LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A

DEMOCRACY
Name: Andrew Murillo

Date: March 12, 2015

Unit Essential Question: Why is it important to be able to effectively

communicate in groups?
What strategies, knowledge, and skills should be utilized for effective group
communication?
Lesson Topic: CPD Workshop
1)

Class: Speech (Period

PLANNING THE LESSON

With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER)
Mission the 4-Part Agenda for Education in a Democracy
EQUAL ACCESS
ENCULTURATION
NURTURING
PEDAGOGY
STEWARDSHIP
To Knowledge
In Democratic Society
Safe and Caring for
All
of the Mission
What are you and your students doing today to advance the 4-Part
Mission? Connections:
With which part(s) of the Agenda does this lesson connect most
clearly? And how?
-Students will be stewards of the mission by discerning bias, posing
questions, marshaling evidence, and proposing solutions to the problem of
obesity.
-Students will be encultrated in a democratic society by having all of their
voices heard through group discussions and individual worksheets.

STANDARDS

(www.cde.state.co)

Content:
10.1.2- Effectively
operating in small and
large groups to
accomplish a goal

Literacy and
Numeracy:
1.5- Employ the English
language properly and
fluently in reading,

Democracy and
21st Century Skills:
1.6- Discern bias, pose
questions, marshal
evidence, and present

requires active listening. writing, listening, and

speaking.

solutions.

OBJECTIVES
Content:
SWBAT apply active
listening to effectively
accomplish a goal as a
group by engaging in
facilitated discussions
and writing down active
listening questions.

Literacy and
Numeracy:
SWBAT employ the
English language
effectively by engaging
in group discussions
where students will
read, write, listen, and
speak to one another.

Democracy and
21st Century Skills:
Students will fill out an
individual worksheet
based on the discussion
topic for the purpose of
discerning their bias,
posing questions,
marshaling evidence,
and presenting
solutions.

ASSESSMENTS What is your evidence of achieving each objective?

How will students know and demonstrate what they have learned in
each of the areas, all of the objectives?
Content:
Students will turn
implement active
listening questions
during the discussion,
and CPD facilitators will
make sure that all
voices are heard.

Literacy and
Numeracy:
Students will have their
voices heard by having
facilitators make sure
that they participate,
and also filling out
worksheets.

Democracy and
21st Century Skills:
Students will fill out a
worksheets that has
them write their bias,
questions, evidence,
and potential solutions
to the issue.

Literacy and
Numeracy
Literacy, effective
communication

Democracy and
21st Century Skills
discern biasing,
marshaling evidence,

KEY VOCABULARY
Content
Obesity, public
deliberation, adversarial
politics, expert politics,

solutions, 21st century

CPD, NIF

HIGHER ORDER QUESTIONS for this lesson

Content
Why is active listening
an essential
characteristic of group
discussions?

Literacy and
Numeracy
Why should we
consistently employ the
English language as
much as possible?

Democracy and
21st Century Skills
Why should we discern
bias, pose questions,
marshal evidence, and
create potential
solutions about tough
topics in groups?

LESSON FLOW
This is the actual planning of the lesson activities.
Time

Anticipatory Set Purpose and Relevance

Warm-up:
2 Truths and a Lie
-Students will bring 3 items that represent themselves
(1 is a lie)
-Audience will have to guess which is the lie
*Purpose is to establish relationships with a new class,
so that they will be more likely to respect the instructor
and take direction/criticism
CPD Introductions
-CPD Associates will introduce themselves by saying
1. Name / Hometown
2. Major / Year
3. Why did you join the CPD?
4. What do you love about the CPD?
Break:
Stretch Break

Time

Pre-Assessment
N/A

Time

Building Background
Link to Experience:
Students have engaged in small group discussions based on the
topics of societal issues. With these discussion, students have
created multiple solutions, and have critiqued the solutions and
approaches created by others. Students have been working
diligently in groups to create a final presentation that showcases
three potential solutions to issues that they voted upon (racism,
homelessness, gun control). These solutions that they have
created are almost identical to what the CPD and NIF use when
facilitating group discussions.

Time

Link to Learning:
Students will now be able to use the same process in deliberative
groups to understand that tough issues can be discussed
effectively via active listening. These strategies can be used in
everyday life, in small group discussions, work meetings, city
council meetings, etc. This also allows them to use specific
strategies to implement with other group projects in classes of
different content areas. Students will also see the purpose of
deliberative politics in everyday civic life, and how they can be
effective/contributing citizens to society when talking about these
issues.
Activity Name:
CPD Workshop (Obesity Forum)
-Introduction
-PowerPoint
-Background and Relevance
-Questions
Directions:
1. Students will divide into groups of 4-5
2. 1-2 facilitators per group
3. Introductions and getting acquainted
4. Students fill out worksheets
5. Groups will engage in group discussions about different
approaches to obesity
6. Debrief
Anticipatory Set
Warm-Up / Riddle

Time

Instructional Input Includes:

Models of Teaching:
Cooperative Learning
SIOP Techniques:
Group Discussion, Role Playing, Graphic Organizers
Guided Practice:
N/A
Reading , Writing, Listening, Speaking
Checking for Understanding:
Students will be asked fist-to-five to check understanding
before proceeding with forum. In between each approach
discussion, the instructor will go around answering questions and
making sure everyone is understanding the process.
Questioning Strategies:
Which is your favorite approach?
What are the difficulties that your group faces in these
discussions?
What did you learn through this process?
Do you think this type of process if effective in the real world?
Independent Practice:
N/A

Time

Accommodations, Modifications, and Student Adjustments

-Students with dysgraphia/dyslexia will have CPD facilitators
summarizing and paraphrasing solution handouts to keep them
engaged.
-Discussions and group presentations will also allow students with
dysgraphia/dyslexia to convey their ideas effectively.
-Kinesthetic/Visual /Auditory Learners will be engaged because
they will be engaged through interactive discussions with graphic

organizers on the approach handouts.

-All students will be held accountable for their work by having a
an individual worksheet to fill out for the discussion.
-Students with attention disorders will be kept on track and
engaged in the discussion by having CPD facilitators making sure
that they are actively participating in the discussions.

Time

Review and Assessments of All Objectives How will you

and how will the students know they have achieved the
objectives of the lesson?
Content:
Students will turn implement active listening questions during the
discussion, and CPD facilitators will make sure that all voices are
heard.
Literacy and Numeracy:
Students will have their voices heard by having facilitators make
sure that they participate, and also filling out worksheets.
Democracy and 21st Century Skills:
Students will fill out an individual worksheet based on the
discussion topic for the purpose of discerning their bias, posing
questions, marshaling evidence, and presenting solutions.

Time

Closure
What will you and the students do at the end of the lesson
or after a chunk of learning to synthesize, organize and
connect the learning to the essential question(s)?
What did you think of this process?
What did you learn through this process?
TOD- What will you do individually to address this issue?

Time

Next Step
Cultural Artifact/Informative Documentary Speeches