Delivery Plan 2022

Matthew Barker 5/11/2024
Pay attention to the R-words to activate the brain for learning!
1. Objective (Rigor) - SMART and should be visible on your board daily.

During the lecture students will use the internet to identify 3 interest groups and their roles in politics.
2. Opening (Retrieval) – How will you "hook" your students into the lesson--at both the
thinking and emotional level?
 What will you do to open the lesson to motivate and engage the students’ interest in the
content?
 How will you help students make connections to prior knowledge?
 How will you identify and present your essential questions, Central focus, and Learning
Targets (I CAN statements)?
 How will you identify / teach / assess language demands?
 How will you introduce language supports?
 Is your opening congruent to the objective?

I will play a video of American politics without context. These videos are silly as they are usually silly
actions or saying from politicians. This can be used to show the importance of accurate media coverage.
This also shows how it is important to understand actions from politicians and influence from interest
groups.
By asking what the importance of accurate media coverage students is, students can see how confusing
things can be without context. In the videos important topics are covered many are from interest groups
After the video I will ask my essential question “What information do I need to know how interest groups
shape and influence American politics?” and start the lesson by showing students an example of an
interest group, my I CAN statement.
I will present new terms that the students might not know in the lesson with their definitions and give
examples. In class, we will make a graphic organizer that defines interest groups.
3. Teacher Input (Relevance) – What information is needed for the students to gain the
knowledge/skill in the objective? (Be sure you have done a task analysis to break the
information/skill into small manageable steps). How will you use strategies, technology,
learning styles? What vocabulary and skills do the students need to master the material? Are
the strategies you plan to use congruent to the objective?
 Model (Routing) – Outline your I DO activities. Be sure to model strategies and academic
language supports needed.
Here I will define an interest group. I will show them an example of an interest group by going to the
groups website and showing them more about it so that the students can see an example. I will also
explain what an interest group is not to further help explain more about the lesson. With this example I
will show if there has been any proposed legislation that shares the interest of this interest group
 Guided Practice – Students demonstrate a grasp of new learning under the teacher’s
direct supervision. The teacher moves around the room to provide individual remediation as
needed. “Praise, prompt, and leave” is an excellent strategy to use. Outline your WE
DO activities. Be sure to incorporate strategies and academic language supports that are needed.
After this I will ask students if they can think of an example of an interest group and have volunteers give their
answer. This will help me gauge if any students have started to understand. We will continue to look at students’
examples. After this we will create a graphic organizer that defines what an interest group is and the actions that
they do. This will also outline other components of an interest group as well as what is not an interest group.
After we have defined interest groups we will look at their actions and if there are any relations to bills or laws.
 Independent Practice (Retaining/Rehearsing) – Students demonstrate an independent

application of new skill. Outline your YOU DO activities. Students demonstrate an independent
application of new skill. Be sure to praise and assess strategies and academic language supports
that are being used.
Students will then be broken into small group instruction and use computers or mobile devices to
research interest groups of their own. They will find different pieces of legislation that is related to the
interest of their interest groups.
 Check for Understanding (Recognizing) – Practice doesn't make perfect; it makes

permanent. So, make sure the students understand how to proceed before moving to the practice
1. What does an interest group do?

2. How would you create an interest group
phase of the lesson. You may need to stop and reteach, so students practice correctly. How do
you plan to assess understanding? What HOTQs will you ask? List at least 3
 How will you check for understanding or reteach?
4. Assessment – How will we know that the students have individually mastered
the objective? What evidence will be collected? What will be an acceptable score? What
evidence will be collected to demonstrate mastery of language demands?
When assigned to create an interest group of their own students will create one that is relevant to an
issue they have selected.
Students will also be able to answer questions correctly on a quiz pertaining to the lesson
5. Resources - What materials will you need for a successful lesson?

Students will need pen and paper to take notes. Access to internet with a computer or mobile device will
be necessary for research. Graphic organizers will help students understand. Textbooks will have
concepts and definitions for students as well as notes to help guide them.
6. Closure (Re-exposure) – How will you have the students end the lesson/reflect upon what
was learned?
At the end of the lesson as a class we can come up with a fictitious or satirical news headline that would
describe a form of policy influenced from an interest group.
NOTES:

Delivery Plan 2022

Uploaded by

Copyright:

Available Formats

Delivery Plan 2022

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Delivery Plan 2022

Uploaded by

Copyright:

Available Formats

Matthew Barker 5/11/2024

Pay attention to the R-words to activate the brain for learning!

1. Objective (Rigor) - SMART and should be visible on your board daily.

 Is your opening congruent to the objective?

 Independent Practice (Retaining/Rehearsing) – Students demonstrate an independent

 Check for Understanding (Recognizing) – Practice doesn't make perfect; it makes

1. What does an interest group do?

 How will you check for understanding or reteach?

5. Resources - What materials will you need for a successful lesson?

You might also like