Daily Lesson Plan Template

Blythewood High School Carly Rogers

School Your Name:
2/8/17 United States Government
Date: Course:
39 minutes 12th grade
Length of Class: Grade Level(s):
Number of 7th: 21 # of Adults 2: Mr. Johnson and Ms. Rogers
Students: 8th: 6 in
Classroom:

Unit Topic/Title: Identifying Your Political Beliefs

Rationale/ Students should know what the two major parties running our government stand
Purpose for for, as well as what they themselves stand for. By having them take the political
Lesson: quiz they will be able to better understand their beliefs and where they fall on a
political spectrum. This will help students make informed decisions when voting.

Learning After the lesson students will be able to assess which part of the political
Outcomes: spectrum they are on.
After the lesson students will be able to discuss the different aspects of the
political spectrum.
After the lesson students will be able to compare and contrast the two major
political parties.
Content Standards USG-4.3: Evaluate the role and function of common avenues utilized by citizens
Addressed in political participation, including political parties, voting, polls, interest groups,
and community service.

USG-4.4: Analyze the process through which citizens monitor and influence
public policy, including political parties, interest groups, the media, lobbying,
donations, issue advocacy, and candidate support.

Items to Display as Agenda: (Activities)

1. Bellringer
2. Political Quiz
3. Political Spectrum
4. Graffiti Wall
Materials Posters, markers, Chrome books, Smartboard, and PowerPoint.
Required:
Desks in their usual setup: in pairs, in rows, facing the Smartboard. Also, four
Classroom
Geography: posters hung up in the back of the room (two Republican and two Democratic)
to keep them spread out.
Approximately what percentage of the time are students do each of the following? (Should = 100%)

0% Independent reading 0% Partner work % {Add your own}

36% Independent writing 0% Group work % {Add your own}

Direct Instruction by
26% teacher % {Add your own } % {Add your own}
Engaging in whole
38% group discussion % {Add your own} % {Add your own}

Lesson Sequence
Estimated Detailed Description of Teaching and Learning
Time Needed (Include language to identify instructional goals activate prior
knowledge, engage, model, investigate, apply, review, closure, etc.)

5 minutes Bellringer: What does conservative mean? What does liberal mean? Which of the
major political parties are considered to be which?
15 minutes Political Quiz: http://www.people-press.org/quiz/political-typology/
5 minutes Political Spectrum: Talk about the different points in the spectrum, like radical,
liberal, moderate, conservative, and ultraconservative.
People can float around the spectrum based on certain issues: Usually liberal, but
might be more conservative for something like abortion.
14 minutes Graffiti Wall: On one poster you will write graffiti about the Republican
platform and on the other it will be about the Democratic party.
Ex: On the Republican party poster you could write #nonewtaxes
Look up the different ideas of the parties and when youre ready go ahead and
write!
Be appropriate and respectful, if you aren't we will do something else!
 Homework for Tomorrow
None.

Assessments
Formative through the use of the graffiti wall to understand the different aspects of the two
major political parties, which most students will fall into after taking their political quiz.

Adaptations/Extensions
I could modify my lesson for a range of diverse learners by having the students do a Venn
Diagram about the two major political parties platforms. They could see the differences and if
there were any similarities.
Notes / Reflections
What worked? What didnt work? How will or did you follow-up? What did you learn about
your teaching from this lesson? What did you learn about your students that will inform your
teaching in subsequent lessons? What changes will you make to the lesson when you teach it
again?

This will be completed after the lesson.

What Comments Did Others in the Room Make? (Optional)

(If your coaching teacher mentor, teaching partner, or university supervisor observed this lesson,
what comments did these adults make about the lesson and your instruction that you want to
consider?)

This will be completed after the lesson.