Stage+2

** GRASPS ** Competency in literacy, inquiry, and research skills necessary to analyze, evaluate, and present history and social studies information. Strand 2.3 Create various forms of written work (journal, essay, blog, Web page, brochure) to demonstrate an understanding of history and social studies issues. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 4 topics and texts, building on others’ ideas and expressing their own clearly. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
 * Performance Task **
 * Goal: ** Students will participate in a role playing activity and try and try to pass a classroom law.
 * Role: ** The Students will be the General Assembly. Half of the students will be Senators and the other half will be Representatives. The role of the teacher will be the Governor.
 * Audience: ** The target audience will be other students within the classroom as well as the classroom teacher.
 * Situation: ** First students will work in groups and write ideas for classroom rules. These possible rules will be the bills. Once they are done the class will break into the two groups, House and Senate. Students will then follow the lawmaking process and attempt to pass a bill. They must follow each step of the process and vote as a class.
 * Product: ** The students will act out the lawmaking process which will include a written bill.
 * Standards/Criteria:Standard 2 History/Social Studies Literacy **
 * CC.4.W.4 **
 * CC.4.SL.1 **
 * CC.4.SL.1.c **
 * CC.4.SL.1.d **


 * RUBRIC **

appropriate for the classroom || Rule/bill is vague, Lacks appropriateness to the classroom || Rule/Bill is somewhat appropriate for the classroom || Clearly written and appropriate for the classroom || reminders to listen to others ideas and/or to stay on task, unequal contribution || Works toward group goals with occasional prompting, stayed on task, unequal contribution || Works toward group goals without occasional prompting; listened to others ideas, contributions made by all group members || Group worked well together, respectfully listened to others ideas, equally contributed, and stayed on task || representation of role, Needed reminders to stay on task || Somewhat accurate representation of role || Mostly accurate representation of role Stays on task || Accurately represents their role, stays on task || the steps of the democratic process || Unclear of the steps in the democratic process, our of order || Includes all steps of the democratic process in the correct order || Clearly includes all steps of the democratic process in the correct order ||
 * Category || 1 point || 2 points || 3 points || 4 points ||
 * Written Rule/Bill || Unclear and not
 * Group participation || Needed
 * Role Playing || Inaccurate
 * Democratic Process || Did not follow

__**Other Evidence:**__ Lesson Plan 1 will include skits made by students about what it means to live in a democratic nation and what democracy means to them including; definitions of democracy, aspects of a democratic government, and with students having different roles in the skit making process as formative assessments. Lesson Plan 2 will include observation by teacher, exit slips listing 3 branches of government and1 responsibility for each branch as well as choosing one branch and explaining why that branch is important and what would happen if we did not have that branch as formative assessments. Lesson Plan 3 will include exit slips as a formative assessment. Lesson Plan 4 will include exit slips and a graphic organizer as a formative assessments.