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Title of Unit: The Basics of Politics Title of Lesson: Important Political Party Figures Submitted By: Martha Rendon

A. Summary of the Lesson Plan: This lesson will be used to introduce students into important figures in political parties. Students will conduct research to collect information on an important political party figure and be able to give a short report about the person. B. Target Population: Grade Level: 5th grade Skill Level: all skill levels Grouping: Whole group for step 1, table groups step 2-3, whole group step 4-7, individual step 8-9, whole group step 10, whole group closure C. Materials: 33 copies of Important Political Figures worksheet ELMO projector Laptop cart

D. Objectives: o NV State Social Studies Standards o C15.5.2 Name the two major political parties.

Student-Friendly Standards C.15.5.2 I can name a significant person in one of the political parties and give a short report.

E. Procedure: 1. TW review with the class. Yesterday, we talked about the two political parties in our country; Republican and Democratic. What were some of the differences and similarities we came up with for the two parties? Lets review with our table groups 2. SW talk about the similarities and differences that were covered the previous day with their table groups. 3. SW share back with the class some of the ideas that their group talked about. 4. TW remind students, At the end of our lesson yesterday, we talked about starting some research for an important member of one of the political parties. 5. TW ask, How many of us already know the person we want to do research on? If you have not picked a person yet, look through some books or look up important figures of political parties online to come up with some ideas. 6. TW introduce the KWL chart worksheet.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit: The Basics of Politics Title of Lesson: Important Political Party Figures Submitted By: Martha Rendon

7. TW model the KWL chart on the ELMO projector. I will be doing research on Abraham Lincoln. So, I would write his name at the top of the KWL chart. I know he was a member of the Republican Party. So, I could write Republican under the K. I wonder what change he influenced in our country. So, I could write What changed in our country? under the W. After I have my Know and my Wonder column, I can start my research. As I am doing my research, I can start filling in my Learn column. 8. SW break out to do individual research. A group of students can go to the library, while another group can use a laptop from the laptop cart. 9. TW give students thirty to forty-five minutes to complete their research and KWL charts, while walking around the room monitoring work being completed and checking for questions. 10. After thirty to forty-five minutes, SW have their charts checked off by teacher and hold on to their charts. 11. CLOSURE: Today, we learned about important people in the political parties that make up our country. I asked you to hold on to your KWL charts because I want you to continue to add to your charts. At the end of this week, you will be able to dress up as the person you chose and talk about why your person is important and what change, if any, the person created. F. Assessment: What will you use to measure student understanding? I will be using student discussions and the worksheet to measure student understanding. Explain how you will know students understand the concepts from the lesson. I will be walking around the room during discussions and reading student entries in their KWL charts. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think this whole lesson should be relatively easy. 2. Which part will be most challenging for you to teach? I dont think I will run into any issues with this lesson plan. It is simple and straightforward. 3. How will you follow up or extend this lesson? I could have students start to work on their mini-speeches for the end of the week, possibly adding pictures to illustrate their findings or as a supplement to what their chosen figure did in their lifetime.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Title of Unit: The Basics of Politics Title of Lesson: Important Political Party Figures Submitted By: Martha Rendon

4. What will you do for students who dont grasp the concepts? I would allow students to work with me one-on-one to clarify any part of the lesson that may be causing confusion. I would, especially, want to be watchful for students who may not understand how to use a KWL chart. 5. Which part of the lesson, if any, do you think might need to change? I think I would keep this lesson as is and teach it the way it is written. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part was thinking about how I would word everything, especially during the part that I would be modeling the KWL chart for the students.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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Title of Unit: The Basics of Politics Title of Lesson: Important Political Party Figures Submitted By: Martha Rendon

Sample worksheet Important Political Figures


Name:_____________________________ Date: ______________________________

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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