Teacher Education Lesson Plan Template

Teacher: Sierra Allen

Date: February 11, 2016

Title of Lesson: Representative Democracy

Cooperating Teacher: Kristina DeMoss

Core Components
Subject, Content Area, or Topic

Language Arts/Content
Student Population

3rd Grade
24 Students
13 Gifted
Learning Objectives

TSW understand representative democracy through practice. They will also practice their
persuasive writing skills.
Virginia Essential Knowledge and Skills (SOL)

History 3.3
The student will explain how the contributions of ancient Greece and Rome have
influenced the present world in terms of architecture, government (direct and representative
democracy), and sports.
VDOE Technology Standards
English Language Proficiency Standards (ELPS)
Materials/Resources
Personal laptops or paper and a pencil

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used

Strategy
Return
Identifying Similarities & Differences
45%
Summarizing & Note Taking
34%
X
Reinforcing Efforts & Providing Recognition
29%
Homework & Practice
28%
Nonlinguistic Representations
27%
X
Cooperative Learning
23%
X
Setting Goals & Providing Feedback
23%
Generating & Testing Hypothesis
23%
Questions, Cues, & Advanced Organizers
22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy
Return
X
Teach Others/Immediate Use of Learning
95%
X
Practice by Doing
75%
X
Discussion
50%

Demonstration
Audio Visual
Reading
Lecture

30%
20%
10%
05%

Safety (if applicable)

Time
(min.)
1 min

Process Components
*Anticipatory Set
Tell students that today, they will run for a position in government. Their job will be to be
the best candidate in the class.

2 min

*State the Objectives (grade-level terms)

We will run for government among our table and practice our persuasive writing. We
will also talk about what a representative government is.

15
min

*Instructional Input or Procedure

Give a brief explanation of what a persuasive essay is. Students should remember that is
has the purpose of persuading or convincing someone to do something. Tell the students
that they will be writing one today. (Explained under independent practice)
After the essays, the students will vote anonymously for their table representative (by
writing it on a sticky note for me to see they will be unable to vote for themselves).

3 min

After tallying the winners, I will announce the table representatives. Then, I will explain
that they will be able to make the decisions needed for their table. (Explained under
guided practice) Throughout this time, I will explain that this is representative democracy.
*Modeling
Explain for the students what their persuasive essay should sound like by modeling my
own. I am Miss Allen and I should be your table representative. I am smart, committed,
and make good decisions

2 min

*Check for Understanding

As students write, check their paragraphs to be sure they understand the assignment. If
there are students who are confused, I will use this time of writing to remediate or help
the lower level students.

10
min

*Guided Practice
The table representatives will be called to my desk. I will quietly discuss a classroom
issue with them (like how we should line up for P.E.) and instruct them to take that issue
back to their table. The table will then vote on the problem and the representative will
return with the answer. We will discuss a few different issues and continue to vote. I will
explain that this is representative democracy.

10-15
min
3 min

1 min

*Independent Practice
Have the students write a short paragraph about why they should be their table
representative. The students will write the essay to be shared with their table in order to
run for the office of table representative.
Assessment
Students will share will share with a partner what they learned about representative
democracy.
*Closure
Remind the students that, throughout the day, I may ask the representative to help make
decisions for the class.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Students that need help with writing during the persuasive paragraph will receive extra help from me during this
time.

Classroom Management Issues (optional)

Students will remain at their seats for this activity to avoid distracting other groups.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?
Students did meet all of my objectives throughout this lesson. If I were to change anything, I would have pulled
some students to work on their persuasive essays with me. A couple students needed more guidance on this
part and I should have worked with them individually while others work independently.

*Denotes Madeline Hunter lesson plan elements.