DIRECT INSTRUCTION LESSON PLAN GUIDE AND TEMPLATE Name: Alexandra Gentile Lesson #: Voting Grade Level/Subject: NCES/CCSS

Standard and Objective (1) Lesson Title: You have a right! 3rd Grade Topic: Voting

NCES/CCSS 3.C&G.2 Understand how citizens participate in their communities 3.C&G.2.1 Exemplify how citizens contribute politically, socially and economically to their community. 3.C&G.2.3 Apply skills in civic engagement and public discourse (school, community) Students will be identifying and discussing what Voting means after they watch a short video clip about elections. Then they will be discussing and critiquing in pairs what they would do/change to become a mayor or president of their classroom. Each group will select a candidate, and present them to the class. The students will then vote on their classroom mayor/president. Students will be actively engaged in creating a electoral community in their classroom. They will be choosing a candidate from their groups. The class will select a classroom president. Students will show mastery through verbal communication (class presentation) and written letter to their class president in their journal entry. They will each note these key terms; voting, eligible, citizen. This information is very significant and vital for students to know and understand. They have been studying citizenship, and learning about their communities; with that earning about voting and their rights as citizens is the next step. The active and powerful activities they will be conducting in class will make social studies come alive not just in the classroom, but also in their future.

Revised Blooms level of thinking/type of knowledge (1)

Behavioral Objective (2)

Objective Rationale (1)

Students will need to know what a good citizen is and does for his or her community. They should know the differences between good and bad choices. Some students will have some background knowledge about voting, since it happened quiet recent. Voting- expression of your choice or opinion in a Community, or government. Eligible qualified individual permitted to run for office, or vote Citizen - member of a society with duties, rights and privileges Content and Strategies Instructional Strategies The teacher will focus and review the term citizenship, and its List the Focus/Review (prepares students responsibilities. The students will all agree that citizens have jobs, instructional strategies you will for the lesson) (2) and duties. They can either make wrong or right choices. With that students will be lead into a short video clip about Elections use in this section from a well known cartoon series: of the lesson. Prerequisite Knowledge and Skills (1) Key Terms and Vocabulary (1)
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(http://www.youtube.com/watch?v=XCNw4wX_bS0) The teacher will stop during the clip and ask students: What they think voting means? What does it mean to become a mayor? Can they make any connections to their lives? Today we will learn about voting. By the end of the lesson you will be able to Objective as stated for students participate in a candidate selection process, understand election process, the voting (helps students set process, and be able to reflect on your experience through a journal entry. their own goals for the lesson) (1) The teacher will ask his/her students questions after the video. Direct Instruction/ Teacher Input They will have a small discussion about what it means to vote, Experimental (provides the run for mayor, and want to change something in their community. Learning content to The teacher will give them specific examples and model her students in a thoughts: If I were running for class president I might want to teacher-directed change the recess time from 20 minutes to 30 minutes because I manner) (3) think it is important to play and be in the fresh air. She will ask them if they have anything they want to change? And if they wish to be heard? If they have made any connections to the world, or self by speaking about this topic? What does this remind them of? Have they ever seen campaign publicity on TV? If the students at this point are still not understanding the teacher will continue to find resources and visual examples to make it more clear to her students. (5minutes)

Guided Practice (scaffolded practice with the content; helps students make sense of the content provided in Teacher Input) (3) Independent Practice (application activities to help students use and demonstrate what they have learned) (2)

The teacher will give the students the opportunity to feel like true Politians today. She will give them the ability to run for class president. Each student will be placed in groups (represent state) and they will choose the best candidate. Each group will present, and convince the others to vote for their candidate. The four candidates will be on a ballot, all the students will vote on their class president. (10 minutes)

Interactive Instruction

The learning task in this section can be used for the summative assessment and should be reflected in the behavioral objective. You can also give the summative assessment after the Closing. This would be described in the Evaluation section. For the students independent practice the students will write a letter to their class president sharing their thoughts, changes, and wishes they had, and new things they have learned. For example I would write: Dear Ms./Mr. Class Presidents, I really like how you have been treating our friends during recess. I want to participate play with you and your friends recess. This will provide much feedback for the teacher because she can see what students are writing and what interests them. What they have learned about citizenship, voting and responsibilities.
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Closure (provides a wrap-up for the lesson) (1) Evaluation (How will you assess students learning so that you can determine if they met the objective of the lesson?) (2)

Students will be able to share some of their letters to the class president in front of the class. This will allow them to become proud of their experience, understanding and responsibilities carried out throughout the voting process. Formative: The formative assessments will occur during the video clip of the Focus and Review. Then during the teacher input where the teacher asks questions about the video clip afterwards. Summative The teacher will evaluate the students letters to their class president based on their precision and accuracy with concerns, thoughts, and wishes ( i.e I dont like our school play ground, is a bad example) students have to be able to back themselves up, if they wish to have something changed.

Plans for Individual Differences (differentiations needed for students) (1) Materials used in the lesson; Resources used in developing the lesson (1)

Accommodations will be made for ELL students by giving them the vocabulary words in their native tongue. The teacher will ask them questions during the independent practice and ask questions for deeper understanding. The different learning styles will be met in this lesson, the students will be watching a short clip, interactive hands-on with one another, and writing a letter to their class presidents.

Smart board Pencils Journals Youtube video clip: http://www.youtube.com/watch/?v=u2bnqAskgqI Prezi Presentation created by Alexandra Gentile for lesson guidance: http://prezi.com/5vmcu5_jv2gz/present/?auth_key=aek7s1a&follow=iglaqfwpn 7hu

21st Century Skills The teacher in my IMB classroom had these 21-century skills kid friendly in her classroom. I thought it would be a great idea to use those directly, since I would be (must be in three teaching her class this lesson. lessons) Responsible leaders o The students show responsibility with running for class president, choosing the best candidate from the group, and convincing the other groups to vote for that candidate. Can communicate and collaborate with one another o During their guided and independent practice students will be actively communicating, and collaborating with one another through voting, and writing a letter to the class president. Critical thinkers and problem solvers o Students are practicing critical thinking and problem solving skills
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through their letters and concerns for their class presidents. They will not only provide a wish, concern or problem to the class president but also tell him/her how to solve it and how they would like to help. Creative and Interactive o Students are being interactive all throughout the lesson, from the beginning till the end.

Global Awareness (must be in two lessons)

Students will be globally aware in this lesson by having to first hear about world problems, and solutions through a short clip, be able to actively participate in an election and then write their own letter to their class president. These are all qualities and responsibilities citizens have within a community.

Since there is a variety of ELL students in the class and African American students Culturally will be exposed to culture, and language barriers within the election process. All these Responsive Teaching (must be issues, and concerns arise in the real world. in three lessons) Overall alignment in the lesson (2): The behavioral objective must be aligned to the lesson objectives (NCES/CCSS). The instructional activities must help students meet the behavioral objective and be successful on the lesson assessment. The lesson assessment must provide enough reliable and valid data so the teacher can determine if each student has met the lesson objectives or not. Add any instructional materials needed for the lesson here (worksheets, assessments, PowerPoints, slides from SmartBoard programs, etc.) (2) References: BERENSTAlNBEARS. ( 2013). The big election episode 1. Available from http://www.youtube.com/watch?v=XCNw4wX_bS0

Revised for spring, 2012