Daily Lesson Plan

Teacher: Subject:

Ms.June Thomas Lesson Date: October 23, 2013 American Government LDC / Unit Title: Participation in Government Evaluate how the media, political parties, special interest groups, lobbyists, Political Action Committees VSC: (PACs) influence public opinion and government policies. RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary CCSS: describing political, social, or economic aspects of history/social science. SWBAT: (1) explain how money in politics and the domination of interest groups are corrupting our democracy, by participating in the Save the Last Word For Me reading strategy.
[ ] Enriching [ ] Reviewing

Staircase of [x ] Introductory [ x ] Developing [ ] Maintaining [ ] Refining Complexity: Agenda: Academic Vocabulary: Drill, warm-up, power Interest groups, lobbyists, partisan, political discourse, points, critical thinking corrupted, aspirations, consensus, skeptical, anxieties, questions, reading strategy, globalization evaluation/assessment

Materials: Power Point presentations : Interest Groups, Newspaper Article: Money,interest groups are corrupting democracy, index cards

TIME NSTRUCTIONAL SEQUENCE FORMATIVE ASSESSMENT Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they enter the classroom?) What are interest groups? Give an example of one that you might want to join and explain Student responses min why. Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that should be tapped? Is there vocabulary that must be cleared? Is there brainstorming that student need to complete before the lesson begins?) Who decides what is offered in the school cafeteria? Are there any rules about what is Class discussion served in the cafeteria? Who might care about what students eat every day? Why are they min interested? Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing process.) Various slides from one or two power point presentations will be shown that will enable students to define and explain what interest groups are. Students will take notes on key min points and definitions. Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student or teacher-led collaboration, student conferencing, re-teaching or intervention, writing process) Reading Strategy : Save the Last Word For Me Circulate room, student Students will read a newspaper article ( Money, interest groups are corrupting democracy) responses and participation min Students will then engage in the reading strategy that was previewed in class yesterday. Independent Practice: (individual practice, discussion, writing process.) Students will complete a short written assignment as an exit slip. *Higher level questions Collect response sheets to Prompt: How can we compare and contrast political parties and interest groups? grade. (Assessment) min Why do people see interest groups as both good and bad for American politics? Evaluate Understanding/Assessment: (How will I know if students have achieved todays objective?) Prompt students to share their responses before collecting them as a formative assessment.
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Closing Activities/Summary: (How will I tie up lose ends, reinforce/revisit the objective and connect the lesson to the unit?) I will ask a student to revisit the objective for todays lesson and explain if we achieved it Student response min and how we did it. Homework : Define the 10 Academic Vocabulary terms on the board. Use each term CORRECTLY in a sentence.

Enrichment/Extension

Accommodations : ( How will my lesson satisfy the needs of all learners?)

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Calculation Devices Human Reader for Selected Sections Books on Tape Spelling and Grammar Devices Extended Time Scribe Monitor Test Response Human Reader for Entire Test

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Visual Organizers Multiple or Frequent Breaks Notes, Outlines, and Instructions Visual Cues Graphic Organizers Change of Schedule Over Multiple Days Reduce Distractions to Other Students Screen Reader for Verbatim Reading of Selection Sections

*individual matrix is attached Notes: Instructional Framework: X T1 Engage students in standards-based lesson objectives X T2 Communicate content clearly X T3 Use strategies and tasks that engage all students in rigorous work X T4 Use questioning to bring students to higher-order thinking X T5 Check for understanding and respond to misunderstandings X T6 Facilitate student-to-student interaction and academic talk
T7 Implement routines to maximize instructional time T8 Build a positive, learning focused classroom culture

X T9 Reinforce positive behavior, redirect off-task behavior, and de-escalate challenging behavior