University of Kansas Department of Special Education 1

SPED 775 M2 Lesson Plan Prefect Storm

Perfect Storm Lesson Plan

PLANNING
Unit Title
Subject Area
Lesson Title
Length of Lesson
Audience Description

IEP Goals (where

available)
Objectives

Voter Behavior
American Government
Perfect Storm
50 minuets
Number of students: 19
Race: African America, Caucasian, Hispanic, Other
English Language Proficiency: ?
Gender: Male and Female
Exceptionalities: ?
Cultural Considerations: NA
Other information:
Reading Comprehension
Students will discuss & identify why voters behave the way they do. Students will also identify the
role government plays in voter behavior.

Standards

Common Assessment Social Studies Standards

Assessment (formative
and/or summative)

(Summative) Students awareness of political parties and affiliations, and (ex)-felon

voting rights

Resources (texts,
technology, materials,
etc.)

Work Laptop,
Classroom projector,
White board,

Incorporation of other
subject areas
Introduction
(anticipatory set,
thinking device, advance
organizer, lesson
hook)

Handout Caught on Tape

Geography
LESSON DELIVERY

# of minutes: 10
Students will be introduced to the learning goal for this assignment. Students will be asked to
reflect on chapter 5 (political parties) students will demonstrate their level of understanding by
using the 1-4 finger method to reflect on Chapter 5. Students will raise their hand and give oneword answers to questions over the two major parties, and three of the four types of minor
parties we covered.

Description
UDL Engagement:
Sustaining effort and persistence
Lesson activities
(content, methods,
procedures, formative
assessment)

Rationale
Wanted to allow student the ability to display
levels of understanding by giving visual and
verbal representation
# of minute: 35

Students will watch the video from TvOne: Daily Motion giving introducing them to the story.
Student will answer question to show they were paying attention. Student will then watch
video from News4jax.com that focuses on Rep. J. Adkins and the political confession.
Students will read the Caught on Tape handout out load and write a paragraph response to
the following questions:
1) Was it fair of the Republican Party to use Section 4, of the Voters Act against Rep.
Brown to remove her from office?
2) Should the federal government intervene on felon and ex-felon voting rights?

University of Kansas Department of Special Education 3

SPED 775 M2 Lesson Plan Prefect Storm

Description:
UDL representation:
Comprehension

Rationale:
Videos ( Tv One: Daily Motion, and
News4jax.com: State rep take heat)
represented a two aspect to the same case,
or scenario. One gave a race them to the
redistrict aligning, while other focused on the
political advantage of the realignment.
Handout by Egberto Willed (read out loud) was
a written form covering same scenario.

UDL engagement:
Expression and Communication

Allowed those who are not comfortable with

answering question out loud to write them
down, while others were able to verbally
share their response!

UDL action & expression:

Expressive skills and fluency

Closure

Taking turns reading handout (out loud) to

one another.

# of minutes: 05
Tied all there items to the ideal of how while unfair, the brilliant idea of the republican party to
remove the democratic representative would have been legal if not for the video confession, and
the realignment would have removed Brown from office.
UDL principle & description (at least 1): Principle III (why of learning)