1. Kentucky Academic Standards: What are the learning targets?
1.1. 1.
1.2. 2.
1.3. 3.
2. How will you assess students?
2.1. 1.
2.2. 2.
3. What materials are needed?
3.1. 1.
3.2. 2.
3.3. 3.
3.4. 4.
3.5. 5.
4. Lesson Procedures
4.1. Introduction to New Material
4.1.1. . . .
4.1.1.1. students will be introduced to the expressed and implied powers of the Executive Branch with the compelling question being, "How powerful should the president be?"
4.2. Guided Practice
4.2.1. . . .
4.2.1.1. After students are introduced to the crieteria for what it takes to become president of the US they will then be guided into the various powers of the president both implied and expressed- enforce the laws, veto bills, command the military, negotiate treaties, state of the union address, pardon criminals, appoint supreme court justices, and appoint executive officers.
4.2.1.2. Implied powers- executive agreements with other naions, create a cabinet of advisors, emergency war powers, control foreign policy, and executive orders
4.3. Independent Practice
4.3.1. . . .
4.3.1.1. Students will work independently or with neighbors to complete a graphic organizer outlining the expressed and implied powers of the Executive branch
4.4. Wrap-up
4.4.1. . . .
4.5. Assesment
4.5.1. . . .
4.5.1.1. Assesments will be based on completion of graphic organizer as well as the exit ticket
4.5.1.2. exit ticket-
5. How will students use technology in the lesson?
5.1. . . . .
5.1.1. students will utilize their chromebooks to access the graphic organizer and exit slip as well as the powerpoint slides
5.2. . . . .
5.2.1. instructor will utilize powerpoint and a smartboard to project and lecture through slides about powers of the executive branch
5.3. . . .
5.3.1. students will utilize googleclassroom links to fill out graphic organizer and exit ticket
6. Differentiation and Modification
6.1. How will you personalize learning for all students?
6.1.1. . . .
6.1.1.1. the integration of this technology will help orchestrate a flexible learning enviroment for students and I will personalize learning for all my students through their exit slip and graphic organizer assessments
6.2. Describe any modifications needed to accomodate students with special needs.
6.2.1. . . .
6.2.1.1. students who may have expectionalities within my classroom may benefit from accomodations like having the powerpoint slides in a more visual format being more helpful for any students who struggle with reading or such. Another accomodation could be having myself record narration of the powerpoint slides. For students with execptionalities that prevent them from being able to fill out the graphic organizer and exit ticket can be accomodated through answering the questions in the assesment in whatever way they need such as choosing pictures, drawing, etc...