Lesson Plan - 1

STEPP Lesson Plan Form
Teacher: Charlie Ross

School:
Rocky
Area: American Govt
Date:
Grade Level: 12
Title: Supremacy clause

of __
Content
Lesson #:__
Content Standard(s) addressed by this lesson:

(Write Content Standards
directly from the standard)
Standard: 4. Civics- Analyze origins, structures, and
functions of govts and their impacts on societies and citizens.
2. Purposes and limitations on the foundations, structures, and functions of govt.
Understandings: (Big Ideas)
Understand the outcomes of Supreme Court cases McCulloch V Maryland and
Gibbons v Ogden. Role of the supremacy clause in these two cases.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of
instruction, select applicable questions from standard)
How are powers shared and separated between the state and federal govt.
Evidence Outcomes: (Learning Targets) d. Analyze the role of the founding
documents and the evolution of their interpretation through govt action and court
cases.
Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)
I can: Write a short paragraph that identifies the reasoning behind the rulings of
the two Supreme Court cases, if given a copy of the constitution.
This means: Students can identify the clause in the constitution that led to the
spec ific rulings of each case.
List of Assessments: (Write the number of the learning target associated with
each assessment)
Students will write a short paragraph detailing each Supreme Court case, and how
the supremacy clause plays into both.
Colorado State University College of Applied Human Sciences
Page 1
Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.
Approx. Time and Materials
How long do you expect the activity to
last and what materials will you need?
Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
Procedures
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
Supremacy Clause
30-45 minutes.
Pre-assessment: Students will identify the supremacy clause, elastic
clause, and enumerated powers within their pocket constitutions.
Ill relate the supremacy clause to the students lives.
Ex. Share a few times your parents refused to let you do something,
because it interfered with their rules.
Federal govt=Parents
State govt= Students
You have autonomy up until what youre doing interferes with your
guardians rules.
Students will come into class and pull out their pocket constitution to
work on their-Assessment + Set up 5 minutes
Following the pre-assessment Ill have the students discuss the hook
with a neighbor. After they share their answers to the hook Ill relate
their discussion to the supremacy clause. 5 Minutes
After the hook ill jump into a quick lecture about McCulloch V Maryland
and Ogden V Gibbons. 15minutes
Following the lecture, Ill circulate the room while they complete the
assessment. - 5-10 minutes.
Page 2

-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Differentiation
To modify: If the activity is too advanced
for a child, how will you modify it so that
they can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?
Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.
Ill close with a quick review game where they can earn pieces of candy
for right answers. 5-10 minutes.
Quick verbal quiz on the pre-assessment + lecture

What is the supremacy clause?
Where is the supremacy clause located in the constitution?
What is the Elastic clause?
Where is the elastic clause in the constitution?
What are some other names for the elastic clause?
Where are the enumerated powers listed in the constitution?
What are some of these enumerated powers?
If the assessment is too difficult, I may conduct the assessment

verbally while asking leading questions to get the student on the right
track.
Quickly summarize each court case and identify the clauses that were
used as reasoning for each specific ruling.
Page 3
Page 4
Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)At the end of the
lesson the students were able to detail the specifics of each Supreme
Court case, while correctly identifying the clauses that were referenced
in each ruling.
2. What changes, omissions, or additions to the lesson would

you make if you were to teach again? If I were to do this lesson
again, I would include a PowerPoint or a visual so that the students
and I would have something to keep track of my thought process.
Along those lines, I would also structure the lecture portion of my
lesson differently, so that it would flow more fluidly.
3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)
If I were to teach a follow up lesson, I might reteach some of the
content that I shakily gave during my lecture, but I would only
reteach to the point that they could easily grasp the content and the
learning target I had set.
Page 5

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STEPP Lesson Plan Form

Teacher: Charlie Ross

Title: Supremacy clause

Content Standard(s) addressed by this lesson:

Colorado State University College of Applied Human Sciences

STEPP Lesson Plan Form

Planned Lesson Activities

Colorado State University College of Applied Human Sciences

STEPP Lesson Plan Form

Quick verbal quiz on the pre-assessment + lecture

If the assessment is too difficult, I may conduct the assessment

Colorado State University College of Applied Human Sciences

STEPP Lesson Plan Form

Colorado State University College of Applied Human Sciences

STEPP Lesson Plan Form

Post Lesson Reflection

2. What changes, omissions, or additions to the lesson would

3. What do you envision for the next lesson? (Continued practice,

Colorado State University College of Applied Human Sciences

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