DIRECT INSTRUCTION LESSON PLAN Grade Level/Subject: 2nd Grade Social Studies Topic: The President’s Cabinet
Rationale:
To be responsible and well informed citizens, Children need to understand that the President has a Cabinet to assist him with his responsibilities.
Common Core/Essential Standards Reference:
2.C&G.1.2: Explain how governments establish order, provide security and create laws to manage conflict
2.W.8: Recall information from experiences or gather information from provided sources to answer a question.
Behavioral Objective:
Students will understand the responsibilities of a President include setting up a cabinet of Secretaries to help run the country.
Prerequisite Knowledge and Skills:
A basic understanding that The President of the United States, is the leader of America, and is responsible for running the country.
Materials/Resources:
The President’s Helpers by Manuel Ortiz (20 copies)
Worksheet
Focus/Review:
The teacher will say:
“Something important is happening next week. Something that your parents will take part of, but you can’t yet. Next week, we will vote to elect the President of the United States. Does anyone know what the Presidents job is? His job is to basically run the country. He is responsible for our military and is the final say of what becomes law. He doesn’t do it alone though. Does anyone know why he might need help?”
Objective (as stated for students):
The teacher will say:
“Today we will learn about the President’s Cabinet, who is in the President’s cabinet, and what they do.”
Teacher Input:
The teacher will read to the class, The President’s Helpers, by Manuel Ortiz.
Considering the book was published during the Presidency of George W. Bush, the teacher can assemble a power point slide, showing the current Secretaries.
Guided Practice:
The teacher will hand out a copy of The President’s Helpers to each table in addition to a worksheet asking the students to list the responsibilities of 3 cabinet members.
The teacher will say:
“Now that we know who the President’s helpers are, and what they do. I want you to work with your reading partner to list the responsibilities of 3 Secretaries.” (Secretary of State, Interior, and Education)
During this time, the teacher will walk around the room and assist any students with questions or concerns they might have.
Independent Practice:
The teacher will say:
“Now that we know about existing Secretaries, I want you to create your own. On the back of your worksheet, I want you to come up with a title for your Secretary and list 3 responsibilities that would be theirs.”
During this time, the teacher will walk around the room and assist students. The teacher should also challenge students’ choices, and help them brainstorm ideas.
Closure:
Now that we know who our Secretaries are, what they do, and have created our own. I want you to share what the title of yours is and what that Secretary you have created will do for the country. The teacher can share their secretary they have created at this point.
Evaluation: Students will be expected to have accurately described the responsibilities of 3 secretaries.
Plans for Individual Differences:
For the student in the classroom with hearing impairment, the headset to allow him to hear the instructor will be worn. Students with reading disabilities will have their reading partner to assist them, in addition to the teachers assistance if needed.
Worksheet:
Name:___________________________________
What does the Secretary of State do?
What does the Secretary of the Interior do?
What does the Secretary of Education do?
Rationale:
To be responsible and well informed citizens, Children need to understand that the President has a Cabinet to assist him with his responsibilities.
Common Core/Essential Standards Reference:
2.C&G.1.2: Explain how governments establish order, provide security and create laws to manage conflict
2.W.8: Recall information from experiences or gather information from provided sources to answer a question.
Behavioral Objective:
Students will understand the responsibilities of a President include setting up a cabinet of Secretaries to help run the country.
Prerequisite Knowledge and Skills:
A basic understanding that The President of the United States, is the leader of America, and is responsible for running the country.
Materials/Resources:
The President’s Helpers by Manuel Ortiz (20 copies)
Worksheet
Focus/Review:
The teacher will say:
“Something important is happening next week. Something that your parents will take part of, but you can’t yet. Next week, we will vote to elect the President of the United States. Does anyone know what the Presidents job is? His job is to basically run the country. He is responsible for our military and is the final say of what becomes law. He doesn’t do it alone though. Does anyone know why he might need help?”
Objective (as stated for students):
The teacher will say:
“Today we will learn about the President’s Cabinet, who is in the President’s cabinet, and what they do.”
Teacher Input:
The teacher will read to the class, The President’s Helpers, by Manuel Ortiz.
Considering the book was published during the Presidency of George W. Bush, the teacher can assemble a power point slide, showing the current Secretaries.
Guided Practice:
The teacher will hand out a copy of The President’s Helpers to each table in addition to a worksheet asking the students to list the responsibilities of 3 cabinet members.
The teacher will say:
“Now that we know who the President’s helpers are, and what they do. I want you to work with your reading partner to list the responsibilities of 3 Secretaries.” (Secretary of State, Interior, and Education)
During this time, the teacher will walk around the room and assist any students with questions or concerns they might have.
Independent Practice:
The teacher will say:
“Now that we know about existing Secretaries, I want you to create your own. On the back of your worksheet, I want you to come up with a title for your Secretary and list 3 responsibilities that would be theirs.”
During this time, the teacher will walk around the room and assist students. The teacher should also challenge students’ choices, and help them brainstorm ideas.
Closure:
Now that we know who our Secretaries are, what they do, and have created our own. I want you to share what the title of yours is and what that Secretary you have created will do for the country. The teacher can share their secretary they have created at this point.
Evaluation: Students will be expected to have accurately described the responsibilities of 3 secretaries.
Plans for Individual Differences:
For the student in the classroom with hearing impairment, the headset to allow him to hear the instructor will be worn. Students with reading disabilities will have their reading partner to assist them, in addition to the teachers assistance if needed.
Worksheet:
Name:___________________________________
What does the Secretary of State do?
What does the Secretary of the Interior do?
What does the Secretary of Education do?