Updated January 2023

Name: Sophie Krueger Date of lesson (for field): 09/28/23

Content Area: Social Sciences
Course Title & Grade Level: 11th Government
Standards:
1. SS-Gov.9-12.21. Explain the mechanisms of political socialization in American democracy such as
the effects of the family, school, community, and media in influencing one’s political decisions.
Objectives:

Content Objective—

SWBAT explain the 5 main functions of political parties by

1. Defining them in their own words.

2. Create a sketch or example of each function.

Student-friendly Objective—

I CAN explain the 5 main functions of political parties by defining them in my own words and creating a
sketch or example of each of them.

Assessment:
Think-Pair-Share (Formative)
Data Collection:
- I be using this at the start of the lesson to gauge what my students already know about political
parties. I will be walking around the room as they are discussing with one another and hearing
their thoughts. I will also have them share out as groups to hear what everyone came up with
and how they compromised into one singular definition.
Future Plan:
- I will use what they share out to see if I may need to spend more time on what a political party
is and some examples of them.

Questioning (Formative)
Data Collection:
- At first, I am just using questioning to see what the students already know about the topic,
gauging how much or how little they know. Then, with other questions I am seeing if they can
apply what they just learned into creating a sketch or example of the content at hand.
Future Plan:
- I will be using what I collected within the lesson. Seeing how well the students may already
knew something or how well they understood the function. If they don’t understand I can
spend more time on it.

Vocab Builder (Formative)

Data Collection:
- The students will be filling out this note sheet as they follow along with the lecture. They will
define in their own words and also come up with a sketch or example that directly relates to
the functions.
Future Plan:
- I will be using this to see how well the students understood the different functions and if they
were able to relate something like a sketch or written example to the content at hand.
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Proactive Management:
- Welcome students into the classroom, wish them a good afternoon. (Voice).
- Communicate the expectations of phones and computers. Let them know that phones and
computers should be closed and put away as they won’t be necessary for today. (Materials).
- For the notes, I will hand out a note-sheet and go over the expectations with them before starting
the lesson. (Material and Task).
- Give students multiple opportunities to share answers (individually, pairs, small groups, whole
group). (Task).
- Build relationships by interacting with peers (pair sharing, small and whole group discussions).
(Movement).
- Since the seating chart changes every day. Pairs will be people at the same table. Then, with small
groups I will have first two rows turn around and share with the pair behind them, and then back
two rows do the same thing. (Voice, Movement, and Task).
- With the note sheet, for the first function, I will model a sketch or an example to help the students
understand what I expect in that column. For the second function, we will do it together, and then
I will let them do it together with a partner. (Task)
- After I ask a question, I will give students time to brainstorm their answers and thoughts before
having them share out. (Voice and Task).
Instructional Strategies:
Vocab Builder (Tovani 160)
- My note-sheet is a literacy strategy which also falls under instructional strategy. I am using a
Tovani inspired Vocab Builder to get students to think and engage with what they are learning.
Think-Pair-Share
- Students will have time to think individually before turning to their partner/group and sharing out
their answers.
Chunking
- Within the note-sheet and lecture, I am chunking parts into sections before moving onto the next
section. That way the students are given a chance to fully grasp what I lectured over, and then also
have a chance to come up with an example or a sketch and questions that relates to the topic
before moving onto the next one.
Note Taking Strategy:
Vocal Builder (Tovani 160) Inspired Notesheet – I will go over what they should write and such before I get
into the content.
Questions:
What is a political party?
- Divergent as many students are going to have different answers, and I am trying to gauge what
they all know about them.
- Knowledge and Understand levels of Blooms.
- Answering by themselves, then in pairs, then as a small group, then as whole group

Can you think of any political parties in America right now?

- Convergent as there are only so many political parties in the U.S.
- Knowledge level of Blooms.
- Answering as a whole group

Based on the Bonding Agent function, what do we think could be a sketch or example that relates to it?
- Divergent as there may be many ideas as to what they students think would be a good sketch or
example that relates; however, we try to come up with one as a whole group.
- Apply or Create level of Blooms.
- Answering as a whole group.
Beginning of the lesson: Slides
 Updated January 2023

Review:

These past few weeks, we have been learning about political ideology and public policy.

Preview:

Today, you will be able to explain the 5 main functions of a political party.

I DO – go over note-taking strategy with the students (1 min)

Hook:

YOU DO TOGETHER – think-pair-share (5 min).

Slide 2
Teacher will ask, “What is a political party?”

For 1 minute, students will have time to individually think about what they believe a political party is.
Teacher lets students know that they can use the back of their note-sheet to write down their ideas if needed.

For 2 minutes, with a partner, share what you both believe a political party is and try to come up with one
definition to share with another pair.

For 2 minutes, pairs turn towards another pair and share out their ideas of a political party. Then, they come
up with one definition as a group to share with whole class.

WE DO – share out definitions to class (2 min)

Have each group share out their one definition of a political party.

Teacher will thank each group after sharing.

The Lesson:

I DO – lecture slides 3-6 (5 min)

Slide 3
Teacher will lecture through what a political party is.

Then, asks students, “Can you think of any political parties in America right now?”

Give students time to think and then have them share out answers if they have any.

Slide 4
Teacher will then share out some examples of political parties within the U.S.

Slide 5-6
Teacher will move on to lecturing about political party functions. First, will go over the first function which is
Governing.

WE DO – come up with sketches/examples of Governing (2 min)

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Teacher will say, “Since it’s the first one for the sketch and example, I will help you come up with one to put
on your sheet. This one we will write down an example and it will be about the Committee of Education.
Right now, Virginia Foxx who is a Republican sitting as chair because majority of the House is Republicans.
However, from 2019-2023, a Democrat was sitting as chair as Democrats had the majority then.”

YOU DO ALONE – questions (1 min)

Teacher will inform the students about the last column of the note-taking sheet and will have the students, by
themselves, come up with any questions they may still have about the Governing function.

I DO – lecture (4 min)

Slide 7
Teacher will lecture of the Bonding Agent function of political parties.

An example, “Have any of your guardians, parents, or friends ever told you not to embarrass them when in
public? In high school, my mom constantly told me this when at grad parties or games. This is because the
behavior that you and I exhibit reflects back onto them and it looks bad on them and the way they act. That is
essentially the Bonding Agent function as the parties are trying to keep their members from acting out and
making the party look bad.”

WE DO – come up with sketches/examples of Bonding Agent function (2 min)

Teacher will ask, “Based on the Bonding Agent function, what do we think could be sketch or example that
would go with it?”

Students can feel free to share out, and as class try to come up with only a few to add to the notes. Teacher
can help students come up with one if they are struggling.

YOU DO ALONE - questions (1 min)

Students will have 1 minute to write any questions or anything they are still confused on about the Bonding
Agent function.

I DO – lecture (4 min)

Slide 8
Teacher will lecture over the Nominating Candidates function of political parties.

YOU DO TOGETHER – come up with sketches/examples of Nominate Candidates function (2 min)

Teacher will announce that, “This time you will work with a partner to come up with a sketch or an example
of what the Nominate Candidates may look like.”

YOU DO ALONE – questions (1 min)

Students will have 1 minute to write any questions or anything they are still confused on about the Bonding
Agent function.

I DO – lecture (4 min)
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Slide 9
Teacher will lecture of the Inform/Stimulate function of political parties.

“Have any of you seen the yard signs that tell you to vote for a certain candidate or see ads during
commercial breaks that are pushing a candidate? That is some forms of using media to inform the voters.”

YOU DO TOGETHER – come up with sketches/examples of Inform/Stimulate (2 min)

Teacher will ask, “Work with your partner again to come up with a sketch or an example of the
Inform/Stimulate function.”

Have students share out and come up with one to have on their note-sheets.

YOU DO ALONE – questions (1 min)

Students will have 1 minute to write any questions or anything they are still confused on about the
Inform/Stimulate function.

I DO – lecture (4 min)

Slide 10
Teacher will lecture over the Watchdog function.

YOU DO TOGETHER – come up with sketch/example of Watchdog function (2 min)

Teacher will have students work with a partner again to come up with the last sketch of the functions.

YOU DO ALONE – questions (3 min)

Students will have 1 minute to write any questions or anything they are still confused on about the Watchdog
function.

The students will also have another 2 minutes to answer the final question on the sheet where they choose
which function they believe is most important and explain why.
Closure:
Procedural—

Teacher will announce to the class, “Once your sheets are filled out, if you could put them in a pile on this
table before you leave that will be great. I will check over them and see what we all may still be confused on
and touch back again next week.”

Content Summary—

“Today, you learned about the functions of political parties and were able to define them in your own words
and create a sketch or example to go along with them. Now, if you were to join a political party, these are
some of the things you might experience while identifying with one. We will cover some political parties like
the main ones in the U.S., third parties, and others in the coming lessons.”
References:
 Updated January 2023
I made the PowerPoint and Note-sheet but used Mentor Teacher’s notes on the functions and Tovani’s
strategy.

Tovani, C. (2021). Why do I have to read this? Literacy strategies to engage our most reluctant students.

Stenhouse Publishers.

Lesson Plan Reflection (required):

1) Highlight Culturally Responsive Teaching (CRT) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned CRT components of your lesson. How did you
leverage student assets, thinking, language and cultural backgrounds to make learning relevant while demonstrating high
expectations for all students?

At the start of the lesson, I am already engaging them in the political life of the United States by asking them if they can
come up with any political parties that are in the United States right now. Then, with an example, I am giving them the actually sitting
chair of the Committee of Education since the Republicans have majority, so she gets the head chair. Another example is asking the
students is anyone has ever told them to not embarrass them, and I am using this to relate to the Bonding Agent function as it relates to
it. Then I am also seeing if they have ever seen ads in form of yard signs or commercial breaks that tell them to vote for a certain
candidate and those are forms of the Inform/Stimulate function. Finally, I end the lesson by letting the students know that these are
some functions that they may experience if they end up joining a political party once they are old enough to do so.

2) Italicize Universal Design for Learning (UDL) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned UDL components (representation, action &
expression, engagement) of your lesson. What strategies did you use to meet the needs of ALL learners?

For the Engagement, I am using chunking and turn and talk. Chunking helps students with not just getting thrown all the
information at once and instead gives them time to process before jumping to the next thing. The turn and talk will get them
interested in political parties as they are sharing their own thoughts on what it is and then working with their peers to come
up with definition to share with the class. For Representation, I am using wait time, modeling, sketch/written example, and
vocab builder sheet. Wait time gives the students a chance to think about their answers before I have them share out with a
partner, and modeling helps students understand what I expect in the sketch/example column and also give them a real-life
example to one of the functions. Along with that, sketching or written example allows for students to come up an example in
the form of what they are comfortable with either sketching or writing one. For Action and Expression, I go through what the
materials they will be needing for the day, where they will be getting the materials, and what I expect out of them.