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Lesson Plan Design

Subject: U.S. Government Grade: 12 Lesson Topic: U.S. Government Skills Review Unit 3 Lesson 4_

Candidates Name: Josef Zacher Site Supervisor: John Sandate ___

1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner, create bridges from past
learning, behavior expectations).
12
th
Grade U.S. Government Standards

12.6 Students evaluate issues regarding
campaigns for national, state, and local
elective offices.
3. Evaluate the roles of polls, campaign
advertising, and the controversies over
campaign funding.
4. Describe the means that citizens use to
participate in the political process (e.g., voting,
campaigning, lobbying, filing a legal challenge,
demonstrating, petitioning, picketing, running
for political office).
5. Discuss the features of direct democracy in
numerous states (e.g., the process of
referendums, recall elections).
6. Analyze trends in voter turnout; the causes
and effects of reapportionment and redistricting,
with special attention to spatial districting and
the rights of minorities; and the function of the
Electoral College.


Rationale: This lesson will provide
students with an introduction to
concepts that will assist them in
achieving proficiency in specific
portions of Section 12.6 of the
12
th
Grade Principles of American
Democracy Standards. Students
must be introduced to the
importance and functions of the
electoral process. This lesson will
include voter registration and
voting requirements, ballots,
interest groups, and propaganda.
A special emphasis is placed on
the impact of the voting public
and importance of the
initiative/referendum process.
Students will also be introduced to
the link between the census and
voter representation. This
information will provide critical
prior knowledge for a future
lesson on the Electoral College.








2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you measure mastery of the
outcome?)

The objective of this lesson is to review, refresh
and introduce students on the subject matter
required to pass a Unit 3 U.S. Government
Rationale: It is critical for
students to be able to share their
knowledge of the subject through
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Exam. Ultimately this outcome will provide
students with further understanding of Political
Parties, Electoral Campaigning, Campaign
Financing, Propaganda, Propositions, and the
impact of both Special Interest Groups and the
Individual Citizen. Mastery of this subject
matter will be measured by choral response
activities and completed/accurate Preview and
Review study guides. Upon conclusion of this
unit, a comprehensive exam will be given.
Students will also digest essential information
that will be used on an alternative assessment
examining the impact of the individual voter
during a Power to the People exercise. This
exercise will implicitly connect students to direct
voting and representative voting roles for
individual citizens. This assignment will assist in
transitioning students into the next unit on the
Electoral College and future lessons on local
elections.

multiple forms of expression.
These multiple forms of learning
opportunities will allow for a
greater likelihood of subject
comprehension. This
comprehension is also enhanced
by the links created in prior
lessons and the active use of
concepts that carry over from
lesson 3.





3. Pre-Assessment Activity: (Determine students abilities to achieve the Learner Outcomes and prescribe instruction
accordingly. Consider: linguistic background, academic language abilities, content knowledge, cultural and health
considerations, interests and aspirations, physical development, social development, emotional development. )


Using the provided Unit 3 Study Guide, I will
create a conversation that will allow students to
review important content from past lessons and
connect them with the subject matter of the
current unit. In this lesson, a review on the
campaign finance debate and the primary
election process are critical. This discussion will
provide evidence of prior knowledge and build
scaffolding to support a lesson on general
elections, and the impact of both individual
voters as well as special interest groups. This
Preview will also reveal the areas of subject
matter that requires a more focused effort.
There will be students of multiple linguistic,
emotional, and developmental backgrounds that
will participate. A direct discussion, group
cooperation, visual support, pair-share, and
lecture will connect with various learning styles.

Rationale:
When a connection between prior
learning and new material is
developed, students find a greater
relevance to learning and applying
the subject matter. This exercise
also builds confidence for students
who need to re-examine past
units. A varied approach can
assist learners of various
linguistic, emotional, and
developmental backgrounds. In
this lesson, I will create a spirited
discussion regarding student
opinions on Campaign Spending
and whether it should be limited.
I will actively remind them of the
constitutionality of limits as well
as unregulated/unequal spending.
This links several lessons with the
lesson at hand. Students should
have detailed responses as a
result of campaign financing
homework from the prior lesson.



4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments, modify Learning Activities
based on learner characteristics to meet the needs of ELL & special needs students, highly achieving students and low achieving
students)
The lesson will provide activities that address
various learning styles and learning intelligences
Rationale:
It is the teachers responsibility to
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found in the student population. A PowerPoint
presentation will be used to address the needs
of visual/auditory learners. A group discussion
and lecture will be used to address the needs of
auditory learners. A pair of note-taking
organizers and a cheat-sheet will be used to
assist tactile learners in following along with the
lecture and PowerPoint presentation. These
organizers supply a level of support during
review discussions.
There will be various SDAIE based teaching
tools that will assist not only English Language
Learners but the entire class as a whole. These
tools will include measured pacing, sheltered
English, Pair-sharing, content repetition,
worksheet review time, choral responses, and
graphic organizers.
For students with special needs, such as ADHD,
these discussions will share the same SDAIE
strategies and then combine with multiple
accommodations to ensure for an appropriate
learning environment. These students will be
accommodated by constructive seat locations.
These locations will be within close proximity to
the teacher to allow for direct interaction. This
student will also benefit from pair-share
activities, graphic organizers, and study guides
that assist in task completion. The seat location
will also accommodate students who require
temporary opportunity to move or stand up at
times without disrupting a fellow classmate.
The complexity and vast learning environment
created by a U.S. Government lesson can
provide ample opportunities to create learning
opportunities of every level. A highly achieving
student will always be better served with
ongoing and challenging exercises that can
support individual advancement as well as
classroom benefits. During classroom
discussions a higher achieving student should
expect questions of a greater complexity. These
questions should focus on concept analysis and
lesson transitions. A higher achieving student
will also benefit from projects that take a further
examination of key concepts. The inclusion of
investigative projects on history makers or
opinion piece on viewpoints from the period can
help to excite interest from these students. A
student of this level can also benefit from a
leadership role during class discussions.
At-risk students, in most cases, will benefit
greatly from the strategies implemented for ELL
and ADHD students. These students must be
continuously engaged with added opportunities
to participate. In many instances, confidence
building tasks and constructive cooperation can
go a long way to build confidence and healthy
interactions with fellow class-mates. These
reach every student in the
classroom. The methods chosen
for this lesson are clearly
designed to accommodate the
appropriate student population
and various learning abilities that
are present. During the pre-
assessment activity a higher
achieving student could be
challenged by focusing on the role
of political contributions in the
political process. He or she will be
tasked with writing a simple
Editorial column on the issue of
campaign finance reform as
homework from the following day.
This focus can then be reported to
classmates for a better group
understanding. General studies
students will return to class with
creative talking points on the
constitutionality of Campaign
Finance Reform. Students with
special needs will return with
political cartoons that they
created from the night before.


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students will also be strategically placed into
student groups or seating locations surrounded
by more studious learners. This will assist
greatly in preventing distractions or audience
based opportunities.


5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)
This lesson requires a text-book, study guide,
projector, computer, graphic organizers, laser
pointer, presidential wall-chart and writing
implements.

Rationale:
Students are better served when
multiple forms of learning supplies
are utilized. Instruction must be
varied and these resources
provide the greatest opportunity
for student learning.

6. Learning Activities: Explicit Teacher Instruction - (Explain, Model, Demonstrate, Check for Understanding)
This lesson is dominated by direct instruction
that is supported by a PowerPoint presentation.
The presentation will focus on the purpose and
impact of the individual voter on the electoral
process. This discussion will then transition to
an in depth analysis of the initiative and
referendum process. Students will be
familiarized with key issues affecting campaigns.
Students will specifically be introduced to
propaganda, special interest groups, voter
requirements, referendums, and initiatives.
There will be a quick knowledge check of the
definitions and a clarity discussion following the
PowerPoint Presentation. This discussion will be
supported by a Unit Review Handout that
students will complete. Students will then be
assigned to play specific roles in a campaign.
Each student will be tasked with creating a
campaign poster promoting a personal political
interest. With that said, higher achieving
students will be tasked with identifying a
needed law that should be made into a
proposition. A debate on this issue will be
created for the purpose of brainstorming. At the
Rationale:
Students should be supplied with
differentiated learning
opportunities in an environment
that thrives from diverse learning
perspectives. While the
information may appear daunting,
the strategies listed are
supportive and made manageable
through lesson organization. For
those students who require
further support, the follow-up
exercise is a critical component
for lesson comprehension. Clarity
is provided for all who participate
in the discussions.



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conclusion of the class session, students will be
asked to complete a ticket out the door
questionnaire worksheet before they exit for the
day. This questionnaire will ask kids 3 questions
regarding the days lesson. First, they must
provide 3 examples of what they learned for the
day. Second, students must write down a
specific question that they would like cover
during the next class session. Finally, students
will be asked to respond to the question of the
day to complete earn their ticket out the door
of class. On this day they are asked, Do you
believe that you can make an impact as a future
voter? Back it up! This question provides
students with a basic foundation to create
talking points regarding their position during the
following days lesson. Students will use this
question as a discussion during the following
class session. It also provides relevant evidence
of lesson comprehension for the teacher.

Check for Understanding:
Understanding will be established through a
lively discussion, targeted questions, choral
response, and thorough the completion of the
Handouts/Tasks assigned. The ticket out the
door assignment can provide an instant
assessment on the success of a lesson.
















7. Guided Practice/ Collaborative Practice (Check for understanding and provide feedback and re-teaching)

Students will be guided through the PowerPoint Rationale:
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presentation and the supplemental handouts.
These tools are designed to complement each
other and further subject comprehension.
Students will have a valuable opportunity to
complete the documents and collaborate
through choral response, targeted questions and
group comparisons. Document comparisons will
also be utilized in most cases through pair
sharing. The supplemental handout will combine
multiple lessons and be completed before a Unit
Exam can be given. Students will also
collaborate using the specific tasks assigned to
them in the learning activities.

Check for Understanding:
The collaborative discussion is critical for
establishing student understanding and
determining whether further study is needed.
Students will also provide evidence in their unit
workbooks that are turned in and evaluated at
the next session.

Constructive use of verbal
interaction and class wide choral
response will provide support in
both evaluations and curriculum
review. Students who may have
missed key portions of the
discussion are given a second
opportunity to review and
complete their supplemental
handouts with fellow classmates.
This is a prime opportunity for re-
teaching material that students
find difficult or complex. Students
will also be tasked with specific
projects that utilize their
individual learning strengths.


8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent activities are assigned
assuming that students understand the concept well enough to work on their own.)

Students are responsible for completing a U.S.
Government Unit 3 Workbook, which is in direct
correlation with the lecture and required for
credit. The handouts and supplements provided
during the discussions are in direct support of
the workbook. A student must reveal
competence and understanding in the workbook
before a final assessment is given. Students are
also provided with a chance to utilize newly
introduced curriculum in projects that include
campaign posters, propaganda creation,
initiative creation, and the creation of talking
points in response to the Question of the Day
that will be answered on the following day.

Check for Understanding:
A students understanding is established by
successful completion of the U.S. Government
Workbook and Supplementary Handouts.
Rationale:
The lecture and collaborative
practice exercises should provide
critical scaffolding for the
successful completion of
independent student activities.
The U.S. Government Workbook
should be much more manageable
and essentially mastered when
used in concert with the
supplemental handouts and
activites.



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9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students learning. Describe differentiating
assessment strategies you will use for ELL, special needs students, highly achieving students and low achieving students.)

Student learning is assessed in in a variety of
methods. First, a student is assessed through
participation in class discussions and projects.
Second, the student is provided with a study
guide that is completed during class. This study
guide is a primer for the unit exam. Third, a
student must thoroughly complete the Unit
Workbook before an exam is taken. Students
will also be assessed in their participation on
class discussions. When a students is assessed
and the teacher determines that all
requirements are completed an exam or
summative evaluation is administered.
Depending on learning need, at least 30% of the
evaluation will be graded through alternative
assessments. These alternatives can include
take home projects, listed bullet points, and
verbal rather than essay responses. Additional
time accommodations will be set as well.

Rationale:
Each assessment stage can
provide essential opportunities to
reach students of every learning
style and need. English Language
Learners are given multiple
opportunities to learn from
interactive discussions where
SDAIE strategies are enacted.
The use of audio and visual
supplements can be used to tie in
the lessons with the written
requirement. Pair sharing is also
utilized during the collaborative
practice. Highly achieving
students can be engaged with the
challenges of understanding U.S.
Government and the opportunity
to interact during the lesson.
They are also essential
components for pair sharing and
review exercises. Low achieving
students benefit from increased
repetition and interactive
opportunities. Careful
consideration is given to unit
completion and the pace of the
lesson to reach every student.














10. Closure: (Describe how students will reflect on what they have learned.)

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This unit stresses the essential connections
between the subject matter in the current
lesson and the running themes are effectively
established during the pre-assessment.
Students are given ample opportunity to bring
historical events and complex concepts into their
current realm of understanding through
discussions and thorough practice in multiple
tasks based on academic strengths. Essentially
students are given a chance to link prior with
the current subject matter at hand. This closure
is provided in the closing discussions of the
current unit and it is also used to introduce
future lessons. This prior knowledge of the
structure and purpose of the American election
process and two party system is a prime
foundation for the role of the individual voters
and special interest groups. Students will
specifically reflect on what they have learned
through group discussions, special projects, and
the Question of the Day exercise. Ultimately,
on the second day, students will find that their
specifically assigned tasks will foster a spirited
interaction through group discussion. Every
student, regardless of ability, will play pivotal
role by using their projects to converse on the
following day.
Rationale:
By connecting curriculum with
current learning experiences a
student can understand the
impact that they may have on the
political process how their actions
can assist in the function of
American Government. Students
must be able to determine how
voting, petitions, and initiatives
function as a way to include
citizens in the political process.
Students must also contemplate
how the use of propaganda can
affect the decisions of voters in
general elections. It is also
important to establish the
importance of the completed
lesson before future Government
lessons can be introduced.
Ultimately, this lesson on Voting
and the Powers of the People
will explain the importance of
political participation.


11. Lesson Reflection/Assessment: (Collect student learning data to determine: What went well? What needs to be changed?
Were learning outcomes met? What activities will you add, change, modify in the future? What can be done to follow up on the
learning from this lesson? Who needs additional help? Who needs enrichment or higher level work?)

This lesson provided a valuable opportunity to clarify and empower student
involvement in the political realm of voting. In most cases, students made a positive
connection between their actions and political change. By far the most successful
exercises included hands on interaction with the terms and major learning points.
Students seemed to open up more on issues after they were able to work with the
content in a constructive manner. Most notably, they showed impressive creativity
with their campaign posters and propaganda. In many cases, a student that would
otherwise remain passive during an exercise used this lesson to truly shine with a
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creative level of understanding.
For higher achieving students the proposition activity provided an increased
level of understanding by placing key concepts in their personal belief system. They
ultimately took ownership of the exercise and placed at a real world level of
understanding. Ultimately all of the interactive portions were successful.
Students seemed to be receptive towards the ticket out the door concept at
the conclusion of class. The exercise proved to provide a big picture moment for the
students and much needed scaffolding for the next lesson.
In terms of improvements, I believe that the lesson would have been far
more effective with an extra day of delivery to allow for further concept clarifications.
This extra opportunity to review the student handouts and discuss major concepts
would benefit learners of every need. The ability to link prior knowledge with future
lessons was also beneficial in this unit.