Education Department

Lesson Plan
Matthew Frutchey- Field II - Professor Reilly - 1 April, 2016
Title

Candidate Selection - Primary & Presidential

Subject Area(s)

Civics, Government

Grade Level
Summary of the Lesson

8th Grade
Through inquiry-based learning and a choicedriven game, students will consider criteria
for their ideal leaders and better understand
how and why candidates are selected.
5.3.9.D - Explain how citizens participate in
choosing their leaders through political
parties, campaigns, and elections.
5.3.9.E - Compare and contrast the different
election processes for local, state, and
national offices.
5.3.8.H - Describe the influence of mass
media on government.
What criteria are candidates judged by?
How do your values influence your selection
of a candidate?
What are some key areas that many
candidates usually vary in?
1. Students will be able to identify
stances taken by candidates on issues by
verbally reflecting to each other in an
open discussion.
2. Students will be able to explain and
apply criteria useful in selecting our
leaders by justifying in writing and in
debate their decision.
3. Students will be able to consider their
own values by participating in an online
Candidate
Election (Primary & Electoral)
Debate
Convention
Moderator
Platform

Standards: (as applicable)

International Standards
National Standards
Professional Organization Standards
PA Academic Standards
PA Core Standards
Essential Questions

Objectives

Vocabulary:

Estimated Time

Approximately 45 minutes

Materials Required

Whiteboard, projector, computer, Paper,

writing utensils, dry-erase markers, internet
access

Procedure
Each professor may choose to align
this section to his/her content areas.
This section will include anticipated
areas of differentiated instruction.

Formative Assessment

Student Resources

Accommodations
Assessment

In a succinct way, describe the step by

step format for your lesson. It is not
necessary to script the lesson.
Demonstrate your knowledge of
differentiation and scaffolding. You will
use the Before/During/After format.
Discuss the following components:
BEFORE:
Briefly recap any previous lessons
that may pertain to this one (Gain
attention, stimulate recall of prior
learning)
Distribute handouts, give
instructions. (Inform learners of
objectives)
Write objective on board to raise
awareness of their end goal. (Inform
learners of objectives)
DURING:
Students' consideration of what
makes a good president/leader
(Presenting content)
C o m pl e ti o n of i ni ti al w o rk sh e e t
( El i ci t pe rf orm a nc e , p ro vi di n g
l e arni n g g u i da n ce ).
We b- g a me ( El i ci t p e r fo rm a nc e ,
p ro vi d i n g fe e d b a ck , p re s e n t i n g
c on t e n t)
AFTER:
Ask for opinions or further questions
they may have. (Enhance retention,
providing learning guidance).
Distribute and complete exit slips,
Observation throughout students' activities
promoting inquiry. Available for answering
questions and providing guidance.
https://www.icivics.org/games/cast-yourvote
Candidate Evaluation Worksheets
Exit Slips
Adaptations and accommodations will be
aligned to students' I.E.P.
3-2-1 Exit Slip would be assigned to do
before the conclusion of the lesson.