Mount Aloysius College

Education Department
Lesson Plan Format

*The descriptions are offered for your information and guidance and
should NOT be included in the lesson plan.*
I. Heading

Lesson Title:
Teacher Name: Mr. Peterson
Date Lesson is Taught: 2/21/2024
Subject/Discipline: Civics
Grade Level: 8th Grade
Number of Students: 10-30
Allocated Instructional Time: 43 Minutes
Multiple Intelligences Addressed: existential, intrapersonal, linguistic, bodily-kinesthetic, and
interpersonal
Pennsylvania Common Core Standards or Early Learning Standards:

5.2.6.D. Explain why participation in government and civic life is important.

5.2.6.B. Explain how citizens resolve conflicts in society and government.

II. Rationale and Background (Danielson 1b: Demonstrating Knowledge of Students)

1. The students are familiar with the two parties that exist in the United States
2. The purpose of this lesson is to identify the political spectrum so that students can gain a
better understanding of how particular policies are “left” and “right” wing.

III. Lesson Objectives (Danielson 1c: Setting Instructional Objectives)

1. Middle Ground Activity

2. Where does Left and Right come from?
3. Political Spectrum Map
4. Political Compass Quiz

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IV. Materials (Danielson 1d: Demonstrating Knowledge of Resources)

Pew Research Center Typology Quiz

(Pew Research Group Link)
Slideshow
Notebook

V. Procedures (Danielson 1a: Demonstrating Knowledge of Content and Pedagogy) (Danielson

1e: Designing Coherent Instruction) (Danielson 3a: Communicating with Students) (3b Using
Questioning and Discussion Techniques) (Danielson 3c Engaging Students in Learning)

A. Introduction, Motivation, and Setting the Stage

The introduction will include:

1. Critical Writing Journal

B. Lesson Body

A. Students will hear a statement and choose if they strongly agree, agree, are in the
middle, disagree, or strongly disagree. (From lighthearted to more serious topics)
B. Students will be told that they already have opinions on topics that could be
considered left or right
C. Students will watch a video and discuss the origins of left and right
D. The teacher will put the political spectrum on the board and write down the picture
E. Students will take the political spectrum quiz and we will look at class results

C. Strategies for Differentiated Instruction (Danielson 3e: Demonstrating Flexibility and

Responsiveness)

1. The slideshow is shared with the students on summit beforehand.

2. There is already a link to the political spectrum in more detail in summit for students to
look at as well as what I will write on the board. This also allows students to add to their
own notes if they wish to do so.

D. Closure/Conclusion

Include one or more of the following:

1. The political spectrum quiz will prove students have a comprehension of the difference
between “left” and “right’ and that they can form their own opinions on policy.

E. “If-Time Activity” (Danielson 3e: Demonstrating Flexibility and Responsiveness)

1. Class discussion about the quiz

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VI. Communicating with Families/Homework Assignment/Independent Practice (Danielson 4c:
Communicating with Families)

1. The slideshow and video are embedded into Summit for the students to work on and
use at home

VII. Evaluation

A. Student Assessment (Danielson 1f: Designing Student Assessment) (Danielson 3d: Using
Assessment in Instruction)

1. Political Spectrum quiz

B. Reflective Practice/Self-Evaluation (To be completed after the lesson is taught) (Danielson

4a: Reflecting on Teaching)

Reflect on your teaching experience and answer these questions:

1. What were two strengths of the lesson?

2. What are two areas of the lesson that need improvement?

3. What would I do differently, if I were to reteach this lesson?

4. What biases, if any, existed in the materials, activities, language, or interactions with
children?

5. Did anything surprise me?

Be sure to add all resources such as handouts, PowerPoint or Google Slides, teacher-created
materials, templates, examples, and assessment instruments.