1. Educational Planning: Instruction, Assessment, & Classroom Management
5500:360
Lesson Plan (Portfolio Requirement II)
Introduction
This lesson plan is designed for use in a senior classroom at Jackson High School in Massillon,
Ohio. This class enrolls a total of 144 students, which is split into six different periods. The split amongst
boys and girls is fifty two percent boys and forty-eight percent female. The ethnicity break down goes as
follows; ninety five percent white, three percent black, and two percent Asian.
Jackson High School is a unique school. In 2012 it was rated as one of the top high schools in the
country, receiving the Blue Ribbon Award. The percentage of student who are limited or untested is
below one percent. A majority of the students fall in the achievement level 44.8%, or Accelerated 32.8%.
The schools four-year graduation rate is at 98.3%. The percentage of students who take AP Level course
is 55.1% and of those students 87.6% will receive a 3 or better on their score.
Jackson is already a successful school in the State of Ohio. To improve the level of education at
Jackson a few group of students need to be looked at. First one must look at the majority of students. The
majority of students are considered to be gifted. AP level course are offered at the High School for
students who want a more challenging level course. The important question is, what does the district due
to help out gifted students before they enter the high school doors? I think the AP level teachers at the
high school need to create an agenda or plan for middle school students to help those gifted students out.
Lastly roughly 21.5% of the students fall in the basic or proficient level of achievement level. The school
district needs to focus in and give the extra help to this group of students. Pushing these students to the
next level will improve the school to the next level.
NAME: Zachary Michel
LESSON TITLE: Forming America SUBJECT AREA: Government
GRADE LEVEL: 12th
TIME ALLOCATION: 55 minutes
STANDARD(S): The Federalist papers and the Anti-Federalist Papers framed the national debate over
the basic principles of government encompassed by the Constitution of the United States.
As the supreme law of the land, the U.S. Constitution incorporates basic principles that help define the
government of the United States as a federal republic including its structure, powers and relationship with
the governed.
Law and public policy are created and implemented by three branches of government; each functions with
its own set of powers and responsibilities.
OBJECTIVE(S): After a day of instruction the class in groups will partake in a debate on federalist vs
anti-federalist with each team.
ADVANCED ORGANIZER: At the beginning of class we will be starting by talking about current
events happening.
INSTRUCTIONAL ACTIVITY ONE:
Instructional model: Video Presentation/ Open Discussion
Capsule description: After watching the film School House Rock, I’m Just a Bill, the class will have an
open discussion on how a bill becomes a law in the United States.
Time needed: 12 minutes
Student grouping: Individual
Rationale for student grouping: For class discussion, there is no need to pair of in pairs.
Domain(s) activated: Cognitive

2. Modification for special needs (English Language Learner): Individuals who need a translator, may
use their translator to help them understand the School House Rock video.
Transition to activity two: Transitioning from discussion to lecture, I will pull up the slide presentation
on the SMARTBoard, and inform the class to take out their notes.
INSTRUCTIONAL ACTIVITY TWO:
Instructional model: Lecture
Capsule description: Using a power point the students will take notes on the U.S. Constitution. The notes
will include: how the constitution was formed; how a bill becomes a law; and checks and balances.
Time needed: 20 minutes
Student grouping: Individual
Rationale for student grouping: For class lecture the students do not need to be in a group setting
Domain(s) activated: Cognitive domain.
Modification for special needs: For students who need help, a print out of the notes will be available.
Transition to activity three: Transitioning from lecture to group activity, the students will be informed to
get in groups of four.
INSTRUCTIONAL ACTIVITY TWO:
Instructional model: Group work
Capsule description: Students in groups of four will receive a list of checks and balances. Working
together the group must decide how the checks and balances work, labeling who is checking whom. I.E.
the executive branch is checking the legislative branch through veto power.
Time needed: 15 minutes
Student grouping: Groups of 4 students
Rationale for student grouping: Students will be paired of in small groups of four to bounce ideas of
each other for which branch of government is checking the other branch.
Domain(s) activated: Cognitive and Affective
Modification for special needs: Students who wish to select not be paired will be given that choice. If a
student would also like to work with a particular student they may be given that opportunity.
CLOSURE: As students are leaving the students will have a brief preview on what is ahead in the week.
FORMATIVE ASSESSMENT: A short two-item bell quiz will be used. Sample questions are “Define
two differences between the Anti-Federalist and Federalist papers” and “What are three points that a bill
can be killed in the process of a bill becoming a law”
MATERIALS: Computer with PowerPoint software, projector and screen. Hand out of checks and
balances for each group of four students.