can and can not do. (Review, Assessment of Background Knowledge) (3
minutes)
Presentation:
5. Teacher will handout a reading about the powers of Congress in which students will be chosen to
read aloud as their classmates follow. With some prior knowledge students will be asked to answer the
reading check questions in a think-group-share format once the reading is completed. (Input, Analysis)
(12 minutes)
6. Teacher will then give each student a guided notes packet. Teacher will show a slideshow
presentation on How Congress is Organized. Students will fill in the blanks of key vocabulary terms
on the guided notes as the teacher goes over the slides. Then the teacher will ask questions about the
powers of Congress and how it affects the United States. Questions included: Can Congress declare
war? Why is Congress given these specific powers? Targeted Responses: Congress has the power to
declare war. Congress is given these specific powers because they are voted by the people. (Input,
Checking for Understanding, Modeling, Comprehension). (17 minutes)
Guided Practice:
7. Students will continue to complete the note packet. Within the note packet there will be two
discussion questions included, in which students will answer the questions first by themselves and
then discuss it with their partners. On the last page of the packet there is a blank chart end will
complete a chart about how Congress in organized. Students will come up to the SMART Board to
fill in the chart. Students will be expected to complete the chart as it is being completed on the
SMART Board. (Analysis). (5 minutes)
8. Teacher will walk around and answer any questions the students may have. Teacher will make note
of any student who is struggling with the assignment and will address the struggling students through
Google Classroom in order to help them. As the chart is being filled in on the SMART Board, teacher
will make sure that the information being filled out is correct. (Checking for Understanding,
Differentiation, Formative Assessment)
Closure:
9. Within the last eight minutes of class, students will be asked to answer a cool down question before
they leave the classroom on Google Classroom. Cool Down- What are the 2 houses of Congress?
How are the 2 houses similar or different? Provide at least 3 examples. (Review) (5 minutes)
10. After the students have completed the Cool Down, Teacher will ask What did we learn today and
how is does it affect you as a citizen? Anticipated Response: Today we learned about how the
Legislative Branch is organized. This is especially important when trying to understand how the
United States Congress is run today because what the representatives pass directly affects all
citizens. (Summary of Main Points, Ties Points to a Coherent Whole) (3 minutes)
11. The teacher will ask if there are any questions about the lesson and then ask How
has this lesson on the Legislative Branch changed your knowledge about the Legislative Branch?
(Checking for Understanding)
12. The teacher will state that in our next class we will learn more about the powers of Congress. To
prepare you for this, there is an Extra Credit Current Events Assignment on Google Classroom.
(Preview of Future Lesson)
Assessment
Formative:
a. The assessment of the lesson will be derived from the students participation and
answers done during the Warm-Up. (Individual Measurability)
b. The teacher will assess the collaborative effort of each student based on personal
observations during the discussion and presentations after walking around the classroom and
observing the students working.
c. The chart on how Congress is organized will provide insight into each students learning and will be
collected after the completion of the unit. Then it will be assessed Summative Assessment. While
students are working on chart, it will serve as a Formative Assessment.
Summative:
a. When this specific unit is done, the students will be tested on the material.
b. There will be a Class Congress project in which the students will form their own committees and
create their own policies and bills.
Differentiation
Varying Content:
a. For Weaker Students: The teacher will offer additional help after school. The
teacher will provide student with the IEP worksheets and studyguides as supplemental aids. (Varying
Content)
b. For Advanced Students: The teacher will ask higher level discussion questions during note taking.
c. Not to single out students who need additional support, the entire class will receive note packets in
which they will fill in the blanks.
Varying Process:
a. Students will be grouped heterogeneously.
Varying Product:
a. a. For advanced students: The teacher will assign a current event assignment to students that
relates to the lesson.
b. Tests and assignments will be modified based on the students IEP needs.
Technology
a. If there is technology access in the classroom the smartboard will be utilized in

the classroom along with the students having access to chromebooks to complete
the warm-up.
b. If there is no technology access in the classroom, the teacher will write the warm-
up, objective, and instructions on the white board, stopping at specific points to
check for students understanding. After everything is written down, students will
work on their note packet provided to them while the teacher emphasis the key words the students
should fill in.
Teacher: Mr. Strumph______ Grade: __7__ Date: 2/23/17___________

Day: ___2____ Subject: ____Civics________ Time: 12:02-12:57__

Objective:
To learn about the powers of Congress, students will continue to analyze the organization of Congress
after learning about the structure of the Legislative Branch of the United States government.
The Blooms Taxonomy level is Analysis.
NJCCCS addressed:
SOC. 6.1.8.A.3.b Evaluate the effectiveness of the principles of the Constitution (i.e. consent of
the governed, rule of law, federalism, limited government, separation of powers, checks and
change over time.
The Language Demands that are included in this lesson are Vocabulary/Symbols: Veto, Filibuster,
Representative, Bill, Law, Majority, and Minority. The language demand of discourse is used when
students answer and share the discussion questions included in the notes.
Opening:
2. Once the five minutes is up, teacher will state: Yesterday, we analyzed the structure of the
legislative branch and how it is organized. Teacher will then have students volunteer to answer the
warm-up question orally while looking on Google Classroom, which is to answer the question Where
do you think the ideas for laws often come from? Targeted Response: From the citizens who elect the
Congressional Representatives. (Anticipatory Set, Comprehension) (6 minutes)
3. Teacher will then say Today, we will continue to learn about how the Legislative Branch is
organized within the United States government, their powers and how a bill becomes a law by viewing
two powerpoints and completing a note packet. (Purpose Setting)
4. Teacher will ask questions about how the Legislative Branch is organized and how it impacts our
country. Questions include: Who is the head of the House of Representatives? Who is the head of the
Senate? What are some qualifications for either being a member of either house? Targeted Responses:
The head of the House of Representatives is the Speaker of the House. The Head of the Senate is the
Vice President. To be a member of the House of Representatives, one must be 25 years old, a United
States Citizen for 7 years, and resident of the state they represent. To be a member of the Senate, one
must be 30 years old, a United States Citizen for 9 years, and a resident of the state they represent.
(Review, Assessment of Background Knowledge) (3 minutes)
Presentation :
5. Teacher will give each student a guided notes packet. Teacher will show two slideshow
presentations on The Powers of Congress and How a Bill Becomes a Law. Students will fill in the
blanks of key vocabulary terms on the guided notes as the teacher goes over the slides. Then the
teacher will ask questions about the process of How a Bill Becomes a Law. Questions included: What
amount of votes must a bill receive in order to be passed? What are the presidents options when
reviewing a proposed bill? Targeted Responses: In order for a bill to be passed through Congress it
must receive 2/3 the amount of votes in both the House of Representatives and Senate. When the
president is reviewing a proposed bill, they have the option to either sign it (make it a law) or veto it
(reject it and send it back to Congress). (Modeling, Input, Checking for Understanding, Application).
Guided Practice:
6. Students will continue to complete the note packet. Within the note packet there will be four
discussion questions included, in which students will answer the questions first by themselves and
then discuss it with their partners. On the last page of the packet there is a blank chart end will
complete a chart about how a bill becomes a law. Students will be expected to complete the chart as it
is being completed through the Prezi Presentation. (Analysis) (16 minutes)
7. Teacher will walk around and answer any questions the students may have. Teacher will make note
of any student who is struggling with the assignment and will address the struggling students through
Google Classroom in order to help them. Students will then open up an assignment posted on Google
Classroom in which they will be asked to research concepts that include state senior senator, state
junior senator, the number of districts within their state, their district number, and their district
representative, along with each elected officials political party. Students will be shown how to find
this information by using the websites House.gov and Senate.gov. on the internet. (Checking for
Understanding, Differentiation, Formative Assessment, Input, Comprehension).
8. Students with their groups will fill in the chart on Google Classroom first. After completing their
chart, the teacher will make sure that the information being filled out is correct, before the students
write their findings on the whiteboard around the classroom. Once the information is written on the
whiteboard each student will be asked to turn in the assignment through Google Classroom.
(Analysis) (17 minutes)
9. Within the last eight minutes of class, students will be asked to answer a cool down question before
they leave the classroom on Google Classroom. Cool Down- Explain three of the powers that are
delegated to Congress by the U.S. Constitution. (Review) (8 minutes)
Closure:
10. After the students have completed the Cool Down, Teacher will ask What did we learn today and
how is does it affect our society? Anticipated Response: Today we learned about the powers of the
Legislative Branch. This is especially important when trying to understand what Congress can and
cannot do. We also learned about How a Bill Becomes a Law, which can shows how you as a citizen
can make a difference in society. (Summary of Main Points, Ties Points to a Coherent Whole) (3
minutes)
11. The teacher will state that in our next class we will The teacher will state that in our next class we
will continue to learn more about how a Bill becomes a law. To prepare you for this, there is an Extra
Credit Current Events Assignment on Google Classroom. (Preview of Future Lesson)
Assessment
Formative:
observations during the discussion and presentations after walking around the classroom and
observing the students working.
Summative:
b. There will be a brief Class Congress project in which the students will form their own committees
and create their own policies and bills.
Differentiation
Varying Content:
teacher will provide student with the IEP worksheets and studyguides as supplemental aids. (Varying
Content)
b. For Advanced Students: The teacher will ask higher level discussion questions during note taking.
c. Not to single out students who need additional support, the entire class will receive note packets in
which they will fill in the blanks.
Varying Process:
a. Students will be grouped heterogeneously.

Varying Product:
b. Tests and assignments will be modified based on the students IEP needs.
Technology

the warm-up.
check for students understanding. After everything is written down, students will
work on their note packet provided to them while the teacher emphasis the key words the students
should fill in.
Teacher: Mr. Strumph__ Grade: __7_____ Date: ___2/ 24/17___

Objective:
To learn about the structure, powers, and responsibilities of Congress students will interact with the
iCivics game Lawcraft for duration of the lesson.
The Blooms Taxonomy level is Evaluation.
NJCCCS addressed:
change over time.
SOC. 6.1.8.A.3.f Explain how political parties were formed and continue to be shaped by
differing perspectives regarding the role and power of federal government.
The Language Demands that are included in this lesson are Vocabulary/Symbols: Veto, Filibuster,
Representative, Bill, Law, Majority, and Minority. The language demand of discourse is used when
students answer the graphic organizer.
Opening:
2. Once the five minutes is up, teacher will state: We spent the last two days learning about the
structure and powers of the Legislative Branch. Teacher will then have students volunteer to answer
the warm-up question orally while looking on Google Classroom, which is to answer the question
What are the differences between the house of Representatives and the Senate. Targeted Responses:
The House of Representatives is based on State Population and has 435 members. The Senate includes
two members per state and has 100 members. (Anticipatory Set) (5 minutes)
3. Teacher will then say Today, we will continue to learn about the Legislative Branch and the
process of How a Bill Becomes a Law by participating in the iCivics interactive game Lawcraft .
(Purpose Setting)
4 . Teacher will ask questions about the process of How a Bill Becomes a Law. How are bills
created? Why do representatives propose bill? Targeted Responses: Bills are created on the floor of
Congress and can be based upon proposed ideas from citizens. Representatives propose bills in order
to bring a change to society. (Review, Assessment of Background Knowledge) (3 minutes)
Presentation:
5. Teacher will give each student a handout entitled Congress in a Flash!. Students will answer
discussion questions after teacher answers the first question with the class. Students will highlight key
information in the text that will be used as context clues to help them answer the discussion questions.
Teacher will instruct students to answer the discussion questions directly in the space provided to them
on the sheet. Teacher will answer questions about the powers of Congress. (Checking for
Understanding, Modeling, Application). (10 minutes)
6. Teacher will have students answer the discussion questions out loud and will make sure they are
copying down the correct answers down. (7 minutes)
Guided Practice:
7. Once students are done completing the Congress in a Flash! Handout, the teacher will distribute to
the students the iCivics.org LawCraft game access guide together with an organizer to have students
track their progress. The teacher will walk the students through the game playing guide (first page on
handout) on the SMART Board. The teacher will then model for students how the game looks on the
SMART Board and remind them to track their progress on their organizer while playing the game for
it will be collected and graded. (Modeling). (8 minutes)
8. Students will play the iCivics.org LawCraft game and fill out the information on the organizer.
Teacher will walk around and make sure that students are working. Teacher will also answer any
questions the students may have. Teacher will address any student who is struggling with the
assignment by talking to them while they are participating in the game. (17 minutes)
9. Within the last ten minutes of class, students will be asked to answer two cool down questions. Cool
Down- Answer post-game questions on the LawCraft Graphic Organizer handout, Which are how hard
is it to pass a law in Congress? and What obstacles did you encounter when trying to pass your bill?
(Review) (10 minutes)
11. While the students are working on the Cool Down, Teacher will say Today we continued our
discussion on How a Bill becomes a Law. This is especially important when trying to understand
how laws are created in our country. (Summary of Main Points, Ties Points to a Coherent Whole)
Closure:
10. After the students have completed the Cool Down, Teacher will ask How
this assignment enhanced their knowledge of how laws are created in our country? Anticipated
Response: This assignment has helped to show me that passing a bill into a law in Congress is not
easy.
11. The teacher will ask if there are any questions about the lesson and then ask How
this assignment enhanced their knowledge of how laws are created in our country? (Checking for
Understanding) (2 minutes)
12. The teacher will state that In our next class we will learn more about the different congressional
committees within the United States Congress. (Preview of Future Lesson)
Assessment
Formative:
observations during the Congress in a Flash! and the discussion questions . (Comprehension)
c. The LawCraft Graphic organizer will provide insight into each students learning, along with post-
game questions. (Individual Measurability, Application)
Summative:
Differentiation
Varying Content
teacher will provide worksheets and guides as supplemental aids. (Varying
Content)
b. For Advanced Students: There will be different questions in the Congress in a Flash! handout, that
has the students explain how Congress is run.
Varying Process:
a. The grouping of the students will heterogeneous.
b. For students who do not want to use technology or are not allowed to use technology, they will have
the option to write all work out.
Varying Product:
b. Tests, projects, and assignments will be modified based on the students IEP needs.
Technology:

the warm-up. The chromebooks will also be used by the students to answer the discussion questions
for the Congress in a Flash! handout on Google classroom. Students will also use the chromebooks to
participate in LawCraft.
check for students understanding. After everything is written down, students will be given the
Congress in a Flash! handout and expected to answer the discussion questions on a separate piece of
paper before it is collected. Students will also do an interactive worksheet in which they will try to
make a bill become a law.
Teacher: Mr. Strumph__ Grade: __7_____ Date: ___2/ 27/17___

Objective:
To learn about Congressional Committees within the Legislative Branch, students will evaluate how
the structure, powers and responsibilities of the legislative branch impact citizens lives by researching
a Congressional committee.
The Blooms Taxonomy level is Evaluation.
NJCCCS addressed:
change over time.
SOC. 6.1.8.A.3.f Explain how political parties were formed and continue to be shaped by
differing perspectives regarding the role and power of federal government.
Tech. 8.1.8.A Students demonstrate a sound understanding of technology concepts, systems, and
operations.
Tech. 8.2.8.E Computation thinking builds and enhances problem solving, allowing students to
move beyond knowledge to create knowledge.
The Language Demands that are included in this lesson are Vocabulary/Symbols: Veto,
Representative, Bill, and Law. The language demand of discourse is used when students answer the
graphic organizer about their congressional committee.
Opening:
separate. (5 minutes)
2. Teacher will begin the lesson by stating: In the last class, we continued our discussion of the
process on How a Bill Becomes a Law. Teacher will then have students show their answer to the
warm-up question as the teacher walks around the classroom to check the sheets. The teacher will then
show the students the actual correct number and have them see if they got it correct. (Anticipatory Set)
(6 minutes).
3. Teacher will then say Today, we will continue to learn about the Legislative Branch by researching
different Congressional Committees in government. (Purpose Setting)
4. Teacher will ask questions about how congressional districts are formed. Questions Included: Why
are Congressional Committees formed? What are some examples of current Congressional
Committees? Targeted Responses: Congressional Committees are formed to help solve a common
problem in society. Some examples of current Congressional Committees include Education, Veterans
Affairs, and Space and Technology. (Review, Assessment of Background Knowledge) (3 minutes)
Presentation
5. Teacher will have each group select an index card with a name of a Congressional Committee that
their group will research about. (Input). (1 minute)
6. Students will be given their Researching Congressional Committees handout and students will
follow along while the handout is shown and modeled on the SMART Board. The students will be also
shown the House and Senate websites, which are the only websites they are to use. (Modeling). (5
minutes)
6. Teacher will continually ask questions about Congressional Committees. Questions Included: Why
are Congressional Committees important? Targeted Responses: Congressional Committees help to
create the necessary details of a bill before it becomes a law. (Checking for Understanding)
Guided Practice:
7. Students will research their committee and will come up with the following information: ten
members of the committee (along with their political party and state they represent), Committee Chair,
Recent news about the committee, and to summarize 3 recent statements by members Teacher will
walk around and answer any questions the students may have.Teacher will address any student who is
struggling with the assignment through Google Classroom. (Input, Evaluation) (20 minutes)
8. After twenty minutes is up, each group of students will present their research that they recorded on
the chart. In this presentation students will tell the class what their Congressional Committee is, who
the Committee Chair is, any 3 members of the committee (along with their political party and state
they represent), recent news about their committee, and one recent statement by one of their members.
(13 minutes)
9. Within the last seven minutes of class, students will be asked to answer the cool down question,
Evaluate the issue of your congressional committee- Why do you think a Congressional committee is
needed to deal with this issue? What do you think would be an effective law that could be passed to
deal with the issue? (Review) (7 minutes)
Closure
10. After the students are done working on the Cool Down, Teacher will ask how do political parties
affect Congressional Committees? Targeted Responses: Political Parties help to establish a
representatives core beliefs, which can help persuade their opinion when working in a Congressional
Committee. (Summary of Main Points, Ties Points to a Coherent Whole)
11. The teacher will ask if there are any questions about the lesson and then ask What do you know
now about Congressional Committees? Targeted Responses: Congressional Committees are the main
contributors in helping to turn proposed bills into laws. (Review)
12. The teacher will state that In our next class we will continue to do research on your
Congressional Committees and will be asked to choose a spokesperson for your committee (Preview
of Future Lesson).
Assessment
Formative:
answers done during the Warm-Up and Cool-Down. (Individual Measurability)
observations during their research of a Congressional Committee. (Knowledge)
c. The research the students do on their respected Congressional Committee assigned to them will
be graded as a classwork grade. (Knowledge)
Summative:
Differentiation
Varying Content:
teacher will provide worksheets and guides as supplemental aids. Teacher will rephrase
directions and ensure student attention before introducing model. (Varying Content)
b. For Advanced Students: The teacher will ask them to research another committee for homework.
Varying Process:
a. The grouping of the students will be heterogeneous.
Varying Product:
a. The research assignment will be modified in order to meet all students needs, in order to ensure full
understanding of the task.
b. Tests, projects, and assignments will be modified based on the students IEP needs.
Technology:

the Warm-Up and Cool-Down. The chromebooks will also be used by the students to research the
Congressional Committee assigned to them.
check for students understanding. After everything is written down, students will be given an
information packet about the specific Congressional Committee assigned to them in order to further
their research.

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What is the purpose of Congressional committees?

What is the purpose of Congressional committees?

How does the teacher assess student understanding?

How does the teacher assess student understanding?

Teacher: Mr.

Strumph__ Grade: __7_____ Date: ___2/ 22/17___

Day: ___1____ Subject: ____Civics_________ Time: 12:02 12:57___

Cognitive Level(s) of Lesson: (Refer to Blooms Taxonomy)

The Blooms Taxonomy level is Analysis.

The Central focus of this unit plan is the Legislative Branch.

a. If there is technology access in the classroom the smartboard will be utilized in

Teacher: Mr. Strumph______ Grade: __7__ Date: 2/23/17___________

Cognitive Level(s) of Lesson: (Refer to Blooms Taxonomy)

The Blooms Taxonomy level is Analysis.

The Central focus of this unit plan is the Legislative Branch.

a. Students will be grouped heterogeneously.

a. If there is technology access in the classroom the smartboard will be utilized in

Teacher: Mr. Strumph__ Grade: __7_____ Date: ___2/ 24/17___

Day: ___3____ Subject: ____Civics_________ Time: 12:02 12:57___

The Blooms Taxonomy level is Evaluation.

The Central focus of this unit plan is the Legislative Branch.

a. The grouping of the students will heterogeneous.

a. If there is technology access in the classroom the smartboard will be utilized in

Teacher: Mr. Strumph__ Grade: __7_____ Date: ___2/ 27/17___

Day: ___4____ Subject: ____Civics_________ Time: 12:02 12:57___

Cognitive Level(s) of Lesson: (Refer to Blooms Taxonomy)

The Blooms Taxonomy level is Evaluation.

The Central focus of this unit plan is the Legislative Branch.

a. The grouping of the students will be heterogeneous.

a. If there is technology access in the classroom the smartboard will be utilized in

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Strumph Grade: 7___ Date: _2/ 22/17___

Day: _1 Subject: Civics_____ Time: 12:02 12:57_

Teacher: Mr. Strumph Grade: 7 Date: 2/23/17_____

Teacher: Mr. Strumph Grade: 7___ Date: _2/ 24/17___

Day: _3 Subject: Civics_____ Time: 12:02 12:57_

Teacher: Mr. Strumph Grade: 7___ Date: _2/ 27/17___

Day: _4 Subject: Civics_____ Time: 12:02 12:57_