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    Lesson #1 Name: Class/Subject Date: November 22, 2013 Unit Objectives

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    Lesson #1 Name: Class/Subject Date: November 22, 2013 Unit Objectives

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    918 views3 pages

    Lesson #1 Name: Class/Subject Date: November 22, 2013 Unit Objectives

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    Lesson #1 Name: John Byrd Class/Subject: High School US Government Date: November 22, 2013 Unit Objectives:

    Students will: 1. Form opinions about topics related to the different ways political ads are used as a campaign tool and support these opinions using reasons, facts, and examples in class discussion activities. 2. Work in small groups to brainstorm reasons why they agree or disagree with a statement related to the role of technology as an election tool. 3. Draw conclusions from the content of news articles and use the information and the conclusions they have drawn as part of a class discussion activity. 4. Utilize content from the Internet and determine the effectiveness of a specific presidential candidate's ad and take notes why or why not the ad was effective 5. Create an example of political ad that will try to convince people to vote for a presidential candidate.

    Standards

    CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

    CCSS.ELA-Literacy.RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of process, phenomenon, or concept, resolving conflicting information when possible.

    Materials/ Resources/Technology:
    Loose-leaf paper/ notebook Computer or access to laptop Coloring pencils, markers, posters etc. Video Camera http://www.livingroomcandidate.org/

    Teachers Goals:
    The teacher should be able to explain key phrases and clarify any questions asked by the students. The students should be able to comprehend the unit plan and the task asked of them to create a political campaign of their own. The teacher is able to provide good examples or help the students find examples of political ads The students will be grouped with students who have similar learning styles so that each group can go at their own pace to complete the work assigned and feel comfortable working in groups.

    Day 1:
    The teacher will discuss the project that is closing the unit on presidential campaigns for government. They will talk in length of what will be asked of the students, the criteria that must be met, and answer any questions that the students have on the project. This time will also be allowed for students to meet their already assigned group members and brainstorm ideas on how to complete the project.

    Day 2:
    On the second day, the teacher will show examples of different political ads, from various elections of their choosing, both positive and negative examples. The class as a whole will take notes by analyzing the presidential campaign ads both of TV, cartoons, posters, etc. This will serve as a framework for students to give them ideas for their own.

    Day 3-4:
    These two days will allow the students time to go research other presidential ads as well as work on their own.

    Day 5:
    If students need extra time to work on their projects, time can be given.

    Day 6:
    Students will present their presidential campaign adds to the class. The students in turn will chose one of the ads presented and analyze it. This can be done by writing down a few bullet points or sentences about the reaction to each, and will turn in to the teacher.

    Assessment:
    In having the students present their groups presidential campaign ads to the class and reading their responses based on their peers work will allow the teacher to see if the

    students comprehend the project. It will also show if the students understood how to efficiently and effectively get their ideas across based upon the resources and materials provided by the instructor.

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