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McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Revised August 2015


Teacher: Madeline Keever Date: 11/7

Title of Lesson: Congress Structure and Cooperating Teacher: Kim Hammers


Staffing

Core Components
Subject, Content Area, or Topic
12th Grade AP Civics

Student Population
20
Learning Objectives and Essential Knowledge
CON-3.B: Explain how the structure, powers, and functions of both houses of Congress affect the
policymaking process.
CON-3.B.2: Though both chambers rely on committees to conduct hearings and debate bills under
consideration, different constitutional responsibilities of the House and Senate affect the policy-
making process.
CON-3.B.3: Chamber-specific procedures, rules, and roles that impact the policy-making process
include: Role of Rules Committee, Committee of the Whole, and discharge petitions in the House ,
Treaty ratification and confirmation role of the Senate.
College Board Enduring Understanding
CON-3: The republican ideal in the U.S. is manifested in the structure and operation of the
legislative branch.

Materials/Resources
Power Point Slides, Smart board, activity binders
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
X Identifying Similarities & Differences 45%
X Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
X Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
X Demonstration 30%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Audio Visual 20%
X Reading 10%
X Lecture 05%
Safety (if applicable)

Time
Process Components
(min.)
10 min *Anticipatory Set
Typical Day of a Member of the U.S. House of Representatives.
TSW read the agenda of a Representative.
TSW highlight which task is the highlight of the day.
TSW highlight which task they think is the low point of the day.
TSW indicate which tasks they would like to do if they were a Rep.
TSW identify tasks with their corresponding congressional function.

1 min *State the Objectives (grade-level terms)


Explain how the structure, powers, and functions of both houses of Congress affect the
policy making process.
50 min *Instructional Input or Procedure
Free Write Hot Potato
TTW instruct TS to take out their free write activity from the previous day.
TSW take turns passing a red ball of yarn to each other. TS with the ball of yarn must
share their favorite section of their free write with the class.

Direct Instruction: American interest groups and their influence on the government.
TTW take the class through the power point.
TTW ask questions based on content and spiral content back to previous lessons.
TTW model concepts throughout the lesson by providing the students with graphs and
questions to discuss/interpret.

5 min *Modeling
TTW model all class activities before TS work independently.

In AP Gov direct instruction also serves as modeling instruction.


15 min *Check for Understanding
Parking Lot Activity
After direct instruction TSW each be given a sticky note.
TTW instruct TS to think of a question they have or a topic that is still unclear from the
unit and place it on the white board.
TTW go through the sticky notes and clarify questions.
10 min. *Guided Practice/Independent Practice
Big Question
TTW ask, “How valuable do you perceive standing committees?
“In what way do you imagine this committee structure is of most value to the party?”
To the individual member?
To the constituency of a member?
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
15 min Assessment
Reading Check Assessment
TSW be quizzed on their reading assignments for the unit.
5 min. *Closure
TTW remind students to stay on top of their college application due dates.
TTW remind TS to see counselor for assistance as needed.
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
Through the use of visuals, lecture, and hands on projects, this lesson includes aspects that will
appeal to a variety of learning styles including, audible, visual, and kinesthetic.
Each student will be provided with a copy of Unit notes.
Students with 504’s or IEP will be accommodated based on specific need.
Classroom Management Issues (Optional)

Lesson Critique. To be completed following the lesson. Did your students meet the
objective(s)? What part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Date


Signature

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015

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