ED 345 Calvin University Teacher Intern Observation Template

Teacher Intern: Sharon Kim Date:

Grade Level: Grade 3 Subject/ Topic: Government
Approx. time spent planning this lesson: *The template will expand as
text is added.*
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions​: “How does the State Government differ from Local Government?:
Students will learn about how the state government is different from local government.
Brief Context​: In the previous lessons, students have learned that there is a representative government
in which different people represent their community. Students have also been introduced to the
concept of local government and state government. In this lesson, students will dive deeper into the
differences between local and state government.

Prerequisite Knowledge/Skills​:
Students will need to have an understanding of the purpose of government from lesson one, so that
they can connect the purpose of local government and the purpose of state government.

Lesson Objectives/Learning Targets Aligned Assessments

Consider formative & summative tools

Please number objectives and the aligned assessment measures.

The learner will: I will assess learning by:

- Students will explain the differences between
state and local governments. Formative Assessment:
- Students will be able to differentiate the - Clas discussions
characteristics of the three levels of - Determining examples of government laws in
government. groups

Summative Assessment:
- Individual assessment worksheet
Standards Addressed in Lesson: ​(Include full standard.)

3-C3.0.1
Distinguish between the roles of state and local government.

CCSS.ELA-LITERACY.SL.3.1.D
Explain their own ideas and understanding in light of the discussion.

Instructional Resources:
Michigan Citizenship Collaborative Curriculum 3rd Grade Social Studies
Student Paper handouts: Graphic Organizer, Purpose of Government worksheet, Assessment paper
Projector to show Powerpoint slide

Consideration of Learners:
How have you responded to your diverse learners?​ ​Consider UDL ​(Multiple means of Engagement,
Representation, Action & Expression)​ & principles of differentiation. If appropriate, identify individual
accommodations you will make in response to needs or interests of students.

- In this lesson, I will provide differentiation through levelled groups when the students are
working on different examples of local government laws. By having different levelled groups and
 providing different worksheets according to each levelled group, this will allow the teacher to
accommodate different reading levels. For example, students who are at a higher reading level
will have the same cities but the examples will be longer and more complex. The students who
are at lower reading levels will also be provided with the same cities, but the examples will be
easier to read with easier vocabulary words.
- I have provided multiple methods of representation for this lesson, particularly in describing the
content. For example, I have created a graphic organizer for students to visually compare the
differences between a national government, state government, and local government.
- Students will be motivated to work through the worksheets because there is a lot of peer
assignments in which the students have to collaborate with each other to complete the
assignment. Students will be notified that each person from the group will have to present their
ideas to the class; this will provide motivation to the students since they will be sharing their
thoughts to the entire class.
- In order to accommodate the different ability of students, I have attempted to make it different
ability groupings, both in small groups and partner groups, so that low level students can be
filled in with information gaps and be supported by higher level students. I will attempt to pair
students so that they are girl-boy partners, and that they are different ability groupings.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

BUILDING RESPECTFUL RELATIONSHIPS:​ (Note any specific ways in which you plan to establish
rapport, build mutual trust, monitor & maintain relationships. Consider student-teacher &
student-student relationships.)
- When I have to correct a child’s behavior or the comments that they make, I will provide one on
one feedback to students and pull them out later on, rather than announcing it in front of the
classroom. I think students would feel like they are respected more if they are told how to
improve privately.
- I will also attempt to build respectful relationships by recognizing the student’s skills. Everyone
wants to hear the things that they are good at, or what they are doing well, and so throughout
the lesson, I want to make sure to acknowledge the student’s strengths that I observe.
- Students will be divided into groups that are divided up and taken into consideration the
different factors that exist, such as gender, reading ability, friendships, and race.

ORGANIZATIONAL ROUTINES:​ (Identify ways that you have intentionally organized time, space,
materials, & students to minimize disruptions and maximize learning.)

- Students should know which groups they are in (colored, levelled, pairs) since the teacher will
post the groups onto the wall so that the students know which groups to gather immediately.
- Students who are finished with their assessment or activity worksheets will know what they
have to do so that they aren’t distracted.
-

SPECIFYING & REINFORCING PRODUCTIVE BEHAVIOR:​ (Note how expectations are specified,
productive behavior is reinforced and disruptive behavior is redirected.)
- I will layout the expectations that I have for the students before I start the lesson. (No
talking while the teacher is talking, eyes on me, hands to yourself…etc)
 - Before the students are launched out to complete the poster assessment, I will provide
clear expectations about the things that I expect from students. Before I pass out the
assignment, I will explain that the students can spread out across the classroom and can
sit anywhere but it must be a location where they will not be distracted and they aren’t
able to see their peer’s work.

DOMAIN 3: INSTRUCTION

CONTENT MANAGEMENT: YOUR ​INSTRUCTION

Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
Development: [It may help to number your steps with corresponding times.]
Closure​: ​(Be creative and consider authentic audiences for the work. Think beyond giving an
assignment or independent practice.)

Opening
Review
- Teacher will review with students by asking a couple of questions. Have a class
discussion where students first pair share their thoughts, and then discuss with a
large group.
3 mins. - Why do people need a government?
- What does the government do?
- What is a representative government?

Levelled Groups: “Examples of Local Government Laws”

- Teacher will ask the students to open up the worksheet “Examples of Local
Government Laws” in their packet.
- Students will get into their leveled groups to discuss the examples.
- Teacher will provide differentiation for students in higher levels and lower levels.
10 mins.
- Teacher will explain expectations:
- Gather with leveled groups to discuss the questions on the board
- Discuss where the students will sit, how much time they will spend
answering questions, who will answer questions, how much time they will
have, having a different person to present their ideas, etc.
- Discussion Questions:
- How are the laws alike?
- How are the laws different?
- Why would different communities have different laws?
Development
Class discussion
- Students will come back to their seats to discuss their group’s responses.
- Teacher will help students understand that different communities need
different laws. Some communities have laws that limit the number of pets,
and some communities don’t. Some communities have laws that prevent
people from owning specific dogs, and some communities don’t. Laws
5 mins. about pets are made by local governments because those governments
handle problems that affect people in a certain community.
- Explain the similarities between classrooms: Mr. Helder’s classroom rules
are different in comparison to Mrs. Wright’s classroom rules because there
are different needs.

Explanation
- Explain that the state government and local government considers
different things for the people, and that the local government can
accomplish things faster and much quicker than the state government.
- Explain that the state government of Michigan makes laws that affect
5 mins. people in the whole state.
- For example, the state government makes laws that set speed
limits for all the state roads, and laws related to hunting.

Graphic Organizer
- Teacher will show graphic organizers of the different levels of government
on PowerPoint.
- Teacher will show and provide examples that describe laws made by the
national government affects the whole country; laws made by the state
government affects one state, and the laws made by the local government
are for problems that affect a community.

5 mins. Discussion Questions:

- Who are some people who you know are representative leaders?
- What happens if a representative does not do a good job?

Pair Worksheet “Who Should Make the Laws?”

- Teacher will pair students up so that they can work with each other to
7 mins. complete the worksheet. The pairs will mostly be girl-boy combinations
and mixed ability groups.
- Teacher will provide an explanation of what the students should do, and
will model the first questions for students.
 - Teacher will explain expectations: students will work together in partners
and will discuss their answers together, students write answers down on
each of their papers, expected time, writing explanations...etc

Discussion
- Once students have completed the assignment, then the teacher will
10 mins. gather the students back together as a group and will discuss the answers.
- Teacher will remind that we learned that the government has many
purposes. One purpose was that governments solve problems.
- Discussion Questions:
- What problems does the local government try to solve? (Solve
problems that affect a community such as dog poop, vandalism at a
park, parking spaces, bike laws, etc.)

- What problems does the state government of Michigan work to

solve? (Problems that affect the whole state such as marriage laws,
smoking, drinking laws, driving laws)

- What problems are provided by both state and local governments?

(Police, crime scenes, parks, road repair, fires)

Assessment
- Students will complete an assessment worksheet that asks to identify
whether the service is provided by a local government or a state
5 mins government, or both.
- Students will also write a short answer question that asks why do we need
both a state government and a local government.

If time remaining…
- Students will use kindles to read from EPIC! And will read books about the
government on their kindles.

Closure Closure:
- Teacher will use the lesson graphic organizer to summarize the big
2 mins. ideas of this lesson and connect the concepts of the lesson together.