EGP 335: Unit Plan Lesson Plan - Political Parties

current event and science

Lesson Preparation
I. Learning Objectives
a. Students will be able to describe specific role of a political party through
the use of a current event.
b. Students will be able to know and perform the parts of a formal debate.

II. Standards
a. Standard- 5.3.4.G Identify individual interests and explain ways to
influence others.
b. Standard-5.2.2.B Identify a problem and probable solution
c. NCSS; X Civic Ideals & Practices (Practice forms of civic discussion and
participation consistent with the ideals of citizens in a democratic republic

III. Academic Language

a. Debate: a discussion between two people or groups who disagree on an
important topic. Example: Should students have recess every day or no?
(for and opposing side)
b. Political Party: an organized group of people who share similar beliefs that
work towards winning elections, operating government, and influencing
others. Example: democrat and republican parties
c. Democratic Party: group of democrats referred to as “the left” or “liberals
Example: group who supported democratic presidents like Obama
d. Republican Party: group of republicans referred to as “the right” or
“conservatives.” Example: group who supported republican presidents like
President Trump

IV. Technology, Materials, Resources

a. Smartboard
b. Notepad of listed argument points
c. Current Event Articles
d. Notebook
e. Pens/Pencils

Instructional Delivery
V. Anticipatory Set
a. The teacher will begin the lesson by having previous questions on the
board along with pictures, asking why debates are important and how they
are effective. The teacher will call on a few students to share out.
 b. Students will be instructed to move into their previously assigned groups.
Each group (four students each) will be given multiple copies of a current
event article based on their specific party topic (environment based, gun
control based, free education based, etc).
c. They will be asked to highlight and discuss questions relating to their
article with a peer in their group such as:
1. In this article, what is one main reason of support for your topic?
2. How would you defend the interest of ?
3. Explain why you think it is important to .
d. This turn and talk will help the students verbally review similar
thoughts/arguments that they will soon include in their mock debate.
e. The teacher will walk around and listen in on the students and their
responses to the questions.
f. The teacher will then go over the rules for the debate such as:
1. Allow opposing side to fully state their argument.
2. Each member must speak at least once.
3. The order of speakers will be for, opposing, for, opposing, etc.
4. Give appropriate and helpful feedback when the entire debate is
over.
5. Take a few notes to put forth towards the feedback part of the
debate (at the end).
g. The students will then be asked to move into their official debate groups
(one for and one opposing) with the following:
1. List (if needed) of their individual argument points.
2. Notepad to take notes
3. Pen/Pencil
4. Current event article to use as a resource if needed.
VI. Instructional Activities- 45 minutes
a. The teacher will have the “for” groups raise their hands first, followed by
the “opposing.” This will allow the teacher to double check that each one
has an opposite side with them.
b. The teacher will remind the students of the allotted times allowed for each
student to state their position on their assigned topic.
1. Each student will be allowed to speak for up to three minutes.
2. If there is time remaining, the students should be taking notes or
reviewing their argument if they have not gone yet.
c. The teacher will provide a digital timer that will be projected on the
Smartboard so the students have an idea of how much time is left.
d. When the teacher starts the timer, the students will begin the debate.
e. As the student’s progress through their debate, the teacher will be walking
around with a checklist (provided at the end of lesson). The checklist will
include columns that represent the four topics of discussion:
1. For/against major environmental help
2. For/against gun control
3. For/against universal health care
4. For/against free education
 f. The teacher will write down aspects of the arguments that he/she found
interesting or important across each debate group. Some examples
include:
1. “I like how you listed the governments protection samples like
pollution and renewable energy!”
2. “I appreciated your input about protecting the 2nd Amendment.”
3. “Your example of people who would be effected by universal
health care was very well supported.”

VII. Closure
a. By now, each student will have stated their individual arguments within
their groups.
b. The teacher will have completed his/her checklist with at least four-five
comments for each side (for and against).
c. The teacher will review the importance of debates with the class.
d. Lastly, the students will complete a chart based on their experience with
the mock debate. They will be asked the following questions:
1. What was something new you learned from the opposing side?
2. Did your views shift during this debate? If so, how?
3. What was your favorite part of this debate process?
e. The teacher will collect the completed charts.

Meeting All Learners

VIII. Differentiation
a. Linguistic learners will learn through the writing portion at the end of the
lesson where they answer the questions about the debate and give their
opinions/feedback.
b. Auditory learners will learn through the discussion of why debates are
important as well as the turn and talks with the current event articles.
c. Visual/Spatial learners will learn through the pictures used to review the
importance and effectiveness of debates.
d. Students with a learning disability will have a list of ideas and words to use
as they fill out the closure chart. They will also have the opportunity to
bring a written summary of their debate argument to use during his/her
allotted time.
e. ELL’s will be given a list of ideas and words in their home language
alongside English to use/refer back to during and after the debate. They
can also have the opportunity to bring a written summary of their debate
argument to use during his/her allotted time.

IX. Accommodations
a. For advanced peers, they will be given the opportunity to draw pictures to
go along with each of the questions in their closure chart. They will also be
expected to write 5-6 sentences for each question whereas the
 instructional students will write 3-4. This will allow them to stay busy in
case they finish before other peers.
b. Extra time will be given to students as needed.

X. Modifications
a. N/A

Meeting Objectives
XI. Assessments
a. Objective 1: Students will be able to describe a specific role of a political
party through the use of a current event. The teacher will walk around to
each group, listening to the verbal connections the students make
between the article and their existing knowledge.
b. Objective 2: Students will be able to know and perform the parts of a
formal debate. The teacher will fill out her checklist as the students
participate in the mock debate.