CEP Lesson Plan Form

Teacher: Jordyn Kostman Date: November 9, 2017

School: TRHS Grade Level: 11/12 Content Area: US Gov

Title: Public Opinions/Polls Lesson #: 2 of 3

Lesson Idea/Topic and Public Opinions and Polls

Rational/Relevance:
What are you going to This lesson is important to students because we will be looking at how polls
teach and why is this can be unreliable and misinterpret public opinions
lesson of importance to
The students will be (or already are) eligible to vote, so for them, being
your students? How is it
aware of how topics are portrayed to the public will influence how they will
relevant to students of
vote in certain issues
this age and background?

Student Profile: Write a
narrative about your
learners. What are their
special needs?
Exceptionalities?
Giftedness? Alternative
ways of learning?
Maturity? Engagement?
Motivation?
These kids are juniors and seniors. I have one student who is on an IEP plan. I
do frequent check-ins on the student with the IEP to make sure he is clear on
directions. I have 2 students who have 504s, and I just make sure they are
doing ok with the directions I have given them. I alter their testing
environment.
The maturity of this class is low. They have a difficult time staying motivated
and become easily distracted by their friends in class.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
Prepared graduates in civics:
1. Analyze and practice rights, roles, and responsibilities of citizens

2. Analyze the origins, structure, and functions of governments and their impacts on
societies and citizens

Understandings: (Big Ideas)

How public opinion, the media, and interest groups shape the way Americans participate in their
government

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CEP Lesson Plan Form

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

Why is public opinion hard to define?

Evidence Outcomes: (Learning Targets) AND (Success Criteria)

Learning Target: To gain a better understanding of public opinion and polls

Success Criteria: Students will be able to explain how public polls are not necessarily a correct image
of the publics opinions as a whole

List of Assessments: (Note whether the assessment is formative or summative)

Ticket out the door

What is the problem with public polling?

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Public Opinion and Polling
Should be a creative title for you and the students to Purpose
associate with the activity. Think of the purpose as
the mini-rationale for what you are trying to
accomplish through this lesson.
Approx. Time and Materials 90 minutes
How long do you expect the activity to last and what
materials will you need?
Anticipatory Set Activity where the kids will be practicing public polling and private polling. This will
The hook to grab students attention. These are introduce to them the different concepts about polling and if it is reliable or not
actions and statements by the teacher to relate the
experiences of the students to the objectives of the They will first privately write down their opinions, turn them in, and I will tally them up.
lesson, To put students into a receptive frame of Then I am going to have them physically move around in the room to where the signs are
mind. on the walls. We will then see if there is a discrepancy in the numbers from the polls. This
To focus student attention on the lesson. will lead us into our lecture of public polling.
To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
How do you intend to engage your students in
thinking during the Anticipatory Set? The strategy I intend to use is to engage them in hot topic questions on terrorism, and
then get them up and moving
Why are you using it at this point in your lesson?
I am using this strategy here because: This class has a lot of energy, and the more they
can get up and move the better

Teacher Actions Student Actions

Procedures 1:15 Attendance 1:15 Silent Bell question
(Include a play-by-play account of what students and
teacher will do from the minute they arrive to the 1:20 walk around while they are taking pop 1:20 Pop quiz on Media

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CEP Lesson Plan Form

minute they leave your classroom. Indicate the quiz

length of each segment of the lesson. List actual
minutes.) 1:30 Finish lecture on Mass Media 1:30 Notes
Indicate whether each is:
-teacher input/actions, student actions 2:00 Activity 2:00 Activity
-modeling Red paper- They privately write their response to the
-questioning strategies Blue paper- two questions and turn them into me at the
-guided/unguided: I will tally to see how many write good front
-whole-class practice idea/approve, bad idea/disapprove and
-group practice dont know on both questions They will physically walk to the sign in the
-individual practice room to which they think
-check for understanding THEN I will have them answer the same 2
-other questions again, but this time, it is a public Discussion of activity
poll. I will tally to see what they said this
time. 2:10 note taking

We will look at these numbers to see if they
are the same numbers as the private poll
or if they are different. I will use this
activity to illustrate that public polls can be
unreliable.
2:30 New York Times article with questions
work on it for the rest of classit is due at
the end of class

2:10 Lecture

2:30 Give directions and pass out New York

Times article with questions

I will walk around to see if any students

need clarification

2:45 Ticket out the door

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How do you intend to engage your students in

thinking during the PROCEDURE? The strategy I intend to use is to ask them questions throughout the lecture

Why are you using it at this point in your lesson? I am using this strategy here because: it will get them thinking and connecting the
material to their own lives

Closure Ticket out the doorformative assessment

Those actions or statements by a teacher that are
designed to bring a lesson presentation to an It is here that I will also collect the New York Times article questions
appropriate conclusion. Used to help students bring
things together in their own minds, to make sense
out of what has just been taught. Any Questions?
No. OK, lets move on is not closure. Closure is used:
To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
To help organize student learning
To help form a coherent picture and to consolidate.
How do you intend to engage your students in
thinking during CLOSURE? The strategy I intend to use is formative assessment

Why are you using it at this point in your lesson? I am using this strategy here because: then I can see what the students gained from this
day in class

The student with the IEP will read the same article as the other students, but his
questions are going to be different. I will spend time with him once he is done with his
Differentiation: reading and help him answer his questions
Differentiation should be embedded
throughout your whole lesson!!
This is to make sure you have met the needs of

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CEP Lesson Plan Form

your students on IEPS or 504. Consider your

student profile narrative at the beginning. What
do your students need to be engaged and
successful?
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be
successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

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