Intern Name: Olivia Pugh

Lesson Title (Subject/Topic): Virginia's Executive Branch

Grade: 8th
Length of Lesson: 20 minutes
Date Taught: 5/1/19
LESSON PLAN TEMPLATE
In this lesson…
Students will learn about Virginia's Executive branch and the meaning of
Overview Bureaucracy

Standards of Learning Standard CE.6a

What do the three sections of Virginia's Executive Branch consist of?
Essential Questions
Students will be able to…
Objectives Explain the Executive branch and how it is similar to the National branch

Learning Target I can explain Virginia's Executive Branch

Necessary Prior Students will need to know prior knowledge of the Executive Branch
Knowledge
● Worksheet
Materials ● Pencils

Introduction/Hook Students will fill in the blank of the worksheet through the powerpoint

● Students will fill in notes along with powerpoint

● Students will flip to page 102 of the book and brainstorm different hats
Instructional of the governor
● Students will fill in acrostic poem of bureaucracy using previous
Activities & knowledge and new information learned today
Strategies

Key Vocabulary or Executive Branch, Governor, bureaucracy

Concepts
Assessments Students will probably fill in the blanks of paper

Closure Activity Acrostic poem

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Accommodations none

Resources Mr. Morra coordinating teacher

Reflection on a Lesson Plan Taught

Virginia Teachers for Tomorrow
Intern Name: Olivia Pugh
Lesson Title (Subject/Topic): Virginia's Executive Branch
Grade: 8th
Length of Lesson: 20 minutes
Date Taught: 5/1/19

1. What steps did you go through to create this lesson? With whom did you
talk, discuss, or edit your lesson?

I talked with my coordinating teacher and he helped me with the materials used in my lesson.
2. How did the SOLs and Objectives help focus your instruction?
The sol objective played a huge role because it is one of the main topics students need
to know preparing for the SOL

3. What parts of the instructional plan worked as you anticipated?

The whole thing went smoothly the students were active in participating in the
discussion

4. What, if any, adjustments needed to be made once you began?

None

5. How well did you anticipate the materials needed?

The worksheets were printed out and the board was ready to go everyone was prepared
with a pencil

6. How effective was the assessment you chose to use? (If no assessment was
used, what will the future assessment be and how will you gauge its
effectiveness?)

The Acrostic poem went well and all the students filled it in according with proper
information

7. To what degree do you feel that this lesson was a success? What evidence
do you have for the success of the lesson? (Hint: Student learning is the key
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 to a lesson’s success!)
I feel the lesson was a huge success and the information was reviewed nicely

8. How did the time spent preparing for your lesson contribute to its success?

I reviewed the answers prior to presenting so i could discuss the right and wrong answers

9. If you could do this lesson again with the same students, would you do
anything differently? If so, what?
No Changes

10. Any last comments/reflections about your lesson?

I really enjoyed working with this bright class

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)