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    Unit: Chapter 7 CCSS or State Standards: Lesson Title: Lesson 1 (Reading Part 3) Grade/Period: 4 Grade

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    This document provides a lesson plan for a 4th grade social studies class on government in Michigan. The lesson objectives are for students to understand what taxes, rights, elections, consequences, and the role of government are. Key questions for the lesson include who can vote, the four reasons for government in Michigan, and how the government is paid for. The lesson involves reading from the textbook, class discussions, and group work to summarize what was learned. Formative assessment is through class discussion, with summative assessment to be determined. Differentiation strategies include adjusting reading levels and providing support for struggling readers.

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    Unit: Chapter 7 CCSS or State Standards: Lesson Title: Lesson 1 (Reading Part 3) Grade/Period: 4 Grade

    Uploaded by

    api-320114472
    21 views2 pages
    This document provides a lesson plan for a 4th grade social studies class on government in Michigan. The lesson objectives are for students to understand what taxes, rights, elections, consequences, and the role of government are. Key questions for the lesson include who can vote, the four reasons for government in Michigan, and how the government is paid for. The lesson involves reading from the textbook, class discussions, and group work to summarize what was learned. Formative assessment is through class discussion, with summative assessment to be determined. Differentiation strategies include adjusting reading levels and providing support for struggling readers.

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    social studies lesson-thursday

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    This document provides a lesson plan for a 4th grade social studies class on government in Michigan. The lesson objectives are for students to understand what taxes, rights, elections, consequences, and the role of government are. Key questions for the lesson include who can vote, the four reasons for government in Michigan, and how the government is paid for. The lesson involves reading from the textbook, class discussions, and group work to summarize what was learned. Formative assessment is through class discussion, with summative assessment to be determined. Differentiation strategies include adjusting reading levels and providing support for struggling readers.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    21 views2 pages

    Unit: Chapter 7 CCSS or State Standards: Lesson Title: Lesson 1 (Reading Part 3) Grade/Period: 4 Grade

    Uploaded by

    api-320114472
    This document provides a lesson plan for a 4th grade social studies class on government in Michigan. The lesson objectives are for students to understand what taxes, rights, elections, consequences, and the role of government are. Key questions for the lesson include who can vote, the four reasons for government in Michigan, and how the government is paid for. The lesson involves reading from the textbook, class discussions, and group work to summarize what was learned. Formative assessment is through class discussion, with summative assessment to be determined. Differentiation strategies include adjusting reading levels and providing support for struggling readers.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Unit: Chapter 7 Lesson Title: Lesson 1 (Reading Part 3) Grade/Period: 4th grade

    CCSS or State Standards:


    CCSS 44C1.0.2
    Resources and Materials:
    Meet Michigan textbook
    Journals

    Objective: I can:
    What students will know and be able to do I can state what tax means.
    stated in student friendly language (use
    Bloom’s and DOK levels for higher level I can state what rights are.
    thinking objectives)
    I can state what elections are.
    I can state what consequences are.
    I can state what the government does.
    Essential Question(s): Who gets to vote?
    Over-arching questions of the lesson that will
    indicate student understanding of What are the four reasons we have government in Michigan?
    concepts/skills What is it you want the
    students to learn/know? Why? How do we pay for government?
    Who gets the final say in government?
    Inclusion Activity: The class will start by discussing what they learned the day before.
    Describe an activity that will ensure that all Students will right down one right that we have. The class will talk about
    students and their voices are included at the
    beginning of the lesson. who makes the laws. They will also discuss why we vote of candidates. (5
    minutes)

    1. The teacher will read the first section on page 326- Who can
    Sequence of Activities: Vote? Then the teacher will give a quick recap on the vote that
    Provide an overview of the flow of the lesson. the students did the day before in class on the two candidates. (5
    Should also include estimates of
    pacing/timing. minutes)
    2. Next the teacher will call on different students to read each
    paragraph. The teacher needs to keep in mind the length of the
    paragraph and the reading skill of the students.
    3. At different point the teacher will stop the reading and ask
    question about consequences and too much government. (Step 2
    and 3 will take 15 minutes)
    4. The class will have a discussion on what they have learned about
    government in Michigan. Each table group will write down 4
    things that they have learned from all of Lesson 1. Then they will
    pick 1 to share with the class. (10 minutes)
    5. Teacher will tell students that they will answer the questions on
    page 329 tomorrow. It is now time to clean up the classroom to
    go back to their homeroom and go home for the day. (5 minutes)

    Instructional Strategies: The students will use the Community Circle to start with. It will get them
    Research-based strategies to help students all talking a sharing.
    think critically about the concept/skill.
    Assessment: Formative: The discussion in class is the formative assessment. In the
    List both formative and summative beginning we discuss what they know so the teacher can see what they
    assessments that you will use to assess student
    understanding. Formative assessments are need to learn. Then as the class discusses different parts of the reading
    given during instruction (check for in class, the teacher can see what they are learning.
    understanding), summative are after
    completion of instruction (how will you grade –
    quiz, test, project, paper, presentation,
    demonstration, etc.).
    Summative:

    Differentiation: Students that struggle with reading may be given a smaller paragraph to
    Describe who will need additional or different read. The teacher might also pull them aside ahead of time and tell them
    support during this lesson, and how you will
    support them. Differentiated instruction could which paragraph they will be reading and give them a copy to practice
    include testing accommodations, preferential with.
    seating, segmented assignments, a copy of the
    teacher’s notes, assignment notebook, peer
    tutors, etc.
    Summary, Integration and The students will talk about what they read today in the next class. They
    Reflection: will review it at the beginning to see what they remember. They will share
    List the way that you will bring students with classmates.
    together to integrate and reflect on their
    learning from this lesson

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