Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

Teacher Candidate: Elizabeth Smith

Subject: Government and Civics
Central Focus: (Content of the lesson) Understanding Political Systems
Grade Level(s): 12th Grade

Date: 11/ 29/2014

Course for which the Lesson is developed: EDUC 1070-2
Classroom Teacher: Katherine Brandon
Time allotted: 50 minutes

Standard(s)/Benchmark(s) to be met in the Lesson: (ILS,

Common Core, or Professional Learning Standards) Each
standard should correspond to one or more objective.

Learning Objective(s):
What are the students expected to know and/or do in the lesson?
Write out each specific objective to be met by students in the lesson.

Standard B.5 (Goal 14)

12 SWBAT List different Political Systems and their global location

12 SWBAT Write how different Political Systems interact with each other using current events
as examples.
12 SWBAT Research different political systems by using appropriate resources

Assessment
(Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is
required in a lesson plan.)
Diagnostic (Pre-): (Formal or Informal)
Formative: (Formal or Informal) Informal Formative Assessment. I will be using a QR activity to explain how these different political systems interact with
each other. These students will be able to explore through the QR activity how their global locations influence each political system.
Reflective: (Formal or Informal)
Summative: (Formal or Informal)

List the Academic Language used in the Lesson.

Include vocabulary, process terms, and syntax
language.
Tier 1- talk about how politics
Tier 2- List political systems, write about how
political systems affect one another
Tier 3- political systems, geography, international

Academic Language
Explain how the Academic Language is
scaffolded in the Lesson using Sensory, Graphic
and/or Interactive supports.
Graphic Supports- students will be able to see and
visualize the different political systems.

Describe the Evidence that Students know and use

Academic Language appropriately:

Students will get into groups of two and discuss the

meaning of what it is like to participate in an
international community. Students will then write
what they discussed down with Tier 3 academic
language being used.

Implemented August 2013

Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

community, foreign affairs, political climate, and

United Nations.
Procedures: List in sequence the actions taken by teacher and students throughout the lesson.
A. Engage Students: (Diagnostic/Pre-Assessment must be included here.) Discussing the importance of being a part of the international political
community.
B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment stated for students to understand):
Today you will learn to list different Political Systems and their global location, write how different political systems interact with each other using current
events as examples, and research different political systems by using appropriate resources.
C. Instructional Sequence: (include technology this is a technology class)
1. Students will be doing a QR code activity to explore different political systems throughout the globe.
2. Students will use sources like BBC or the New York Times to learn about relations between different countries
3. Students will pair up (through random assignment via popsicle sticks) and write about how different countries communicate with one another.
D. Explain: After the QR activity, students will list the different political systems in the world. Next, students will research how political systems interact
with one another in a global community. Lastly, students will write how different countries communicate.
E. Extend/Expand/Elaborate: After students complete the activities above, we will have a class discussion, first with the students talking in groups of
four. We will be explaining the United Nations and how it is a vital tool for communication between different political systems.
F. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?) By having students write down ideas and
discussing it in groups, students will feel confident in their answers and will be prepared to share their ideas with the class.
G. Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming
groups?) I was planning on random assignment via different colored popsicle sticks.
H. Closure: Explain how the purpose of the Lesson is clearly restated by students & Evaluate (Objectives and Assessment include your
summative assessment here) We will then discuss the importance of being a part of the global community once more, but with the new evidence that
the students had discovered throughout the lesson.

Lesson Plan Details

Instructional Materials: Computers or IPads (one per student pair), pencils, and paper

Use of Technology: There will be a QR activity, and then the students will be let loose and they will discover all about the international community through
trusted international news sites.

Implemented August 2013

Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

Safety in the Physical Environment: Describe the safety in the United States, talk about personal freedoms that are unlike other nations. Also, just in case for
students that are afraid of communism, explain that the United States will never be overcome by a communist regime.

Implemented August 2013

Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.