Appendix M.

Blank Lesson Plan Template

Unit Theme and Question

Day in
1
Unit
Presidential Candidates: How Politically Savvy are You? And Who Are Our Candidates?

Daily topic:

Reading the news. Politics. Elections

Language Level

Beginning -Intermediate

Grade

STANDARDS
What are the communicative
and cultural objectives for the
lesson?

Date

8/1/2016

Minutes

50

LESSON OBJECTIVES
Communication
and
Cultures

Which modes of
communication will be
addressed?

Interpersonal
Interpretive
Presentational

Students can:
Discuss their basic understandings of how elections and candidates work during an
election year.
Describe the current candidates for each political party
Identify the major sequence of events that lead up to the presidential election after
viewing the authentic video: Explainity

Connections

government, social studies; English language arts

Comparisons

Presidential candidates; nominees; electors; delegates; popular vote

Communities

Take home survey for 3 friends, 3 family members/community

If applicable, indicate how

Connections Comparisons
Communities Common Core
will be part of your lesson.
Common Core

Activity/Activities
What will learners do?
What does the teacher do?

Lesson Sequence

Gain Attention / Activate

Prior Knowledge
Keys to Planning for Learning, 2013

CCSS.ELA-LITERACY.RI.9-10.4
4. Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the cumulative impact of specific word choices on
meaning and tone.
CCSS.ELA-LITERACY.SL.9-10.5
5. Make strategic use of digital media in presentation to enhance understanding of findings,
reasoning, and evidence to add interest.
ELD.P1. 9-10.6.Em-Ex Reading closely literary and informational texts and viewing multimedia to
determine how meaning is conveyed explicitly and implicitly through language

Teacher will introduce the unit theme: Presidential Candidates

and the Election Year

Time*
How many
minutes will this
segment take?

Materials Resources
Technology
Be specific. What materials will you
develop? What materials will you
bring in from other sources?
Smart Board
Used to offer visuals and
jot student answers as they
interact with the questions

Appendix M.

Blank Lesson Plan Template

Learners will popcorn share what they know about whos

Images of the White House;

Local polling locations;
Graphic image of election
candidates; political
symbols for each party

Video explaining the

Election process for 2016
https://youtu.be/4gseOeyS
0NQ
Internet Access
Video/Projector
Technology

running for president; what the political parties stand for; when
the election is; etc
Learners will journal a quick reflection about their political
status, and where they see themselves; or how their familys
view politics, the election; the issues; or the candidates

Provide Input

Learners will watch the Explainity video clip

5:23

Learners will be given a graphic organizer to jot down important

facts, and sequence of events, while watching the video
Learners will also be asked to define key terms:
Elicit Performance / Provide
Feedback

Basic: political nouns, adjectives, verbs, such as:

candidates, primaries, election, electors, vote, delegates, party, nominate,
campaign, Republican, Democrat, registered voters, National party
convention

Provide Input

Elicit Performance / Provide

Feedback

Keys to Planning for Learning, 2013

http://www.politics1.com/p2016.htm
http://2016election.procon.org/?gclid=Cj0KEQjw2ay8BR
C7sYequMydsq0BEiQAbEX9UCr0pHUwinXgnIhn_7CEm5vv4aqQIylNIkk5CAnwYaAjXu8P8HAQ
Learners will be given an initial organizer outlining pros/cons
for each candidate, and students will indicate where they
believe the candidates lie on general issues
Learners will then access the following two cites to begin their
research on the parties, their candidates, and the issues covered
in the election.
Learners will then consider 5 issues from those presented that
are significant to them, what their stances may be (pro/con) and
journal the reasons for their choice

10

15

15

Graphic organizers
Vocabulary Terminology
worksheet
Internet Access
Video/Projector
Technology

Graphic Organizers
Internet Access
Student Laptops

Initial blank
organizer/chart of
candidates and issues
Interactive Journal for
reflection

Appendix M.

Closure

Enhance Retention &

Transfer

Blank Lesson Plan Template

Learners will take home their organizer and take a survey
of 5 peers, 5 family members/community member on their
stances regarding the 5 issues that were chosen.
They will bring their findings for analysis and discussion
the next day.
Students will consider what the sphere of political activism and
influence surround them. Whether theyve ever been aware of the
issues concerning their community, family, education, etc to
what the family history has been in taking part of the political
process.

Reflection Notes to Self

What worked well? Why?
What didnt work? Why?
What changes would you
make if you taught this
lesson again?
????

Organizer/Chart

Undefined

I anticipate that this lesson will take some time for students to warm to, and that I will have to offer my students a
lot of the conversation starters and sentence frames early on to have academic and meaningful dialogues.
I am hoping that even with students with low level proficiency, this topic will be engaging, relevant, and
meaningful to them in their civic consciousness to be a proactive participant in voting, or supporting their
family/community to participate and vote.

* Remember that the maximum attention span of the learner is approximately the age of the learner up to 20 minutes. The initial lesson cycle (gain

attention/activate prior knowledge, provide input and elicit performance/provide feedback) should not take more than 20 minutes. The second cycle
(provide input and elicit performance/provide feedback) should be repeated as needed and will vary depending on the length of the class period.

Keys to Planning for Learning, 2013