Larissa Jakubow Fall 2013 Teaching Associateship, Placement 2: Social Studies Grade/level: 12th grade Content: AP Government I.

SOL GOVT.6 The student will demonstrate knowledge of local, state, and national elections by h) evaluating the degree to which interest groups influence political life.

II. Objective(s) Students will successfully complete a Socratic seminar Students will recognize a connection between Madisons interpretation of factions and interest groups

III. Materials

-Entrance Ticket -Federalist 10 -Pencils

IV. Presentation

Getting Started (2 Minutes): The teacher will greet students and inform them of the agenda of the day. The instructor will have a chance to remind students that today we are completing a Socratic seminar, and if they need an extra copy of the text, they can acquire it from the teacher. Entrance Ticket (30 Minutes):- Students will be given an entrance activity. 1. The instructor will explain that the students are to fill this out as a way to help synthesize Federalist 10. This way if they get stuck during the seminar, they will have something to reference. 2. The instructor will be floating around the room, encouraging discussion amongst peers since they will be working together during the seminar. 3. The instructor will call the group back together to see if there are any questions on the activity, and explain the rules of Socratic seminar - No raising hands - It is student led, and I, the teacher, will only interfere if the same topic has been repeated too many times, something inappropriate has been said, or if the conversation has veered off topic. Lunch Break: 30 Minutes Socratic Seminar (30 minutes): When students return from lunch, the instructor will review the rules, and sit towards the front of the room,

Larissa Jakubow Fall 2013 Teaching Associateship, Placement 2: Social Studies as to better see and facilitate the discussion. Students will start the seminar -The instructor will be taking notes to determine participation V. Assessment Formative assessment will be assessed through collection of the entrance ticket, and later on, the exit ticket. Observing discussion will clue teacher in to who understands the themes, and who can also apply them.

VI. Differentiation

By using an entrance ticket, it allows students who may not feel as comfortable speaking a chance to show their competence. If they are engaged with the discussion, without saying much, completion of the activity can still show mastery and application.

VII. Technology

Technology is not necessary for this lesson.