How a Bill Becomes a Law

Lesson Name How a Bill Becomes a Law Childrens Book Assessment Date Taught 2/26/2015 Time Allotted for

Lesson 45 min.

Goals HS.27 Students will examine functions and processes of the U.S. government.

Literacy Goals CCSS ELA-Literacy W.9-10.2 Students will write information/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Objectives 1.7 After creating a childrens book, students will be able to explain the process of how a bill becomes a law, as measured by the creation of a step-by-step presentation of the process in a childrens book of their own making. 3.1 After completing a childrens book explaining the process of how a bill becomes a law, students will be able to detail the process clearly and in succinct language, as measured by their completion of a book that appropriately explains the process according to the assigned audience.

Pre-Requisite Knowledge and Skills

Know the process of how a bill becomes a law Basic drawing skills Able to explain sequences of events/steps to others in writing

Materials, Equipment, Supplies, Technology, Preparation

Materials/Supplies: Blank white paper Art supplies (colored pencils, etc.) Example book Notes from previous lectures Assignment description sheet Equipment/Technology: Digital projector with screen Document camera Preparation: Prepare a sample book Understand the requirements of the assignment

Multiple Intelligences and Entry Points Intelligence Entry Point(s) Intelligence Entry Point(s) X Visual Creation of book X Interpersonal Students must

figure out how to explain the process to another person

Verbal X Intrapersonal Students must

work independently and manage their own progress

X Logical Deciding which steps to place where, how to explain to children

Naturalistic

Kinesthetic Musical Accommodations Students needing additional support will be able to use the

Schoolhouse Rock as a model, as well as the teachers copy. Students who can work at a higher level could be directed to provide a more detailed explanation of the process.

Modifications Students with special needs could be provided with a booklet that already has the steps filled in that they need to draw the pictures for, or vice-versa. They could also dictate to an aide or be required to draw specific steps.

Procedure Anticipatory Set, Motivation, or Hook

Repeat viewing of Schoolhouse Rock Im Just a Bill video. Ask students who they think the original audience of the video was. Talk about tailoring your message to a specific audience.

Teaching The teacher will start the lesson by having the students view the Schoolhouse Rock video again. Then, they will discuss the importance of ensuring that your message is delivered appropriately according to your audience. Then, they will brainstorm several ways you might tailor your message for children. The teacher will read through an actual childrens book for the students, then have them analyze the language the author used and the images. The teacher will pass out the assignment sheet and walk the students through the requirements and model using their own book. Students then have the rest of the period to work independently. The teacher will pace students through the assignment, reminding students that they will not have the entirety of the period the next day to work.

Independent Application Students will work on their books independently after the assignment is explained.

Group Application There will be no group application for today. Closure Closure will involve having students pack up their supplies

and giving an explanation of how the next day will continue the lesson.

Assessment

Formative Assessment The childrens books created by students are their formative assessment. Summative Assessment There is no summative assessment for this lesson.