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Day in
1
Unit
Presidential Candidates: How Politically Savvy are You? And Who Are Our Candidates?
Daily topic:
Language Level
Beginning -Intermediate
Grade
STANDARDS
What are the communicative
and cultural objectives for the
lesson?
Date
8/1/2016
Minutes
50
LESSON OBJECTIVES
Communication
and
Cultures
Which modes of
communication will be
addressed?
Interpersonal
Interpretive
Presentational
Students can:
Discuss their basic understandings of how elections and candidates work during an
election year.
Describe the current candidates for each political party
Identify the major sequence of events that lead up to the presidential election after
viewing the authentic video: Explainity
Connections
Comparisons
Communities
Activity/Activities
What will learners do?
What does the teacher do?
Lesson Sequence
CCSS.ELA-LITERACY.RI.9-10.4
4. Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the cumulative impact of specific word choices on
meaning and tone.
CCSS.ELA-LITERACY.SL.9-10.5
5. Make strategic use of digital media in presentation to enhance understanding of findings,
reasoning, and evidence to add interest.
ELD.P1. 9-10.6.Em-Ex Reading closely literary and informational texts and viewing multimedia to
determine how meaning is conveyed explicitly and implicitly through language
Time*
How many
minutes will this
segment take?
Materials Resources
Technology
Be specific. What materials will you
develop? What materials will you
bring in from other sources?
Smart Board
Used to offer visuals and
jot student answers as they
interact with the questions
Appendix M.
running for president; what the political parties stand for; when
the election is; etc
Learners will journal a quick reflection about their political
status, and where they see themselves; or how their familys
view politics, the election; the issues; or the candidates
Provide Input
5:23
Provide Input
http://www.politics1.com/p2016.htm
http://2016election.procon.org/?gclid=Cj0KEQjw2ay8BR
C7sYequMydsq0BEiQAbEX9UCr0pHUwinXgnIhn_7CEm5vv4aqQIylNIkk5CAnwYaAjXu8P8HAQ
Learners will be given an initial organizer outlining pros/cons
for each candidate, and students will indicate where they
believe the candidates lie on general issues
Learners will then access the following two cites to begin their
research on the parties, their candidates, and the issues covered
in the election.
Learners will then consider 5 issues from those presented that
are significant to them, what their stances may be (pro/con) and
journal the reasons for their choice
10
15
15
Graphic organizers
Vocabulary Terminology
worksheet
Internet Access
Video/Projector
Technology
Graphic Organizers
Internet Access
Student Laptops
Initial blank
organizer/chart of
candidates and issues
Interactive Journal for
reflection
Appendix M.
Closure
Organizer/Chart
Undefined
I anticipate that this lesson will take some time for students to warm to, and that I will have to offer my students a
lot of the conversation starters and sentence frames early on to have academic and meaningful dialogues.
I am hoping that even with students with low level proficiency, this topic will be engaging, relevant, and
meaningful to them in their civic consciousness to be a proactive participant in voting, or supporting their
family/community to participate and vote.
* Remember that the maximum attention span of the learner is approximately the age of the learner up to 20 minutes. The initial lesson cycle (gain
attention/activate prior knowledge, provide input and elicit performance/provide feedback) should not take more than 20 minutes. The second cycle
(provide input and elicit performance/provide feedback) should be repeated as needed and will vary depending on the length of the class period.