LESSON PLAN TEACHERS NAME GRADE /SUBJECT DATE

Political Party Jigsaw Mr. David Trachtman US I/ Grade 10 3/10/2014 6.1.8.A.2.b - Explain how and why early government structures developed, and determine the impact of these early structures on the evolution of American politics and institutions. 6.1.12.A.2.f - Examine the emergence of early political parties and their views on centralized government and foreign affairs, and compare these positions with those of todays political parties. Objective: Students will be able to: - Understand the purpose of a Jigsaw activity and conduct one in a reasonable amount of time. - Compare and contrast the views of the major political parties in 1789 - Understand the significance of Thomas Jefferson and Alexander Hamilton in regards to their political affiliations and views of the country
Components of the Lesson

Common Core Standards Write out the specific standards which apply to the days lesson

Lesson Objective Write out the specific learning objectives

Components of the Lesson Anticipatory Set List specific statements or activities you will use to focus students on the lesson State clearly what students are learning and how it connects to prior learning. The teacher points out possible areas for misunderstanding, uses rich language offering vocabulary development where appropriate. Anticipatory Set Differentiation (GE,SPE, ELL, 504,GT) Include student initials

Anticipatory Set Students will have 5 minutes to work on a Do Now, Write down 3-4 facts you know about the Two-Party System, and what problems may arise from that.

This Do Now was printed out and submitted to the ELL in-class support

teacher and was translated in Spanish, but also provided for them in English. The Spanish copy of the Do Now was used more as a reference, as these students are on the more advanced ELL levels and are mostly English proficient.

Direct Instruction What information is essential for the student to know before beginning and will this skill be communicated? How will you be demonstrating this skill? Identify strategies to be used to determine if students have learned the objectives. The teacher models the process to be followed and makes connections to previous instruction. The teachers checks for student understanding. The teachers explanation is clear. Questions and tasks are higher order and have multiple possible answers.

Direct instruction will be minimal, taking maybe 8-10 minutes of the class period. The teacher will discuss a very basic overview of political parties and explain the significance of Hamilton and Jefferson in their political parties. This time will also be dedicated to explaining the jigsaw activity, and how it will work in the class. This explanation will take the form of the teacher modeling the first round of the jigsaw with the students, having set up the classroom ahead of time with the different work stations for the groups to sit at, and for groups to be pre-selected as well. The procedure will be left on the Starboard for students to reference. As is the case for the Jigsaw activity, a handout made directly from the multimedia presentation will be distributed, again in both English and Spanish, so that the ELL students can follow along with the class, with help from myself and the in-class support teacher. While the students are participating in the Jigsaw, the teacher will walk around and make sure the groups are staying on task, and that they are moving efficiently through the

Direct Instruction Differentiation (GE,SPE, ELL, 504,GT) Include student initials

Guided Practice/Monitoring List activities which will be used to guide student practice and provide a timeframe for completing this practice. Teacher monitors individual and

group understanding. The teacher provides timely feedback. Students are actively engaged in discussions and extend them without mediation by the teacher. Students assess and make improvements to their work.

activity and getting all the information that they need. The teacher will also take the time to sit with each group, make sure the task is being completed with quick checks for understanding of content and procedure of the jigsaw. Teacher will facilitate group switches, making sure each group knows exactly where to go and the order of the rotation. This will take 15-20 minutes to complete. This activity is designed with the needs of the various ELL students to be met, with the ELL population being split into pairs, one who is highly English proficient and one who has less English proficiency will be placed in each group, so that way they can work collaboratively to take notes and complete the activity with the rest of the group. The independent practice will be the notes that the students take, in which they will transcribe what they learn from the other groups in the jigsaw in their notes for better retention of knowledge. These notes will be collected after class and graded for completion and accuracy. These notes will be given back to the students the next day with feedback on how to take better notes and to better assess classroom participation. Students in the class have participated in the Historical Notes Workshop lesson, and are well aware of expectations when it comes to writing notes, and as a result require minimal

Guided Practice Differentiation (GE,SPE, ELL, 504,GT) Include student initials

Independent Practice Assignments to be given to students to ensure they have mastered the skill without the teachers guidance. Students have a choice in how they complete tasks. Students may modify or make additions to the task based on their needs

Independent Practice Differentiation (GE,SPE, ELL, 504,GT) Include student initials

adaptations for this particular part of the activity. The in-class support teacher and I will grade the papers of these students together, he for English mastery and I for content and participation, both assessments will factor into the students overall grade.
Closure What method of review and evaluation will be used to complete the lesson? Students have an opportunity for reflection, sense-making, and closure. Teacher cites multiple approaches for those students who experience difficulties. The teacher conveys that the lesson is not done until all students understand.

The lesson closure will be going over the jigsaw and a summary of all the different pieces of the worksheet and reviewing the significance of knowing about political parties in the context of the formation of the country.

Differentiation (GE, SPE, ELL, 504, GT) Include student initials

This modification has been met already, and is included in the lesson plan above, with the teacher writing down what the class goes over, and making it available in digital and hard copy formats in the classroom and out. In addition, the previous adaptation of keep English and Spanish copies will be implemented.