UMF Unit-Wide Lesson Plan Template

Name:Marshall Maxsimic Program:SMED Course:EDU 460

Lesson Topic / Title: Executive Branch quiz

Lesson Date:3-14-2019 Lesson Length:30 minutes Grade/Age:Jr & Sr.

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning
1. Students will compare the different roles of the These are my overarching learning
President. goals and since today is our quiz day I
2. Students will identify the powers of the Executive will be having students meet these
Branch learning goals as part of their
summative assessment.
3. Students will describe the functions of the
Cabinet.

Content Standard(s) Instructional Decisions / Reasoning

Maine Learning Results I chose these learning objectives from
Content:​ Social Studies the overarching learning goal of
Standard Label​: B1 students being able to describe the
Standard​:. Civics and Government: Students draw on functions of the cabinet. These
concepts from civics and government to understand objectives allow for students to gain a
political systems, power, authority, governance, civic better understanding of the different
ideals and practices, and the role of citizens in the reasons why there is a cabinet in place
community, Maine, the United States, and world. and what some of the individual
cabinet positions roles are in our
current political landscape.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning
Summative Assessment-​ Students had a quiz on the ● This class was a wrap up of
Executive Branch which was a mixture of multiple choice our previous unit, the
and fill in the blank. Executive Branch, and the
beginning of our next unit, the
Judicial Branch. This was due
to a snow day and a
Professional day the next day

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 for me and my mentor teacher,
which pushed back our
schedules. This summative
assessment was a mixture of
short answer and multiple
choice. Previously our class
had mainly done short answer
style quizzes, but I realized
that many of my students
struggle with showing their
knowledge by writing. By
adding some multiple choice
elements into the quiz
students are able to
demonstrate their knowledge
in a way that may work better
for them.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning
● Executive Branch Quiz ● Students were taking the
● FeedBack Form Executive Branch Quiz during
● Pre-Assessment this class so I needed about 25
● Projector quizzes, one for each student.
● Dongle ● Because we were ending one
● Screen unit and moving on to the next,
● Pen students had the ability to give
● Paper me feedback by filling out a
● Laptops brief form and handing it in to
me.
● I needed a projector in order
to present my content
presentation.
● I needed a Dongle to connect
my laptop to the projector in
order to show the content
presentation.
● I needed a screen to project
my content presentation on to.
● Students, and myself, would
need pens in order to take the
quiz, fill out the feedback form,
and take notes. I would need a
pen in order to help students
with notes if need be.
● Some students prefer to take
notes on paper, so I need to
have some lined paper on
hand.

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Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning
Day 7- 60 Minutes ● Students usually enter the
● Attendance room at their own pace with
● Last Minute Quiz Questions some talking with friends,
● Legislative Branch Quiz others getting out their work
● Feedback Time and others going to the rest
room or down to the office if
Script Day 1 their name was called. I am not
able to use my laptop to take
Attendance attendance so I have to use my
I start every class the same way, by waiting for the mentor teachers. This gives me
students to enter the classroom and take their seats. I and the students some time to
usually try to say “Hi” to as many students as possible as settle in before class begins. I’ll
they walk in and always have one or two students who usually remind students to get
want to have a conversation, ask about the homework, or out their previous nights work
ask if they missed anything the previous class. I then wait or get out their notes if we are
for the bell to ring and take attendance through continuing with a slideshow.
powerschool on Mr. McLaughlin’s laptop. ● After attendance has been
taken we usually move right
Last Minute Quiz Questions into what we are doing for the
I gave the class about five minutes to ask any last minute day. This class was a little
quiz questions. They were given a study guide and the different was we were having
idea was that if they did the study guide they would be a quiz so I gave about five
ready for the quiz. There were a few questions, but they minutes to answer any last
were answered quickly. minute emergency quiz
questions. We had two and I
Legislative Branch Quiz was able to answer them
I then handed out the quiz and gave about 20-30 minutes relatively quickly.
for the students to finish the quiz. It was a mix of multiple ● During the quiz, I walked
choice and short answer so it took some students a little around the classroom to make
longer than others. sure that students weren’t
cheating or disturbing others.
Feedback Time Before I handed out the quiz I
I then gave students a feedback form so that students remind the students that we
could give me feedback about the Legislative Branch and have a classroom policy of no
what they thought of the different ways that I taught it. talking during the quiz and if
there is talking I will take the
quiz away from students. They
usually respond fairly quickly
to that announcement and
begin working and I have not
had a problem with talking
during quizzes.
● I then allowed for my students
to give me feedback on how
they thought the last unit
went. I had students fill out a
feedback form and gave them

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 another five or so minutes to
fill it out.

Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning

modifications, accommodations) ● I gave the student a word bank
Accomodations because it is required in his
Due to one of my students IEP demands I made sure to IEP, but also because he
include a word bank when giving the quiz to that student. struggles with memorization,
This allows the student to have more options during the so he may know the answer
quiz and, again, meets the needs of the IEP. but may not be able to
remember the answer when
Differentiation called upon to demonstrate
I know that many of my students don’t like to learn from the knowledge. By adding a
speaking lectures, and many of my students do not word bank the student is able
actually learn from them, so I try to make sure that I add to recognize the correct
as much comedy and humor into the slideshow as answer, helping him do better
possible. Part of this is through the use of videos, as the on the class.
videos usually are entertaining and contain infographics, ● Many of my students struggle
maps and other devices that show students the with the traditional lecture
information. style, and so I have essentially
made an agreement with my
Modifications students that when we do
I make sure to allow different conversations to happen in lectures I will do my best to
class that apply to what we are learning about. If students make them entertaining and
are to have any questions we will be able to discuss them educational to make sure that
then and there. my students are paying
attention to them.
● My students love to ask
questions and debate about
what we are talking about so I
usually try to make extra time
to allow for this to happen in
my class, as I believe that it is a
fundamental part of my
students learning.

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Field Courses Only – Post lesson

Reflection
I think overall this lesson went well. There was really not a lot to it as we had a quiz
and a feedback form. One issue I could have been worried about was transition
time, but I feel that I allowed a time period where students could essentially take a
break, stretch their bodies and minds for a minute, and then regroup. I think that
students really need this time especially after a quiz.

Teaching Standards and Rationale

Standard Indicator:​ 2(I) Believes that all learners can achieve at high levels and
persists in helping each learner reach his/her full potential.
Rationale:​ I chose this rationale because the students had their quiz for the
Executive Branch. I truly believe(d) that every student was going to do well on this
quiz because of the work that they had done up to this point and also because they
were given a study guide and given the opportunity to ask questions. I also knew
that I had to make some modifications to previous work and the quiz to ensure that
some students were not held back.

Standard Indicator: ​9(c) Independently and in collaboration with colleagues, the

teacher uses a variety of data(e.g., systematic observation, information about
learners, research) to evaluate the outcomes of teaching and learning and to adapt
planning and practice.
Rationale: ​I chose this standard indicator because I believe that I worked
independently and with my mentor teacher to really ensure that I was using student
data to evaluate the outcomes of my teaching, realizing that student outcomes are
also my responsibility.

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