EEI Lesson Plan Template

Name: Damian Liljegren Pima Course: 292A Instructor: Rossman

Subject: American Gov’t Topic: Political Parties and Grade Level: 12 Duration: 1 hour +
Influence on Gov’t
List of Materials, Handouts, Rubrics, and other Documents: [List everything you will need to teach this lesson here, then insert
actual examples in the Appendices below the plan] PPT presentation with content of lesson, laptop computer, and
students who are present 

Purpose: This lesson will help students evaluate the importance of political parties in legislators’ decision-making
processes.

Components Description of Plan

Content Standard Strand 3 (Government) – Concept 2: Structure of Government – PO5b Role
Choose ONE standard and type it out of Competing Factions and Development of Political Parties.
along with the number.
Learning Objective Bloom’s Level: Analysis
 Choose ONE level of complexity from
Bloom’s Revised Taxonomy Objective: Students will be able to analyze how partisanship and bipartisanship affect
 Write ONE objective that is ONE political parties and the resulting influence on how government functions.
simple sentence with ONE carefully
chosen verb

Est Anticipatory Set Teacher will (TW): Students will (SW):

# of A quick "hook" to grab the
Mins
 1. Show a 2-minute video to the 1. Collectively view a 2-minute
student's attention class on current political parties. video on political parties.
 Activates prior knowledge of
5 2. Have the class view an image 2. View an image related to
the objective
min  Requires active participation
(related to content from the political parties and decide what
s from ALL learners video) and discuss their they think it means.
 Students must literally interact thoughts after viewing. 3. Interact with the objective by
with the OBJECTIVE 3. State the objective. verbally providing their thoughts
on having either Republican or
Democratic Party ideals and
how people with those values
interact with others.

Est Teaching-Input Teacher will: Students will:

# of
Mins
 Using effective and varied 1. Present content (vocabulary, 1. Listen to content and write
strategies, the teacher concepts, etc.) on carefully down notes on specified
provides information and
25- vocabulary students will need
planned PPT vocabulary and content.
30 in order to grasp the concept, 2. Ask students to take notes on 2. Think about and answer
min strategy, or skill. specified content pertinent questions asked of
s  Check for Understanding. 3. Ensure students understand them and ask questions if
vocabulary and content by they need clarification.
asking questions (individually 3. Participate in any group
and collectively) and making questions or discussions by
sure they’re writing down the thinking about and creating
proper notes. their own responses to
specific questions.
Est Teaching-Modeling Teacher will: Students will:
# of

Mins  Teacher demonstrates and
shows examples of what
10 students are expected to do
(how to solve the problem,
min
answer the question, do the
s activity etc.).
 Check for Understanding.
Est Guided Practice
# of
Mins
 An opportunity for each
student to demonstrate new
learning by working through
an activity or exercise with the
25 teacher’s guidance.
min
 This is the heart of the lesson
s and should have the most
minutes assigned to it.
Est Closure
# of  ALL students must engage in
Mins
brief closure activity to cement
learning and optimize transfer.
5  Do not introduce anything
min new during Closure.
s  Check for Understanding.
 Students must re-engage with
the OBJECTIVE
n/a Independent Practice
 AFTER proper closure, it is
important to provide time for
additional practice. It may be
group or individual work in
class or it might be
homework.
 Do not introduce anything
new during Independent
Practice.
Checks for Understanding
 List at least THREE quick, informal
strategies that you used to check
understanding throughout the lesson.
 Checks should be varied (i.e., self-
check, verbal check, written check).
Assessment Options
 Describe how you will pre- and post-
test students’ understanding of the
objective. These do not need to
happen on the same day as the
EEI Lesson Plan Template
1. Pose questions about 1. Think about, write down,
“Factions,” “Bipartisanship,” and/or discuss answers to
“Political Parties,” and specific questions asked by
“Passionate Issues” of the teacher.
students and demonstrate
multiple examples of how to
answer the questions.
2. Check for understanding
through the students’
responses and asking follow-
up questions.
Teacher will: Students will:
1. Thoroughly go over “Political 1. Read up on 5 political issues
Ideals” activity with students. (link to website will be
2. Walk around the room to offer provided) to think about and
guidance on certain portions decide whether their view on
of activity and ensure each issue is more “Liberal”
understanding. or “Conservative.”
3. Offer up any suggestions on 2. Write down their responses to
potential options how each of the 5 issues in
students can address this complete sentences.
activity.
1. SW think about and write down their MVP (Most Valuable Point) from today’s
lesson, then write down why they feel it was their MVP.
2. SW verbally response to the MVP when the teacher asks for it.
3. TW offer up any clarification or corrections as needed.
**Note: Since we don’t really assign homework at PHS, closure is generally
done just before guided/independent practice. Guided practice and
independent practice is merged at PHS.
Students will:
Come back tomorrow and have a little time to finish up their “Political Issues” activity.
Then they will do the “Bipartisan Assignment” which I will assign. This assignment will
entail the students thinking about and describing in writing 3 specific ways in which
they either did or can display bipartisanship. After about 20-25 minutes of thinking and
writing, the students will select their favorite way to exhibit bipartisanship to orally
share it with the class for a classroom discussion.
1. Asking questions to the students (individually and collectively) and checking their
responses.
2. Verifying to see that students are properly writing down the specified notes.
3. Asking random students to briefly summarize a vocabulary word or key concept.
Pre- and Post-Assessment of Objective:
Key vocabulary and concepts from this lesson will be on both the test review
and mid-term test. Students will have the chance to correct any incorrect
responses they received on the test for 50% of the point value. Many of these

lesson.
 Alternative options for diverse
learners should also be provided
Differentiation Options
Describe how you will reach diverse
learners by varying the:
 Content
 Process
 Product
21st Century Learning
Describe how you will incorporate
technology and/or the 4 Cs:
 Critical Thinking
 Creativity
 Collaboration
 Communication
Appendices/Additional Information: [insert materials/links/screenshots below]
I uploaded my PPT as well as a PDF version of it in the dropbox.
EEI Lesson Plan Template
vocabulary words and concepts will show up in future lessons for reiteration.
Alternative Assessment Options: Accommodations for diverse learners would be more
time to complete the activities and/or tests, reduced or increased numbers of political
issues to research and write about, or creating small groups to promote discussions to
assist with the activities.
Content – Scaffold: I have multiple questions throughout my lesson for a reason. All
students may not be able to answer them with master proficiency, but all students will
be exposed to them and they will all be able to participate at a level that will enable
them to properly learn the content standard
Content – Challenge: Some students will be able to answer the higher-level learning
questions in a manner that will challenge their critical thinking skills.
Process – Scaffold: Extra time to complete the activities/assignments will be provided
for the students who need it. Students who prefer typing may do so instead of
handwriting their responses.
Process – Challenge: Students who finish their activity/assignment early will have their
work checked by teacher and be asked to either elaborate further on some details
(political ideals) or create some visuals to help emphasize their point (individually or
for the class).
Product – Scaffold: Create a discussion with students to have them provide examples
of their responses for selected political issues to emphasize how they apply to real-life
situations.
Product – Challenge: Ask gifted students to provide some unique or hypothetical
examples of selected political issues.
Technology: Students will use Chrome Books to look up provided link to research
and answer questions. Students will have the option to type their responses instead of
handwriting them.
Critical Thinking: Students will have multiple opportunities and be expected to
exercise critical thinking by pondering numerous questions and providing their
responses to them.
Creativity: Students will have the opportunity and be expected to be creative with
their descriptions of how they either did or could display bipartisanship in specific
situations.
Collaboration: Students will be expected to discuss and collaborate with others to
share their thoughts on the best ways to display bipartisanship in our society.
Communication: Students will communicate with each other and the teacher often
throughout the lesson. They will be asked multiple questions, be asked to view and
react (verbally and in writing) to several images through communication with the entire
classroom.