Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Victor Lynde

Date 4/19/2017 Subject/ Topic/ Theme Congressional Leadership Positions Grade ___11th grade_____

I. Objectives
How does this lesson connect to the unit plan?
This is the second lesson in a 7 to 8 lesson Unit, of which I will teach the first 3 lessons. The Unit as a whole is on the Legislative Branch in the United States AKA the
Congress. This lesson introduces the students to the different Congressional Leadership positions, which they have not covered at all up till this point, and the
importance they bear on the legislative process.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Students should be able to identify a select number of their elected representatives from Michigan R

Students should be able to evaluate the qualities demonstrated in a text compared to a set of qualities determined by E
the class
Students should be able to identify which major leadership position is filled by which politician R
Ap X
Students should reflect on the concept of running for public office, the reasons behind such a choice, and students role
U
in activism.
E
Students should be able to explain role of major leadership positions within the House and Senate
Students should be able to demonstrate the difference in their knowledge/understanding prior to class compared to
after class
Common Core standards (or GLCEs if not available in Common Core) addressed: HS SSCE Michigan Department of
Education C3 3.1, 3.5
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.
Outline assessment
activities
(applicable to this lesson)
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially, emotionally,
Students will have little to no experience with the Congressional Leadership positions. Students will,
however, have a rudimentary understanding of the structure of Congress and some of its internal
procedures. Also in relation to this specific lesson, during the previous unit on the President the class
came up this a set of qualities they believe make an effective leader; they will be called upon to
remember this knowledge for this class.
Pre-assessment (for learning):
Google Doc group assignment at the beginning of class will help gage what students already know
about the leadership and provide a baseline of what they dont know from the questions they ask.
Formative (for learning):
The Google Doc assignment helps the teacher better assess the students level of understanding of the
leadership as well as the degree to which they learned by the end of class when they reflect.
Formative (as learning):
Reading & Analyzing Robert H. Michel Text; Kahoot! Quiz; Reflection journal on Google Doc
Summative (of learning):
N/A
Provide Multiple Means of Provide Multiple Means of Action Provide Multiple Means of
Representation and Expression Engagement
Provide options for perception- Provide options for physical action- Provide options for recruiting
making information perceptible increase options for interaction interest- choice, relevance, value,
authenticity, minimize threats
The Google Slides presentation will
be shared on Google Classroom

9-15-14

etc., for your students to do
this lesson?
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Provide options for comprehension-
activate, apply & highlight
For students who dont work learn
best with Google Slides or laptops,
the teacher cap print off copies of
the Google Slides for them to look
at or takes notes on.
Provide options for expression and
communication- increase medium
of expression
Although typing will be
encouraged, students will be
allowed to complete their
journal either electronically or
by hand through typing or
writing.
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Students will reflect at the end of
class on what they have learned that
is different or enhanced since the
beginning of the class

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?
Robert H. Michel text. Students will need their laptops for research.
Projector for Google Slides presentation (modified, but originally Nate Vanderzees). Primary
document: Robert H. Michel quotes. Students will need notebooks and writing utensils for taking
notes. Use of laptops for note-taking will be on a student by student basis some students in the
context of my particular classroom will just try to surf the web instead of taking notes.

Seven tables groups each comprised of two tables, with two students at each table, for a total of four
students per table group.
How will your classroom
be set up for this lesson?
Three projectors will be projecting onto three separate walls. There is an Elmo Projector as well.

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
2 min Open with a brief word or prayer. Teacher Students will offer prayer requests, but
Motivation will ask students for prayer requests. otherwise remain quiet
(opening/
Open with group activity. Tell students
8 min introduction/
that the class will be learning about and
engagement)
discussing Leadership positions today, so
as a table group come up with (1) what, if
anything, do they already know about the
leadership positions or their role, and (2)
two questions they have about the Students will discuss in their groups with
leadership. (1) what, if anything, do they already
Instruct students to type these responses know about the leadership positions or
out in individual Google Docs. Before their role, and (2) two questions they have
they begin, instruct them to share these about the leadership.
with Nate Vanderzees Google Drive. Students will type these responses into a
Make sure they know that each student Google Doc, which they will share with
MUST have their own doc. Nate Zanderzee
Read out a few of these thoughts and
questions from the shared docs, which will
be accessed through Nate Zanderzees
laptop

9-15-14
10 min Development Google Slides Presentation (modified, but During this time students may feel free to
(the largest originally Nate Vanderzees). Teacher will take notes, however, they are not required.
component or go through Google Slides presentation and While taking notes may be helpful for
main body of lecture on all content within. some students, for others they will better
the lesson) The first several slides deal with grasp the material, which the teacher will
Michigans representatives for the Senate be going through at a good pace, by
and the 3rd districts Representative for the listening and observing.
House.
The following slides include the title of an
important leadership position and the
person who currently occupies that
position. An example from the Slides
would be the President of the Senate, who
is Mike Pence.
For each the teacher should briefly explain
their role in the legislative process and
how much power they have.
When going through congressional
Leadership positions explain the power
difference between the House and Senate.
Demonstrate that the Senate is more of a
level playing field, while the house is
dominated by leadership (more
hierarchical) by drawing a pyramid for the
House, and a slightly sloped rectangle for
the Senate.
Students will discuss in table groups the
Leadership Qualities Activity. At this
7 min leadership qualities they covered in the
point, as mentioned in prerequisite
previous unit and refresh their memory.
knowledge, students will have covered a
Students will speak as representatives for
number of qualities they deem make an
effective leader. This is from their Unit on their table groups and list off the qualities
the President. they remember from their unit to the
teacher, who will copy down their
Teacher will ask students to discuss
responses on the Elmo project so the
amongst themselves those qualities and
whole class can see.
which ones they found most compelling.
Teacher will wander between tables to
determine the progression of discussion.
Once students have discussed these
qualities, the teacher will ask for each
group to share theirs and the teacher will
copy some of these onto a piece of paper
using the Elmo projector technology.
At this time the teacher will ask students Students will go to their Google
12 min to go to their Google Classroom, where Classroom where they will find the text
they will find a text. This text is a set of with quotes from Robert H. Michel.
quotes from Robert H. Michel, who was Students will read through the text and
Minority Whip from the 94th Congress then reflect in table groups on the
through the 96th. He also served as following three questions: (1) Does he
Minority Leader, though he preferred the have the qualities you came up with? (2)
title Republican Leader, from the 97th What leadership qualities does he have
through the 103rd Congress. The quotes that the class didnt have? (3) Do you
were his thoughts and comments on being agree with what he had to say?
a leader. This document can be found as Students will also discuss more generally
an attachment.
what they thought of the text.
The teacher will instruct students to read
through the text in groups go ahead and
reflect on these questions: (1) Does he
have the qualities you came up with? (2)

9-15-14
 What leadership qualities does he have
6 min that the class didnt have? (3) Do you
agree with what he had to say?
The teacher will open up the class to full
class discussion on these questions.
Prompt students to respond to the
questions and/or the text.
9-15-14
Students will raise their hands and the
teacher will call on them. Once called
upon they will voice their thoughts from
their discussion/table groups and
participate in a full class discussion.
5 min

Students will take break, but will not go to

Teacher will announce that students are town square or caf. Students will only
getting three minute break. Five minutes is stretch, use the bathroom, or get a drink.
planned, because students will likely take
longer than three minutes anyway.
Teacher will also specifically remind
students that this is not a 'go out to town
square to find friends break.' Nor is it a 'go
to the caf break'. Rather, this is a drinking
10 min fountain, bathroom, and stretch break. If
you give an inch, they'll take a mile.
Teacher will pull up Kahoot! Quiz onto Students will log into Kahoot! Quiz and
the projector with the passcode displayed prepare to play.
on the whiteboard. Teacher will instruct Students will answer which they think is
students coming back from break to use the correct answer.
their laptops or phones to log in and Students will try their hardest to answer
prepare for a review quiz of who currently correctly because of their burning passion
fills the most important positions in for civics the legislative branch. Also
Congress right now. because of the candy.
Teacher will incentivize students by
offering candy as a reward to the top three
winners of the quiz.
Teacher will go from question to question,
and after each question will ask for a
volunteer to succinctly explain that
position of leadership.
Questions include: Who are our
representatives? Who is the President of
the Senate, President Pro Tempore, Senate
Majority Leader, and Senate Minority
Leader? Who is the Speaker of the House,
House Majority Leader, House Minority
Leader, House Majority Whip, and House
Minority Whip?
Transition into next phase of class by
posing the question. Have you ever
considered running for public office in the
future? Teacher will instruct students to
10-15 think about this question and discuss in
briefly with their peers.
While they are doing this, the teacher will
Students will briefly discuss amongst
be pulling up a video on a young woman
who is running to be elected as a themselves whether they have ever
representative and the reasons she is considered running for public office in the
running. future?
Additionally, this young woman is Students will watch video on a young
Hispanic. This will hopeful expose woman who is running to be elected as a
students to a wider variety of figures who representative and the reasons she is
could run for public office. In my context running.
section I discussed how GRCHS can be
divided along racial lines and that Nate
Vanderzee has noticed some level of self-
segregation among the student body. This
video hopefully will help normalize the
idea that Hispanics and women can hold
public office too, despite that not being the

9-15-14
 historical reality. Also, there is, as
10 min mentioned in the context section, only one
Hispanic student in this class.
Play this video:
(https://vimeo.com/185519438) 5 Students will reflect on video and share
minutes long. During the video, write openly their thoughts through the lens of
following questions on white board: What these three questions.
are your thoughts? (1) Would you ever
consider running for office one day? Why
or why not? (2) What are some issues in
their own community that students feel
passionate about? (3) Which issues affect
their lives directly?
Tell student the class is going to spend
between 5-10 minutes to discuss this
video openly, and to do so by answering
the questions on the board.

10-15
min

9-15-14
5-10 End of Class Reflection. Teacher will ask Students will go to Google Doc from
min students to return to the Google Doc that beginning of class and spend remainder of
they journaled in at the beginning of class. class reflecting on questions laid out on
The teacher will place the following list of the projector.
questions on the Elmo projector: What Students will leave the class with the
have you learned during this class: (1) ringing of the bell.
What did you find most interesting? (2)
Closure What surprised you? (3) Were your
(conclusion, questions answered? If so, how? (4) What
culmination, do you think is the impact of these
wrap-up) Congressional Leaders on the legislative
process? Activism reflection: (1) Would
you ever consider running for office one
day? Why or why not? (2) Have you ever
been involved in some form of activism?
What about your parents and/or family?
The teacher will instruct them to now
reflect on these questions and journal
about them in the Google Doc. This is not
graded.
The teacher will dismiss the class with the
ringing of the bell.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
In many ways this lesson went very well. Now officially the class that I am doing my Unit for is 3 rd period Government, but I am
additionally teaching all of these lessons to 1st period Government. When I taught the lesson to 1st period one thing I didnt do was
prep the students for the entire lesson. This means they didnt about the leadership qualities activity, reflection, or activism section of
the class, but more importantly they didnt know about the quiz we were going to have on the notes or that the top three winners of
that quiz, a Kahoot! would receive a very, large candy bar I had purchased for the class beforehand. In 3rd period I informed them of
the quiz and the subsequent prize nearer to the beginning of class right before we started going through the Google Slides and taking
notes. Interestingly I observed that by just showing them the potential prizes at the beginning the students in my primary (3 rd period)
class were much more focused and eager to learn the material and did much better when they took the quiz. 1st period students
regularly split the vote or mixed up questions regarding the president Pro-Tempore and other key Congressional figures, whereas 3 rd
period was able to remain more focused throughout the whole process and didnt generally answer incorrectly on obvious questions.

Another moment was the Leadership qualities activity. I was surprised by and quite happy with the relatively smooth transition I had
from the Google Slides presentation to the Leadership qualities activity. My fear was that there would be a sudden loss of interest, but
I was relieved when the students appeared unfazed by the switch. In fact I think they appreciated or enjoyed recalling some of the
information from a previous Unit based on how excited they were when they discussed this in their groups. I also think that this
section helped bring the idea leadership characteristics/qualities from the Unit on the Presidency full-circle and showed the students
how to apply what they learned there to a different context.

One thing I could have done better was the section on activism. The video was great and interestingly enough, 1 st period (which is the
mellower of the two classes) was slightly more receptive to the video. I think this may have been because there was a larger number of
Latino students in 1st period than 3rd period, and the video is about a Latina woman who is running for State Legislature. But overall
this section could have been smoother and better connected to the students.

In conclusion, this was a great experience. There were real successes in my mind and I learned some valuable lessons; I also saw there
were things I didnt consider till I right in front of the class and I had to improvise or improve for later classes.

9-15-14
9-15-14