grade 5 siop unit plan

8/9/2019 Grade 5 SIOP Unit Plan

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SIOP Instructional Unit Plan

Topic:5thGrade Social StudiesFocused Topic:Political Science/Civic Literacy

Essential Concepts and/or Skills:

Understand the purpose and function of each of the three branches of government established by the Constitution

o Understand that the legislative branch passes laws to protect individual right.

o Understand that the eecutive branch carries out and enforces laws to protect individual rights.

o Understand that the !udicial branch" headed by the Supreme Court" ma#es decisions concerning the law that aim to

protect individual rights.

Understand the differences among local" state" and national governments $with a focus on the national scale%

o Understand the roles of local" state" and national government and the roles of the representative leaders at these levels

such as mayor" governor" and President.&rom' www.educateiowa.gov/p#()*/standards(and(curriculum/iowa+core/social(studies/social(studies(grades(,(5

Day One: Introduction to the Three Branches

of o!ern"ent and the E#ecuti!e Branch

rade/Class/Su$%ect ' 5thGrade Social Studies

The"atic Topic:Political Science/Civic LiteracyStandards:


o Understand that the eecutive branch carries out and enforces laws to protect individual rights.

&ey 'oca$ulary:

Content(Specific: President" Commander in Chief" -ice President" Cabinet" ecutive" Legislative" udicial" 0iplomacy"

ecutive 1ffice of the President

)cade"ic:!igsaw" 23L" 4hin#(Pair(Share

*OTS:

Canned uestions Strategy $used in con!unction with the 4hin#(Pair(Share during the 3rap(Up/Closure section%

6nterpretation uestions $guided 7uestions used during the !igsaw to help focus students8 learning and understanding%
http://www.educateiowa.gov/pk-12/standards-and-curriculum/iowa+core/social-studies/social-studies-grades-3-5http://www.educateiowa.gov/pk-12/standards-and-curriculum/iowa+core/social-studies/social-studies-grades-3-5


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2nowledge uestions $guided 7uestions used during the !igsaw to help provide a format for students to use when teaching the

information they learned to their second group%

Comprehension uestions $guided 7uestions used during the !igsaw to help provide a format for students to use when teaching

the information they learned to their second group%

Synthesis uestions $used during the 3rap(Up/Closure section when students combine information of all aspects of the

eecutive branch to better understand it%

'isuals/+esources/Supple"entary ,aterials'

Chart paper

Large 9ranches of Government Graphic 1rgani:er

9ranches of Government Graphic 1rgani:er for students

Classroom 3ord Study 9oo#

3ord Study 9oo#s for students

3hite board and mar#ers 6nformation in paragraph form for each of the following sections of the eecutive branch' President" -ice President" Cabinet"

and the ecutive 1ffice of the President

ecutive 9ranch ;ote 4a#ing Guide for students

Connections to Prior &no-led.e/Buildin. Back.round'

. 01ink2 9egin Class with a 23L $2now" 3ant to #now" and Learned% chart. plain that we will be studying the three branches ofour government. part of the chart. Complete this in a

whole group setting and discuss the ideas brought up by students. 6f a student suggests an idea to be investigated during this unit"write it down and inform the class we will be studying that concept later. 6f a student suggests an idea that includes un#nown or

difficult vocabulary words" either define and write them in the classroom word study boo# or incorporate them into specific word(

study time during other parts of the school day. 4his provides a lin# to students8 bac#ground #nowledge because as the teacher" 6 as#them what they personally #now and understand about our government.

3. 0Brid.e2


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23L.


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assessed according to steps three"

four" and five of theAeview/


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and the different departments within the

Cabinet.

7561nce the ;ote 4a#ing Guide iscomplete" students will form new groups"each of four members. ach group will

include one =epect> from each of theoriginal groups of President" -ice

President" Cabinet" and the ecutive

1ffice of the President.

757 Students will share the informationthey learned with their new group. 3hile

listening to the other group members"students will complete their ;ote 4a#ing

Guide so that at the end of the !igsaw

activity" each student will have all of theinformation about each position under the

ecutive 9ranch.

85 1nce students completely fill in their;ote 4a#ing Guide" the teacher will gather

the whole group to complete a reviewactivity. 4his activity and the

review/assessment associated with it are

described in depth in the 3rap(Up/Closure

9ranch ;ote 4a#ing Guide but each

student will be responsible for teaching theinformation on their assigned section to

their new group $section ?.?%.

757


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section of this unit plan.

1an.ua.e O$%ecti!e0s2:1. 3rite information about the eecutive

branch of the government on a note ta#ingguide to enhance understanding.

2. 0escribe verbally to a peer

information about an individual who wor#sin the eecutive branch of the government.

65 3rite information about the eecutivebranch of the government on a graphicorgani:er to enhance understanding.

,eanin.ful )cti!ities/1esson Se4uence:5 Students meet this ob!ective during step

four of the activity section listed above. 0uring the activity" students will

write information specific to thefollowing four groups' President"

-ice President" Cabinet" and theecutive 1ffice of the President

on a note ta#ing guide. 4his is

described in depth above.

35 Students meet this ob!ective during step

four of the activity section listed above. 0uring the activity" students will be

responsible for sharing informationabout an aspect of the eecutive

branch $President" -ice President"

Cabinet" and the ecutive 1fficeof the President% verbally to a small

group of peers. 4his is described indepth above.

65 Students meet this ob!ective duringlesson review described below in the

3rap(Up/Closure section of this unit plan.

0uring the review students will be

responsible for writing downinformation specific to the

eecutive branch on the provided

+e!ie-/)ssess"ent: 5 Students will be responsible for filling

out and turning in a completed ecutive9ranch ;ote 4a#ing Guide. 6n order to

complete it" they must write down the newinformation learned.

35 Students will not be assessed formally

here" however the teacher will wal# aroundthe classroom to ensure students are on

tas#. 9ecause only one group memberfrom each group will be spea#ing at a time"

the teacher will li#ely be able to better heareach student8s verbal description of their

specific aspect of the eecutive branch.

65 Students will be responsible for fillingout and turning in a 9ranches of

Government Graphic 1rgani:er. 6n orderto complete it" they must write down the

new information learned.


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graphic organi:er. 4his is

described in depth below.

9rap(Up/Closure:

4his activity will be used throughout the unit in order to provide a familiar structure for students. 4he teacher will use the large9ranches of Government Graphic 1rgani:er $tree% to help students organi:er what they learned about the ecutive 9ranch. Students

will complete 4hin#(Pair(Shares before answering the following guiding 7uestions. 3hen students share information" the teacher willwrite notes on the large 9ranches of Government Graphic 1rgani:er. Students will also write notes on their own graphic organi:ers"

however" their notes can" but do not have to" differ from the teacher8s. Some guiding 7uestions may include'

3hat are the four positions under the eecutive branch

3hat are the duties of each position $encourage students to describe positions they did not read about directly%

Dow can someone get a !ob in a certain position Dow long does that !ob last

3hat are some of the different departments within the Cabinet

3hat else did you learn or find valuable from our learning today

4here will be no formal assessment used here but each student will be held responsible for completing the 9ranches of GovernmentGraphic 1rgani:er.


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EFListening EFPromotes ngagement EF1ral

Day T-o: The udicial Branch

rade/Class/Su$%ect ' 5thGrade Social StudiesThe"atic Topic:Political Science/Civic LiteracyStandards:


Understand that the !udicial branch headed by the Supreme Court" ma#es decisions concerning the law that aim to

protect individual rights.

&ey 'oca$ulary:

Content(Specific: udicial" Supreme Court" case" decision" try"

)cade"ic: 23L" 4hin#(Pair(Share" ;ote(4a#ing Guide" main idea" summari:e" represent ideas

*OTS:Canned uestions Strategy $used in con!unction with the 4hin#(Pair(Share during the 3rap(Up/Closure section%

Aight 4here uestions $used in con!unction with the student reading about the !udicial branch%

6nterpretive uestions $used in con!unction with the student reading about the !udicial branch%

2nowledge uestions $guided 7uestions used to help students identify the main points of the reading and guide further

learning%

Comprehension uestions $guided 7uestions used to help students identify the main points of the reading and guide further

learning" guided 7uestions used to help students create posters in the small group setting%

Synthesis uestions $used during the 3rap(Up/Closure section when students combine #nowledge of all aspects of the !udicial

branch to better understand it%'isuals/+esources/Supple"entary ,aterials'





3hite board and mar#ers


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section of the 23L chart. 4his provides a lin# to students8 bac#ground #nowledge because as the teacher" 6 as# them what they

personally #now and understand about our government and the daily focus of the !udicial branch.

Content O$%ecti!e0s2:

1. Students will be able to accurately

identify !obs under the !udicial branch ofthe government and the general purpose$s%

the !udicial branch serves.

4his ob!ective is met by steps three

and four of the @eaningful


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2. Students will be able to describe theways in which the Supreme Court wor#s to

protect individual rights. 4his ob!ective is met by steps three

and four of the @eaningful


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the area of reading or need etra LL

support" can !oin a small group withstrong teacher support. 4his group

will complete a shared reading of thetet" focusing on

decoding/fluency/comprehension

students on which the students arestruggling. Guiding 7uestions will

still be used to help students focus onthe important aspects of the reading.

0ifferent difficulties of 7uestions will

be used to support all students.

75 1nce students complete the readingindependently $or in the pull(out group for

students who need more support%" they willform small groups to summari:e the

information learned.

75 6n groups" students will discuss the

guiding 7uestions and be able to come to ageneral consensus regarding the answers.

4his will provide students the opportunity

to identify the main points of the readingand summari:e its contents.

75 4here will not be a formal assessmentfor this section of step ?.

75 0uring the activity" the teacher will

wor# with students in a small group. 4heteacher will assess these students on their

reading abilities" specifically their ability

to use the strategies on which they arecurrently wor#ing" such as decoding"

fluency" and comprehension. Students willbe held accountable because each will need

to participate in completing the net stepof this activity" where they will wor#

together to create a poster with the

summari:ed information $step ?.*%.


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753 6n the same small groups" students willgather poster paper and mar#ers and wor#

cooperatively to create a poster that showsthe main ideas found in the reading.

Students can represent their understanding

however they choose" as long as allstudents contribute to the poster. Posters

can include" but are not limited to" anoutline of information" pictures" symbols"

or a se7uence of events $i.e. a cartoon

depicting the se7uence of events used bythe Supreme Court when ma#ing a

decision%.

756 1nce groups finish their poster" theywill be responsible for sharing it verbally

with the class and answering any possible

7uestions or points of clarification.

757 1nce all posters are presented" theteacher will lead the class in a group

discussion about the different ways inwhich students epressed and presented

the same information. plain that all

students completed the same reading and

753


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that each student understands things

slightly differently than others" andtherefore it ma#es sense why the posters

were all different.85 1nce students completely fill in their

;ote 4a#ing Guide" the teacher will gather

the whole group to complete a reviewactivity. 4his activity and the

review/assessment associated with it aredescribed in depth in the 3rap(Up/Closure


85 4his activity and the review/assessment

associated with it are described in depth in

the 3rap(Up/Closure section of this unitplan.

1an.ua.e O$%ecti!e0s2:

1. Students will be able to write

information about the !udicial branch on agraphic organi:er to enhanceunderstanding.

2. Students will be ale to find the main

idea and summari:e information about the

!udicial branch after completing a reading

of an epository tet.

,eanin.ful )cti!ities/1esson Se4uence:

5 Students meet this ob!ective during step

four of the activity section listed above. 0uring the activity" students will

write information specific to theguiding 7uestions listed in step

three of the @eaningful


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65 Students will be able to present main

ideas about the !udicial branch in smallgroups verbally to the class.

65 Students meet this ob!ective during stepfour of the activity section listed above.

0uring this activity" students willverbally present information about

the !udicial branch theysummari:ed in the group setting to

the class. Students will then be

provided the opportunity to shareverbally about the differences

found in their classmates8 posters.

65 4he students will be assessed using a

chec#list with room for additionalcomments. 4he chec#list will include'

accurate information given" main pointsaddressed" information summari:ed well"

each student included in group

presentation" verbal descriptions werecomprehendible" verbal descriptions added

to the content of the poster.

9rap(Up/Closure:

4his activity will be used throughout the unit in order to provide a familiar structure for students. 4he teacher will use the large9ranches of Government Graphic 1rgani:er $tree% to help students organi:er what they learned about the udicial 9ranch. Students

will complete 4hin#(Pair(Shares before answering the following guiding 7uestions. 3hen students share information" the teacher willwrite notes on the large 9ranches of Government Graphic 1rgani:er. Students will also write notes on their own graphic organi:ers"

however" their notes can" but do not have to" differ from the teacher8s. Some guiding 7uestions may include'

3ho is appointed to Supreme Court

Dow are individuals appointed to the Supreme Court

3hat types of cases does the Supreme Court try

who has the ultimate decision of a court case in the United States

Dow does a decision made by the Supreme Court affect laws



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Preparation/1esson Deli!ery

EF


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Comprehension uestions $guided 7uestions used to help students identify the main points of the reading and guide further

learning" guided 7uestions used to help students create their individual written responses to the reading%

Synthesis uestions $used during the 3rap(Up/Closure section when students combine #nowledge of all aspects of the !udicial

branch to better understand it%

'isuals/+esources/Supple"entary ,aterials'





3hite board and mar#ers


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government is made up of two governing

bodies $4he Douse of Aepresentatives andthe Senate%.

4his ob!ective is met by step two ofthe @eaningful


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place a copy on the classroom L@1.

4his will be used to complete the sharedreading.

653 ach student will receive a Legislative

9ranch ;ote 4a#ing Guide to completeduring the shared reading. 4his will help

students better be able to identify the mainpoints in the reading. 0ifferentiation

option' note ta#ing guides will be designed

to provide students different levels ofsupport as needed. Some guiding

7uestions addressed by the note ta#ingguide will include' what are the powers of

Congress" what are the two governingbodies in the legislative branch" and how

does a bill become a law

75


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opportunity to review it before sharing

parts of it aloud with the class.

85 Students will share their writing witha partner and will answer the following

7uestions' what was one positive thing

about your partner8s writing" what wassomething your partner could improve on"

and what was the main point of theirwriting 4hese 7uestions will be

answered verbally and will serve as a

sharing and reflection time for students.

853 1nce students have discussed theirwriting with a peer" they will be prepared

to share with the class. ach student willshare one thing about their partner8s

writing with the class $either something

they did well or the main point in order to#eep a positive conversation%.

;5 1nce students completely fill in their

;ote 4a#ing Guide" the teacher will gatherthe whole group to complete a review

activity. 4his activity and thereview/assessment associated with it are

described in depth in the 3rap(Up/Closure


85 3hile students share their writing witha peer partner" the teacher will wal# around

the classroom to monitor student

engagement as well as how thoroughlystudents are discussing their writing.

853


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1an.ua.e O$%ecti!e0s2:1. Students will be able to listen for #ey

information about the main functions of

the legislative branch during a read aloudfrom an epository tet and complete a

note(ta#ing guide by writing down newinformation.

2. Students will be able to write in anyform $paragraphs" graphic organi:er"

pictures with captions" bullet points" etc.%information about the legislative branch

that was new or interesting to them.

,eanin.ful )cti!ities/1esson Se4uence:

5 Students met this ob!ective during stepthree of the activity section listed above.

4he note ta#ing guide will includean outline or 7uestions that help

students better answer the guiding7uestions listed above in step ,.* of

the @eaningful


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3hat are the powers of Congress

3hat are the two governing bodies in the legislative branch

Dow does a bill become a law



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Content(specific: Legislative" Congress" Senate" Douse of Aepresentatives" term" legislation" election" bill

)cade"ic: 23L" 4hin#(Pair(Share" classroom investigations" -enn 0iagram

*OTS:


Aight 4here uestions $used in con!unction with the Congress ;ote 4a#ing Guide%


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3. 01ink2 9efore diving into the day8s content" as# students what they #now about Congress" if anything. 6f students have meaningful

and insightful responses" possibly add them to the =2now> section of the 23L chart.


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assessed according to step four of the

Aeview/


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75 1nce students have gatheredinformation about both the Senate and the

Douse of Aepresentatives" they will wor#in the same small groups to organi:e and

synthesi:e their understanding of Congress

as a whole by comparing the twogoverning bodies.

75 6n small groups" students will wor#

together to complete a -enn 0iagram

comparing the Senate and the Douse ofAepresentatives. Students can use

information about the responsibilities ofeach" the !obs found within each" the term

limits" how individuals are elected to theirposition" etc. to complete the -enn

0iagram. Students must wor#

cooperatively because each small groupwill only have one -enn 0iagram to

complete.

753 1nce the small groups have finished

filling in the -enn 0iagram" the class willcomplete a Classroom -enn 0iagram to

combine the information from each group.4he teacher will gather the whole group to

complete this as a review activity. 4hisactivity and the review/assessment

associated with it are described in depth in

the 3rap(Up/Closure section of this unit

75 4he -enn 0iagrams completed by thesmall groups will be collected at the

conclusion of this lesson and gradedformally.

753 Students will be graded on completing

the activity $having information in all three

sections of the -enn 0iagram% and havingaccurate information. 0uring the activity"

the teacher will wal# around the classroomto monitor student engagement and will

ta#e notes about how each student groupwor#s cooperatively to reach a common

goal.

753 4his activity and the

review/assessment associated with it aredescribed in depth in the 3rap(Up/Closure



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plan.

1an.ua.e O$%ecti!e0s2:1. Students will be able to communicate

effectively in the small group settingduring investigations of the Senate and the

Douse of Aepresentatives.

2. Students will be able to use writing to

complete a -enn 0iagram comparing theroles of the Senate and the Douse of

Aepresentatives in the small group settingand verbally contribute to creating a

whole(class -enn 0iagram.

,eanin.ful )cti!ities/1esson Se4uence:5 Students met this ob!ective during step

three of the activity section listed above. Students must wor# together to

complete the investigation. 4heymust share materials and discuss

what is read/learned with their smallgroup in order to complete their

individual Congress ;ote 4a#ing

Guides.

35 Students met this ob!ective during step

four of the activity section listed above. 4he -enn 0iagram will serve as a

tool to help students compare theSenate and the Douse of

Aepresentatives. 4he use of a

graphic organi:er will help studentsunderstand the differences between

and the similarities among the twogoverning bodies.

+e!ie-/)ssess"ent: 5 0uring step three" students will be

assessed informally. 4he teacher willmonitor how the students interact with one

another in the small group setting tocomplete the investigation.


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or her group8s -enn 0iagram. 4he information shared by students will be added to the large Congress -enn 0iagram.


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o Understand the roles of local" state" and national government and the roles of the representative leaders at these levels

such as mayor" governor" and President.

&ey 'oca$ulary:

Content(Specific: ecutive" udicial" Legislative" Congress" chec#s and balances

)cade"ic: 23L" 4hin#(Pair(Share" scenario

*OTS:


2nowledge uestions $used to gauge student understanding during the 9rainpop.com review game%


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Connections to Prior &no-led.e/Buildin. Back.round'

5 0Brid.e2 Aemind students that at the conclusion of yesterday8s lesson" they wor#ed as a whole class to fill in information on thelarge classroom Congress -enn 0iagram as well as on their individual Congress -enn 0iagrams. Aeview this information by having

students share a point that interests them aloud with the group. 4hen tell students that today we will be reviewing information aboutthe three branches of government and learning about how they all wor# together. Students will need to ma#e connections between theinformation they learned about the three branches of government separately to better understand how they wor# cohesively together.

4his creates a bridge for student learning because they will be connecting the previously learned content $of all three branches ofgovernment and the Congress% to what they will learn today $how they wor# together%.

3. 01ink2 9efore diving into the day8s content" as# students what they #now about how the three branches wor# together" if anything.

6f students have meaningful and insightful responses" possibly add them to the =2now> section of the 23L chart.


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United States government by showing how

the three interact under the system ofchec#s and balances.

4his ob!ective is met by steps twoand three of the @eaningful


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their scenario eperience to create a poster

that describes the chec#s and balancessystem/how the three branches interacted

in their scenario. ach group8s poster willbe different because each group had a

different scenario to play out.

653


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presentations. Students will complete a 4hin#(Pair(Share before answering the following guided 7uestions. 3hen students share

information" the teacher will write notes on the trun# of the large 9ranches of Government Graphic 1rgani:er to show that all of thebranches connect at the truc# !ust as all of the branches connect together through the system of chec#s and balances. Students will

also write notes on their own graphic organi:ers" however" their notes can" but do not have to" differ from the teacher8s. Some guiding7uestions may include'

3hy might each branch of the United States government need the other two Can one branch be responsible for everything

3hy or why not

Dow does the each branch seem to wor# together to create" approve" and 7uestion laws

Dow might the three branches wor#ing together benefit the United States

4here will be no formal assessment used here but each student will be held responsible for completing the 9ranches of Government

Graphic 1rgani:er. section of the 23L chart.65 &inally" at the conclusion of the unit" students will be given a formal summative assessment in the form of a test. 4his test will

include many 7uestion types' #nowing and comprehension $to show basic understanding of the responsibilities of the three branches ofgovernment and how they wor# separately%" application $provide an eample of a situation in which a specific branch of government

would need to respond%" analysis $comparing and contrasting the Senate and the Douse of Aepresentatives%" synthesis $describing how

the three branches of government combine and wor# together to support our nation%" and evaluating $!ustifying why each branch of thegovernment is necessary in our country%.


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EF

grade 5 siop unit plan

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