Teachers Name: Michael Pechon

Unit 7- What is involved in the

Electoral Process

Week: 4/25/20106-4/29/2016
Course/ Period: Civics 1, 2,4
Curriculum Mandates:
SSR
Evidence Based Writing Assignment
Monday

AIM &
Objectives

Daily Formative
Assessment
(ex: Exit Slip)
Lesson Scope

Day 2
Should the Electoral College be abolished?
SWBAT explain how the electoral college works.
SWBAT analyze primary documents.
SWBAT synthesize information to answer the prompt.
Packet and Debate

Agenda

Time

Students will work with a

partner to complete the
documents. Discussion.
Students will be divided
into small groups based on
their view on whether the
Electoral College should be
abolished or not. Each
group will select a speaker
and will write down talking
points on post-its. The
speakers will debate and
the other group members
will give them information.
Students will read and
watch a video about the
2000 election. Discussion.
Instructional
Strategies
Differentiation

CFUs

40
min.

Teacher will pick up.

Cold Call

30
min.

Students will be graded

on participation in
debate.

Tuesday
What is the difference between liberals and conservatives?
Why do people in different areas of the country have different beliefs?
SWBAT explain the differences between liberals and conservatives.
SWBAT analyze the impact of living in a particular area on the views
people have.
Exit Slip

Agenda

Time

Lesson Starter/Do Now and

Discussion

10
min.

Talk Moves

Students will complete a political

ideology quiz. Discussion.

15
min.

Cold Call

Students will watch a TedED

video on Liberals and
Conservatives and take notes.
Discussion.

30
min.

Teacher will circulate and

check for understanding.
Cold Call

10
min.

Talk Moves

20
min.

Teacher will circulate and

check for understanding.
Cold Call

5
min.

Teacher will pick up

Students will watch a BrainPop

video about the political parties.
Discussion.
Cold Call
20
min.

DBQ, analyzing primary documents, group work

Struggling

CFUs

Students will complete short

readings about Republicans and
Democrats. Discussion.
Exit Slip
Real world application

Struggling

Struggling students will be paired up with advanced students for

additional help.
Advanced

Struggling students will be paired up with advanced students for additional

help.
Advanced

Advanced students will be able to help out struggling students.

Advanced students will be able to help out struggling students.

CCSS/ GLEs

AIM &
Objectives

Daily
Formative
Assessment
(ex: Exit
Slip)
Lesson
Scope

C.5.5, RH.9-10.1, RH.9-10.2, RH.9-10.4

Wednesday
What are the views of the major political
parties in the United States?
Who should I vote for based on my beliefs?
What do political parties do?
SWBAT explain the differences between
Republicans and Democrats.
SWBAT synthesize information to determine
which political party they would vote for.
SWBAT explain the role of political parties.
AECR

Agenda

Time

CFUs

Lesson Starter/Do
Now and Discussion

10
min.

Cold Call

Students will work

with a partner to
read and fill in a
graphic organizer
about Republicans
and Democrats.
Discussion.

30
min.

Teacher will
circulate and
check for
understanding.
Cold Call, thinkpair-share

Students will
complete an AECR
paragraph
explaining which
party they would
vote for.
Discussion.
Students will
complete a short
reading about the
role of political
parties. Discussion.
Students will
complete
worksheets about

10
min.

Teacher will pick

up

Thursday
Aim: What are the Electoral Process, Yellow
Journalism and Media in Politics and how do
they work?
Objective: SWBAT explain what the electoral
process, yellow journalism and media in
politics are and how they work.

Friday
Aim: What are interest groups and
lobbyists?
Objective: SWBAT explain what a lobbyist
and an interest group does.

Exit Ticket

Exit Ticket

Agenda

Time

CFUs

Agenda
Recap unit to
date.

Recap unit to date.

Talk moves

Read, discuss and

complete
worksheets on the
Electoral process.

40

Work sheets

Read and discuss

media in politics
and Yellow
Journalism articles
and discuss power
of the media.

35

Writing
assignment

Read and discuss

the article about
what lobbyists are
and what they do
in,

35

Read, discuss,
and complete the
assignment on
interest groups.

10

Exit ticket
Exit Ticket

20
min.

Cold Call

10
min.

Cold Call

10
min.

5
40

10
Exit Ticket

Time

CFUs

the political parties.

Discussion.
Instructiona
l Strategies
Differentiati
on

CCSS/ GLEs

SSR
Group work, graphic organizer, real world
application
Struggling

Direct Instruction, Partners, Close reading,

group discussion
Struggling

Direct instruction, close reading, partners,

group discussion
Struggling

Struggling students will be paired up with advanced

students for additional help.
Advanced

Struggling students will be given additional time if

needed.
Advanced

Struggling students will be paired up with

advanced students for additional help.
Advanced

Advanced students will be able to help out struggling

students.

Advanced students will be able to get ahead on

work.

Advanced students will be able to help out

struggling students.

CCSS.ELA-Literacy.RH.9-10.1, CCSS.ELALiteracy.RH.9-10.2, CCSS.ELALiteracy.RH.9-10.4,

CCSS.ELA-Literacy.RH.9-10.9, C.5.4, C.5.5,
C.5.6 ,
C.5.7

CCSS.ELA-Literacy.RH.9-10.1, CCSS.ELALiteracy.RH.9-10.2, CCSS.ELALiteracy.RH.9-10.4,

CCSS.ELA-Literacy.RH.9-10.9, C.5.4,
C.5.5, C.5.6 ,
C.5.7

CCSS.ELA-Literacy.RH.9-10.1,
CCSS.ELA-Literacy.RH.9-10.2,
CCSS.ELA-Literacy.RH.9-10.4,
CCSS.ELA-Literacy.RH.9-10.9, C.5.4,
C.5.5, C.5.6 ,
C.5.7