Design Topic: Virginia’s Government Subject(s): History Grade(s): 5th Designer(s): Veronica Eksteen

Understanding by Design

Unit Cover Page

Unit Title: The Three Branches Virginia’s Government Grade Levels: 5th

Topic/Subject Areas: Virginia’s Government/ Virginia Studies/ History

Key Words: Virginia government, judicial, legislative, executive, three branches

Designed By: Veronica Eksteen Time Frame: 2 weeks

School District: Regent University School: Teacher Ed & IDS Dept.

Brief Summary of Unit (including curricular context and unit goals):

“The Three Branches of Virginia’s Government” allows students to learn about the
three branches, legislative, executive, and judicial, that make up the government of
Virginia. Students will learn that each branch has a specific function and work closely
together to ensure that the laws agree with Virginia’s Constitution. Students will also
understand that the roles and decisions of the three branches of Virginia’s government
directly impact their lives as citizens of the state. Also, by the end of the unit, students
will be able to explain the function of each branch and state how they work together
by creating an art piece that demonstrates these concepts.

Unit design status: X Completed template pages – stages 1, 2, 3

Completed blueprint for each performance task X Completed rubrics

Directions to students and teacher Materials and resources listed

x Suggested accommodations x Suggested extensions

Status: Initial draft (date: ___________) Revised draft (date: ____________)

Peer Reviewed Content Reviewed Field Tested Validated Anchored

STAGE 1 – DESIRED RESULTS

Unit Title: The Three Branches Virginia’s Government

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1
Design Topic: Virginia’s Government Subject(s): History Grade(s): 5th Designer(s): Veronica Eksteen

Established Goals (cite specific VA SOL): The student will demonstrate an understanding of
Virginia government, geography, and economics by a) Identifying the three branches of Virginia
Government and the function of each; (VDOE History & Social Sciences SOL Virginia Studies 10a,
2015)

Understandings: Students will understand that… Essential Questions:

(Provide no more than three)
 The three branches, legislative, executive,
and judicial, guarantee Virginia laws agree
with Virginia’s constitution.
 Each of the three branches (legislative,
executive, and judicial) of Virginia
government have specific roles to play and
these roles impact the lives of Virginia’s
citizens.
(Provide 5)
 Why are laws useful in Virginia’s
society?
 How does Virginia’s government impact
the lives of its residents?
 What is the function of Virginia’s
government?
 How are Virginia’s citizens held
accountable for following laws?
 How do the three branches of Virginia’s
government ensure that the laws agree
with the state constitution?

Students will know: Students will be able to:

(Give about 5 to 10)
 Virginia’s state government is made up of
three branches: legislative, executive, and
judicial.
 The three branches (legislative, executive,
and judicial) ensure Virginia’s laws are
aligned with Virginia’s state constitution
(each state has their own state constitution,
and they differ from one another).
 The legislative branch of Virginia’s
government is known as the General
Assembly.
 The function of the General Assembly is
to make state laws.
 The General Assembly is divided into two
parts – the Senate and the House of
Delegates.
 The executive branch is headed by the
governor.
 State laws are carried out by the executive
branch.
 The judicial branch is the state’s court
system.
 The purpose of the judicial branch is to
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
(List at least 5 skills)
 Create a graphic representation of the
three branches of Virginia’s government.
 Explain how the three branches of
Virginia’s government ensures alignment
with the state constitution.
 Identify the legislative branch of
Virginia’s government as the General
Assembly.
 Define the function of the General
Assembly.
 Differentiate between the two parts of the
General Assembly: the Senate and the
House of Representatives.
 Identify the governor as the head of the
executive branch.
 Model how state laws are carried out by
the executive branch.
 Identify the judicial branch as the state’s
court system.
 Model the purpose of the judicial branch:
(1) deciding about people accused of
breaking the law, and (2) deciding
whether a law agrees with Virginia’s
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Design Topic: Virginia’s Government Subject(s): History Grade(s): 5th Designer(s): Veronica Eksteen
decide: 1) about people accused of constitution.
breaking the law and 2) whether or not a
law agrees with Virginia’s constitution.

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks:
(Briefly describe 1 to 3 authentic assessments.
List your GRASP Summative Assessment first)
 Sort Cards: students will work to sort
characteristics of the three branches into
the correct categories. Students will have
three groups to sort them into: executive,
judicial, and legislative (Rutherford, 2008,
94).
 RAFT Letter: students will be writing a
letter to their pen pal in South-Africa. In
this letter, students will describe
Virginia’s government, the different parts,
and how they all work together
(Rutherford, 2008, 140).
 Art Illustrator (GRASP): the students will
create a model/ painting that represents
the three branches of the government.
They will also write a letter explaining
their art and how all three branches are
represented in it.
Other Evidence:
(List 3 including MC quiz)
 Think-Pair-Share: students will get a
question from the teacher dealing with the
Virginia’s government. They will then
have a little bit of time to think about their
answer and then they will get together
with a partner and discuss their thoughts,
and then the teacher will call on them to
hear their answer to the questions
(Rutherford, 2008, 112).
 Homework: students will be given a
packet of homework where they will
determine if statements are characteristics
of the legislative, executive, or judicial
branch.
 Quiz: students will take a quiz dealing
with the three branches of Virginia’s
government.

Student Self-Assessment and Reflection

(List 3)

 Entry ticket: at the beginning of each class- students will write one thing they know or think
about the topic that they will be discussing that day (Rutherford, 2008, 115).

 Interactive notebook: students will be given a statement dealing with Virginia’s government
that they will write down in their notebook. Under the statement, students will write their
personal thoughts about the statement- whether they agree or disagree with it and why they
agree or disagree (Rutherford, 2008, 228).
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 3
Design Topic: Virginia’s Government Subject(s): History Grade(s): 5th Designer(s): Veronica Eksteen

 At the end of each week, students will turn in their learning log that they have worked on
during the week. On this log students will write down two things that they learned that week.
They will give an opinion of their week, and they will write down something that they would
like to learn more about (Rutherford, 2008, 226).

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:
(list by number here and then complete the week-by-week planning calendar below using the same
information)

1. The teacher will display a Frame of Reference graphic on the board with the topic “Virginia’s
government” in the middle. Students will individually jot down words or phrases that come to
mind when they think of this topic. Students will also jot down how they came to know what they
know. Students will then be paired in small groups to share their thinking. The teacher will call on
students to share their thoughts and how they came to know that (Rutherford, 2008, 226). (Pre-
Assessment).
2. The teacher will ask students to think of a law that they would like to create, if they had the power
to create a law, and everyone had to abide by it. Students will write down their self-created law
and then the teacher will allow each student to share the law they created and why they created the
law. (Hook)
3. The teacher will introduce the big ideas, the objectives in grade-level terms, the essential questions
that students will be thinking and answering during this unit, and the summative assessment. The
teacher will explain to students that they will be Art Illustrators. They will create a model/
painting that represents the three branches of the government. They will also write a letter
explaining their art and how all three branches are represented in it.
4. Students will complete a learning log. On this log students will write down two things that they
learned that week. They will give an opinion of their week, and they will write down something
that they would like to learn more about (Rutherford, 2008, 226).
5. The students will answer the essential question “Why are laws useful in Virginia’s government?”
Students will think of their answers and then Think-Pair-Share their answers with a partner
(Rutherford, 2008, 112). (Instructional Strategy/ Cooperative learning).
6. TEACH: The teacher will teach students the first lesson on Virginia’s government dealing with
the legislative branch. The teacher will inform student that the legislative branch is known as the
General Assembly. This branch’s function is to make state laws. The General Assembly is divided
into two distinct parts: the Senate and the House of Delegates.
7. Students will take notes during the teaching in their interactive notebooks. The notes will be on
the right side of the notebook. On the left side, after the teaching, students will process their
learning by summarizing in a sentence what they learned, drawing a picture, create a graphic
organizer and fill it out, or create a metaphor for what they have learned. (Instructional strategy/
Differentiating by product).
8. Students will share out loud one thing that they think is important to know about the legislative
branch.
9. Students will be given a law that is currently in place in Virginia. Students will be asked to review
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 4
Design Topic: Virginia’s Government Subject(s): History Grade(s): 5th Designer(s): Veronica Eksteen
the law, summarize the law, and state why they believe the law was created. Based on students’
understanding and reading ability, they will be given laws that are appropriate for their reading
ability. Also, for ELLs, the laws will be given in their native language as well as English.
(Differentiation by content).
10. TEACH: The teacher will inform students of the executive branch of Virginia’s Government. The
executive branch is headed by the governor. And that the state laws are carried out by the
executive branch.
11. Students will be divided in groups to discuss essential questions. Students will share out loud with
the class their answers (Cooperative Learning).
12. Students will be given a homework packet to take home and complete over the next few days.
Students will determine if characteristics are part of the legislative, executive, or judicial branch
(which will be introduced later). Therefore, students will be given multiple days to complete it.
13. Students will state one thing that they have learned so far. They will write it on a sticky note and
post it on the whiteboard when they are done. The teacher will go over all the statements.
14. The teacher will introduce the RAFT letter. In this letter students will be writing a letter to their
pen pal in South-Africa. In this letter, students will describe Virginia’s government, the three
branches, and how they all work together (Rutherford, 2008, 140).
15. The teacher will distribute letter templates to students. The teacher will demonstrate to students
how to fill out a template. The teacher will give students time to work on their letters. The teacher
will scaffold the letter writing process for students. The teacher will hand out templates that have
less support for the advance students. The teacher will provide templates with more support for
struggling learners. And the teacher will provide medium support templates for students who
grasp the concept but need some help
16. TEACH: The teacher will teach the third lesson. In this lesson the teacher will review the judicial
branch. The teacher will explain that the judicial branch is the state’s court system.
17. The teacher will allow time for students to work on their RAFT letters. Students will reference
their letter templates in order to complete this assignment.
18. The teacher, along with the students, will discuss the importance of the three branches and how
they work together.
19. Students will complete sort cards. students will work to sort characteristics of the three branches
into the correct categories. Students will have three groups to sort them into: executive, judicial,
and legislative (Rutherford, 2008, 94). Students will have the option to work with a partner or
alone. (Differentiation by process).
20. Students will take a quiz. Students will take a quiz dealing with the three branches of Virginia’s
government. (Quiz).
21. Students will brainstorm what they want their GRASP art product to look like.
22. Numbered Heads Activity: students will be grouped up to discuss the importance of each branch
and how they work together. The teacher will call out a number and the student who was assigned
that number in each group will answer (Rutherford, 2008, 103). (Instructional Strategy/
Cooperative Learning).
23. Students will be given materials to work on their art product. They will have time to start their
project and complete it. The teacher will circulate the room to help whenever students need it.
24. Students will participate in Take a Stand. The teacher will create ten to fifteen statements dealing
with the three branches of Virginia’s government. Students will then state whether they agree or
disagree with a statement. The teacher will call on students who have opposing opinions and ask
them to defend their choices (Rutherford, 2008, 107).
25. Students will be given time to work on the Art Illustrator GRASP letter. They will state how their
art incorporates the three branches of Virginia’s government and their function. Students will
reference their letter template in order to complete letter.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 5
Design Topic: Virginia’s Government Subject(s): History Grade(s): 5th Designer(s): Veronica Eksteen
26. Students will turn in their Art Illustrator (GRASP). Students will share what their art is and how it
represents all three branches of Virginia’s government.
27. Students will self-reflect on their Art Illustrator (GRASP). Students will state what they learned
from doing the project, what they liked about it, and what they did not like. Also, students will
have completed their second learning log and turn that in as well.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 6

Design Topic: Virginia’s Government Subject(s): History Grade(s): 5th Designer(s): Veronica Eksteen
Consider the WHERETO elements. You must include enough instruction for 10 lessons.
Monday
1. Pre-Assessment: Students
will fill out Frame of
Reference Graphic.
2. Hook: Students will create a
law and state their reasoning.
3.Big Ideas, Objectives,
Essential Questions, and
Summative Assessment:
Students will be introduced to
all of these. The summative
assessment is where student’s
will be an Art Illustrator to
represent all three branches as
well as a letter.
4. Learning Log: students will
state two things they have
learned, their opinion of the
day, and something they would
like to work harder on.
16. TEACH: the teacher will
teach a lesson on the judicial
system and its function.
17. RAFT letter: the teacher
will allow students time to
work on their letter.
4. Learning Log: students will
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Stage 3 – Plan Learning Experiences and Instruction
Tuesday
5. Essential Questions:
students will start their class by
answering essential questions
and Think-Pair-Share their
answers.
6. TEACH: the teacher will
introduce the legislative branch
to students and its function.
7. Interactive Notebook:
students will take notes during
the lesson on the right and
process their learning on the
left.
4. Learning Log: students will
state two things they have
learned, their opinion of the
day, and something they would
like to work harder on.
18. Discussion: the teacher will
lead the class in a discussion
on the importance of the three
branches.
19. Sort Cards: students will
complete sort cards by placing
characteristics of each branch
under the correct title.
Wednesday
8. Share Out Loud: students
will share one thing that they
have learned in yesterday’s
lesson.
9. Law Review: students will
review a current law in effect
and why they believe it was
created.
4. Learning Log: students will
state two things they have
learned, their opinion of the
day, and something they would
like to work harder on.
22. Numbered Heads: students
will be separated into groups to
discuss questions.
23. Art Illustrator Project
GRASP: students will have
time to work on their art piece
during class.
4. Learning Log: students will
Thursday
10. TEACH: the teacher will
introduce information on the
executive branch of Virginia’s
government and its function.
11. Essential Questions:
students will be divided into
groups to discuss essential
questions and share their
conclusion with the class.
12. Homework: students will
be assigned homework that
they will complete over the
next few days.
4. Learning Log: students will
state two things they have
learned, their opinion of the
day, and something they would
like to work harder on.
24. Take a Stand: students will
respond to statements from the
teacher and state whether they
agree with it or not.
25. Art Illustrator letter
GRASP: students will be
allowed time to work on their
letters.
Friday
13. Sticky Notes: students will
keep write down one thing
they learned the previous class
on a sticky note and put it on
the whiteboard.
14. Intro to RAFT Letter: the
teacher will inform students on
the requirements and
expectations of the assignment.
15.Letter Template: the teacher
will provide students will letter
templates and demonstrate
how to draft a letter.
4. Learning Log: students will
finish their learning log and
turn it in.
26. Art Illustrator GRASP:
students will present their
project to the class and explain
why they chose to create the
art they did.
27. Self-Reflection: Students
will reflect on their GRASP by
stating what they learned, what
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Design Topic: Virginia’s Government Subject(s): History Grade(s): 5th Designer(s): Veronica Eksteen
state two things they have state two things they have 4. Learning Log: students will they liked, and what they did
learned, their opinion of the 20. Quiz: Students will learned, their opinion of the state two things they have not like.
day, and something they would complete a quiz over the three day, and something they would learned, their opinion of the
like to work harder on. branches. like to work harder on. day, and something they would 4. Learning Log: Students will
like to work harder on. also complete and turn in their
21. Brainstorm: students will second learning log.
brainstorm what they want
their project to look like.

4. Learning Log: students will

state two things they have
learned, their opinion of the
day, and something they would
like to work harder on.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 8

Design Topic: Virginia’s Government Subject(s): History Grade(s): 5th Designer(s): Veronica Eksteen
High Level
4-3
Essential Includes both the art piece, that
Components illustrates all three branches of
__/4 Virginia’s government, and a
letter explaining the art piece.
Content Art piece: all three branches of
Virginia’s government are
__/4 represented in the art piece.
Letter: explains the art piece
with all three branches of
Virginia’s government and their
function.
Creativity Art piece is original, neat, and
well thought out.
__/4 Letter addresses the Chrysler
Museum Director and explains
the uniqueness and purpose of
the art piece.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Middle Level
3-2
Includes either the whole art
piece that illustrates all three
branches of Virginia’s
government and an incomplete
letter, or an incomplete art piece
and a complete letter detailing the
art piece.
Art piece: two out of the three
branches of Virginia’s
government are represented.
Letter: Explains art piece, but
only mentions two branches of
Virginia’s government and their
function.
Art piece is somewhat original,
neat, and thought out.
Letter addresses the Chrysler
Museum and explains either the
uniqueness or the purpose of the
art piece.
Beginner Level
2-1
Includes only the art piece that
illustrates all three branches of
Virginia’s government or a letter
explaining the art piece.
Art piece: one out of the three
branches of Virginia’s government
are represented.
Letter: explains art piece but only
mentions one branch of Virginia’s
government and its function.
Art piece is not original, neat, or
thought out.
Letter does not address the
Chrysler Museum Director or
explain the uniqueness or purpose
of the art piece.
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Design Topic: Virginia’s Government Subject(s): History Grade(s): 5th Designer(s): Veronica Eksteen
References:

Reference: Rutherford, P. (2008). Instruction for All Students (second). Just Ask Publications.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 10