EEI Lesson Plan Worksheet

Secondary Methods

Learning Objective(s):
What, specifically, should the student be able to do; what skills should they be able to perform, what knowledge should they be able to demonstrate as a
result of the teaching? Include Performance (What the learner is able to do), Conditions (Important conditions under which the performance is expected
to occur), and Criterion (The quality or level of performance that will be considered acceptable).

Given the topic of political factions, students will be able to analyze how partisanship and
bipartisanship affect political parties and their resulting influence on the functions of government in a
three-paragraph essay during one class period, citing at least four specific examples in U.S. history of
government partisanship and bipartisanship.

State Standards: Anticipatory Set:

What state standard(s) (such as Arizona College and To grab the learners’ attention, relate the experiences of the learners to the objective(s),
Career Ready Standards [AZCCRS] is your learning put learners in a receptive frame of mind, and focus student attention on the upcoming
objective based on?` lesson.
Teacher will: 1. Show a 2-minute video to the class on current
Strand 3 (Government) – Concept 2: political parties. 2. Have the class view an image (related to
Structure of Government – PO5: Analyze content from the video) and discuss their thoughts after viewing.
the structure, powers, and roles of the 3. State the learning objective.
legislative branch of the United States Students will: 1. Collectively view a 2-minute video on political
government: b. Role of Competing parties. 2. View an image related to political parties and decide
Factions and Development of Political what they think it means. 3. Interact with the objective by verbally
Parties. providing their thoughts and perceptions of the Republican and
Democratic parties (not necessarily stating their views).
Teaching (Input):
What information are you going to provide to gain the knowledge or skill? How will that information be presented? Identify the 21st Century Learning
Skills and cross-curricular strategies that are incorporated into your teaching.

Teacher will: 1. Present content (vocabulary, concepts, etc.) relevant to standard and learning objective on a
carefully prepared PPT to be presented to students in an interactive lecture format (questions, critical thinking,
short discussions, etc). 2. Ask students to take notes on specified content relevant to the standard and learning
objective. 3. Ensure students understand vocabulary and content by asking questions (individually and
collectively) and making sure they’re writing down the proper notes.

Students will: 1. Listen to content and write down notes on specified vocabulary and content. 2. Think about
and answer pertinent questions (both orally and written) asked of them and ask questions when they need
clarification. 3. Participate in group discussions by thinking about and creating their own responses to specific
questions related to the learning objective.

Teaching (Modeling):
Once the material has been presented, the teacher uses it to show learners examples of what is expected in terms of how to solve the problem, answer
the question, complete the activity etc.

Teacher will: 1. Engage the class in open discussions with leading and open-ended questions to trigger critical
thinking. 2. Pose questions about “factions,” “bipartisanship,” “political parties,” and “passionate issues” (in PPT)
of the students and demonstrate multiple examples of how to answer the questions. 3. Thoroughly demonstrate
to students the meanings of political factions, bipartisanship, and partisanship via detailed examples. 4. Check
for understanding through the students’ responses and ask follow-up questions.

Students will: Think about, write down, and/or orally discuss answers to specific questions asked by teacher
and participate in short discussions.

Teaching (Check for Understanding):

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 EEI Lesson Plan Worksheet
Secondary Methods
How will you determine if all learners understand the instruction?

Teacher will be:

1. Asking questions to the students throughout the interactive lecture (both individually and collectively) and checking their
responses.
2. Walking around the room to verify that students are properly writing down the specified notes expected of them
throughout the interactive lecture.
3. Asking random students to briefly summarize different vocabulary words and/or key concepts.

Teaching (Guide Practice):

How will learners be provided an opportunity to demonstrating understanding of new learning under the teacher’s direct supervision?

Teacher will: 1. Thoroughly go over “Political Ideals” activity (on PPT presentation) with students and what
they’re expected to do in the activity. 2. Walk around the room to offer guidance on certain portions of activity to
ensure understanding. 3. Offer up any suggestions on potential options as to how students can address this
activity and answer specific questions related to it. 4. Conduct a brief classroom discussion on 5 political issues
explaining/clarifying their "Liberal" and "Conservative" views.

Students will: 1. Read up on 5 political issues (link to website will be provided) to think about and decide
whether their view on each issue is more “Liberal” or “Conservative.” 2. Write down their responses to each of
the 5 issues in complete sentences. 3. Participate in a brief discussion on 5 political issues to better understand
the differences between "Liberal" and "Conservative" views.

Teaching (Independent Practice):

What opportunities will learners be given to reinforce the content or skill by applying what was learned?

Students will: Complete the “Bipartisan Assignment” which I will assign as homework. This assignment will
entail the students thinking about and writing 3 specific and descriptive ways in which they either did or can
display bipartisanship. The next day, the students will be given the task of writing a three-paragraph response
paper during one class period, citing at least four specific examples in U.S. history of government partisanship
and bipartisanship. They will be allowed to use laptops to research any examples needed for their response
papers.

Assessment:
How will the learning objectives be assessed? What type(s) of assessments will be used? When will assessments take place?

Assessment: To be administered the following class period (the next day).

The students will write a three-paragraph essay in one entire class period analyzing partisanship and
bipartisanship and how they affect political parties and the functions of government. The essay must accurately
define partisanship and bipartisanship and detail how they both influence political parties. The essay must also
contain 2 specific examples in U.S. history of government partisanship and 2 examples of bipartisanship.

In addition to the assignment, the teacher will also assess students in class through their discussions and
answers to numerous questions. Key vocabulary and concepts from this lesson will be on both the test review
and mid-term test (summative assessments). Many of these vocabulary words and concepts will show up in
future lessons for reiteration.

Differentiation:
What will you do to account for varied abilities and learning styles in the classroom?

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 EEI Lesson Plan Worksheet
Secondary Methods

Content – Scaffold: I have multiple questions throughout my lesson for a reason. All students may not be able to answer
them with master proficiency, but all students will be exposed to them and they will all be able to participate at a level that
will enable them to properly learn the content standard.
Content – Challenge: Some students will be able to answer the higher-level learning questions in a manner that will
challenge their critical thinking skills.

Process – Scaffold: Extra time to complete the activities/assignments will be provided for the students who need it.
Students who prefer typing may do so instead of handwriting their responses.
Process – Challenge: Students who finish their activity/assignment early will have their work checked by teacher and be
asked to either elaborate further on some details (political ideals) or create some visuals to help emphasize their point
(individually or for the class).

Product – Scaffold: Create a discussion with students to have them provide examples of their responses for selected
political issues to emphasize how they apply to real-life situations.
Product – Challenge: Ask gifted students to provide some unique or hypothetical examples of selected political issues.

Closure:
What actions or statements will you initiate that are designed to bring a lesson presentation to an appropriate conclusion? (Used to help learners bring
things together in their own minds, to make sense out of what has just been taught.)

1. Students will view a variation of the image shown in the Anticipatory Set (with the slight, but beneficial, change of having
the blue and red heads merging together to symbolize a combination of Republican and Democratic views coexisting and
working together) and be asked to orally respond with their thoughts and perspectives on it. 2. Students will think about and
write down their MVP (Most Valuable Point) from today’s lesson, then write down why they feel it is important. 3. Students
will verbally respond with their MVP (and why they chose it as their MVP or why it’s important) of the lesson when the
teacher asks for it. 4. Teacher will offer up any clarification or corrections as needed.

21st Century Skills:

On your final EEI Lesson Plan (M7A2), list the 21st Century Skills you incorporated into your lesson plan. This step is not necessary until the final lesson
plan.
Students will effectively use the following 21st Century Learning Skills:

Critical Thinking, Making Judgments and Decisions, Effective Reasoning, Problem Solving - via thinking
about and answering numerous questions throughout the interactive lecture and in activities/assignments.

Collaboration - students will be expected to discuss and collaborate with others to share their thoughts on the best ways
to display bipartisanship in our society.

Effective Oral and Written Communication - students will communicate with each other and the teacher often throughout
the lesson. They will be asked multiple questions, be asked to view and react (verbally and in writing) to several images
through communication with the entire classroom.

Creativity - students will have the opportunity and be expected to be creative with their descriptions of how they either did or
could display bipartisanship in specific situations.

Accessing and Evaluating Information, Analyzing Media, Working Independently, Self-Directed Learning
- via activities/assignments

Technology - students will use Chrome Books to look up provided link to research and answer questions. Students will
have the option to type their responses instead of handwriting them.

Cross-Curricular Integration:

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 EEI Lesson Plan Worksheet
Secondary Methods
On your final EEI Lesson Plan (M7A2), list the skills/activities that you included in your lesson plan that would generally be considered outside of your
discipline. This step is not necessary until the final lesson plan.

Cross-Curricular Strategies Integrated into My Lesson: At one point in my interactive lecture, I ask the
students to think about, consider, and verbally state some examples of factions outside of political parties and
government. They could use their prior knowledge in history, economics, P.E. (sports), art, or books read in
ELA to provide examples of factions. I also discuss the importance of ethos, pathos, and logos and persuasive
arguments when explaining the essay (assessment), which is generally taught in ELA classes. Some of the
political issues I have the students choose to research are science related, such as issues on energy, global
warming, and stem cell research, which I could use in tandem with a science teacher’s potential learning
objective. I also drive a point home just before my Closure by displaying an image in my PowerPoint that
presents a simple, yet relevant, mathematical equation to show that two heads > one head.