Appendix M.

Blank Lesson Plan Template

Language Level
Unit Theme and Question
Daily topic:

Day in
2
Minutes
50
Unit
Presidential Candidates: What are the Issues? Pros / Cons? Where do you stand? Which Candidate Best Represents
You?
Reading the news. Politics. Elections
Beginning -Intermediate

Grade

STANDARDS
Which modes of
communication will be
addressed?

What are the communicative

and cultural objectives for the
lesson?

Communication
and
Cultures

Interpersonal
Interpretive
Presentational

Date

8/2/2016

LESSON OBJECTIVES
Students can:
Present and interpret their findings from their previous surveys
Participate in group discussions about their experience interacting
with their community

Use correct academic language while participating in class

discussions
Highlight key rhetoric from articles and speeches made by
candidates to determine the explicit and implicit meanings

If applicable, indicate how

Connections Comparisons

Communities Common
Core will be part of your
lesson.

Connections

government, social studies; English language arts

Comparisons

Presidential candidates; nominees; electors; delegates; popular vote

Communities
Common Core

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.W.9-10.1
1. Write arguments to support claims in analysis or substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
d. Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.

Keys to Planning for Learning, 2013

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E. Provide a concluding statement or section that follows from and supports
the argument presented.
CCSS.ELA-LITERACY.W.9-10.9
9. Draw evidence from literary or informational texts to support analysis,
reflection, and research.
(ELD.PI.9-10.1.Em-Ex) Exchanging information and ideas with others through oral
collaborative discussions on a range of social and academic topics.
(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

Activity/Activities
What will learners do?
What does the teacher do?

Lesson Sequence

Gain Attention / Activate

Prior Knowledge

Provide Input

Elicit Performance / Provide

Feedback

Students will provide the data they have collected from the
surveys, gauging 5 peers; 5 family/community members on
their stance on issues
Students will write in their topics of choice on one of the
boards provided in the classroom, and a tally of their data on
poster boards placed on the walls of the classroom
Teacher will then ask them to share about their experience
interacting with their community regarding the topics of their
candidates, the election, and what they knew about the current
issues using their academic terminology

Teacher will lead discussion about the office of the

presidency and what it means to be republican or
democratic; left or right wing; donkey or elephant;
conservative; moderate; or liberal

Time*
How many
minutes will this
segment take?

Be specific. What materials will you

develop? What materials will you
bring in from other sources?

Poster Boards/ 3M Large

Post Its for data collection
Heading: Hot Topics
Peer Beliefs; Family
Beliefs

Offer images of donkey vs.

elephant
KWL for organization of
information and to
formulate questions for
what they want to learn;
and what they want others
to know

10

30
Based on common interest on issues, students will be
placed into groups of 3 to begin researching the
background information for a more comprehensive look at

Keys to Planning for Learning, 2013

Materials Resources
Technology

Elements of writing a
persuasive argument
Internet Access
Video/Projector

Appendix M.

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what it entails (ie: immigration; abortion; education;
taxation; capital punishment; healthcare etc)
Teacher will norm students by providing various samples
of publications offering facts; opinions; bias; or
misinformation for students to discern.
Students will then begin their own search around their
topic, collecting samples of various media that portray
either facts; opinions; bias; or misinformation towards
each of the candidates.
Students will then analyze their findings for authenticity;
credibility; opinion vs. fact

Provide Input

If applicable

Elicit Performance / Provide

Feedback

If applicable

Technology

Closure
Enhance Retention &
Transfer
Reflection Notes to Self
What worked well? Why?
What didnt work? Why?
What changes would you
make if you taught this
lesson again?
????

Students will consider how media; literature; images; etc are

used to influence public opinion towards issues, the candidates,
or a political party.

Undefined

As I plan this lesson, I am wary of the levels of difficulty and time that will affect the rates of completion and
success for my ELD students. I am considering how to scaffold this lesson in the event that any of the skills show to
be too difficult, or how to extend the activities to be more challenging.

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.
*

Keys to Planning for Learning, 2013