SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Emma Anderson, Emma Daniel, Amanda Harris, Kelsey Hansen, Jenn Furgione
Word Processed by: Kelsey Hansen
Thematic Unit Theme/Title/Grade Level: Voting / Voting for Victory! / Grade 3
Wiki space address: http://ucfgr3votingsp15th.weebly.com/
Daily Lesson Plan Day/Title: Day 2 / Campaigning for Victory
LearningGoals/Objectives LearningGoal:Studentswillunderstandtheimportanceofvotingingovernment.
Whatwillstudentsaccomplishbeable
todoattheendofthislesson?Besure
tosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

NCSSThemes
CommonCoreState
Standards(CCSS)
NextGeneration
SunshineStateStandards
(NGSSS)Listeachstandard.
Cuttingandpastingfromthe
websiteisallowed.
http://flstandards.org.

Assessment
Howwillstudentlearningbe
assessed?Authentic/Alternative
assessments?
Doesyourassessmentalignwith
yourobjectives,standardsand
procedures?
Informalassessment(multiple
modes):participationrubrics,journal
entries,collaborative
planning/presentationnotes,etc.

LearningObjectives:
1. Thestudentwilllearnhowgovernmentgainsitspowerfromthepeople.
2. Thestudentwilllearnhowactionsoncampaignsdemonstratecivicventures.
3. Thestudentswillcreateartworkthatcommunicatestheawarenessof
campaigning.
4. Thestudentswillactivelyengagegroupdiscussionsabouttheissuesthey
wouldbringupiftheywererunningforpresident.
NCSStheme(s):
Individuals,groups,andinstitutions.
Power,authority,andgovernance.
Civicideasandpractice.
CommonCoreStateStandard(s):
LAFS.3.W.2.4Withguidanceandsupportfromadults,producewritingin
whichthedevelopmentandorganizationareappropriatetotaskandpurpose.
NextGenerationSunshineStateStandards:
SS.3.C.1.2:Describehowgovernmentgainsitspowerfromthepeople.
SS.3.C.2.1:Identifygroupandindividualactionsofcitizensthatdemonstrate
civility,cooperation,volunteerism,andothercivicvirtues.
VA.3.f.31:Createartworkthatcommunicatesanawarenessofeventswithin
thecommunity.
LAFS.3.SL.1.1:Engageeffectivelyinarangeofcollaborativediscussions
(oneonone,ingroups,andteacherled)withdiversepartnersongrade3
topicsandtexts,buildingonothersideasandexpressingtheirownclearly.

UnitPreAssessment:
2weeksbeforethestartoftheunit,studentswillbegivenamultiple
choicetenquestionquizcoveringbasicaspectsofvoting.
Thequestionswillbeasfollows:
1.Whatisavote?A.AspeechmadebyapresidentB.Anexpression
ofchoicemadebyballotorvoice.C.AlawmadebyCongress.D.A
kindoftestgiventoAmericanadults.
2.Whocanvote?A.Anyadult18orolder.B.Adultsovertheageof
25.C.Adultmen18orolder.D.Anyonewhowantsto.
3.Whatisavotingcampaign?A.Theperiodafteranelectionwherea
newlyelectedpoliticiantriestoconvincepeopletheyweretheyright
choice.B.Adebatebetweenpresidentialcandidates.C.Theperiodof
timebeforeanelectionwherepoliticianspersuadepeopletovote
forthem.D.Aperiodinhistorywherepoliticianshadtousemilitary
campaignstogetpeopletovoteforthem.
4.WhichoftheseCANNOTbeusedasacampaigntool?A.
UntraceablemoneydonationsB.PostersC.Socialmediause

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

(Twitter,Facebook,etc.)D.Speechesaroundthecandidatesarea
5.InFlorida,howdoyouregistertovote?A.ShowyourFlorida
DriversLicenseatthepollingplace.B.SendalettertothePresident
tellingthemyoudliketoregistertovote.C.Prepareawrittenlistof
reasonswhyyoushouldbeallowedtovote.D.Fillinavoter
registrationapplicationonlineorinwriting.
6.Whatinformationdoesavotingcardhaveonit?A.NameB.Date
ofregistration.C.PartyaffiliationD.Alloftheabove.
7.WhichoftheseisNOTatypeofballotusedinmajorUnited
Stateselections?A.AbsenteeballotB.HandcountC.PaperballotD.
Secretballot
8.WhatdoesthepresidentbeingHeadofpoliticalpartymean?
A.ThepresidentisthelivingsymboloftheU.S.B.Thepresidentholds
partiesonlyforhissupporters.C.Thepresidentisinchargeofhis
ownpoliticalparty.D.ThepresidentenforcesU.S.laws.
9.Whydopoliticiansmainlyusespeeches?A.Toexpresstheir
visionandviewstopotentialsupportersB.Toforcepeopletosupport
themC.ToconvincepeopletogivemonetarydonationsD.Togivea
reportonhowtheirdoingsofar
10.HowdoesapresidentoftheUnitedStatesspendtheirfirstday
inoffice?A.GettingatourofthewhitehouseB.Goingouttothank
theirsupportersforvotingC.Goingtoameetingonhowgovernment
worksD.Institutingpoliciesandselectingmembersoftheircabinet

UnitPostAssessment:
Attheendoftheunit,studentswillbegiventhesamequizasabove
again,butwiththequestionsandanswersshuffledsoastonotbethe
same.
Ongoingdaily(progressmonitoring)Assessment:
SCALES:Attheendoftodayslesson,theteacherwillgiveeverystudenta
stickynote.Shewillaskthestudenttowritetheirnameonthebackofthe
stickynote,aswellas1,2,3,4onthefrontdependingonhowwelltheythink
theyunderstoodtodayslesson.Thedifferingmeaningsforeachofthefour
levelsarepostedintheclassroom.Oncetheyhavewrittentheirresponse,they
willbetoldtoputtheirheadsdownandkeepthemdownuntiltheteachersays
otherwise.Theteacherwillthencollectthestickynotes,andmakenoteofallof
thestudentsresponses.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Design for Instruction

Student Activities & Procedures

Whatbestpracticestrategieswillbe
implemented?
Howwillyoucommunicatestudent
expectations?
Whatproductswillbedevelopedand
createdbystudents?
ConsiderContextualFactors(learning
differences/learning
environment/learningstyles)thatmaybe
inplaceinyourfutureclassroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities
(SLD), etc.

1. To review yesterdays lesson on What does voting have to do with

me? we will use the IWB to review the definition of vote. I will ask the
students to recall the definition and share what they remember. Write
2.
3.

4.

5.
6.

7.
8.

these responses on a blank page of the IWB. LEA: Language Experience

Approach (ESL). Utilize appropriate wait time (ESL/ESE).
After we review we will be reading Grace for President by Kelly S.
DiPucchio. During the reading, utilize proper voice intonation and fluency, as
well as giving students ample time to view the illustrations. (ESL/ESE).
After the story we will review how Grace campaigned for school. What kind
of things did she make? Why do you think she was successful? Why do
you think campaigning is important? Here we will also be looking at real
campaign posters and slogans from past presidential elections.
Once we have discussed the book and how Grace campaigned in her school,
the students will have the chance to create their own campaign artifacts for
their voters portfolio. This will be a time to utilize centers and have the
students rotate doing crafts and utilizing technology. (Small groups
ESOL/ESE)
-Center 1: Students will be able to create campaign posters. I will provide
them with paper and markers. Here they will be able to compose a poster they
would post around the school if they were to run for president.
-Center 2: Students will be composing a slogan. We will go over how slogans
are usually a one-sentence statement about why someone should vote for
them. Examples will be provided from Grace for President at the center for
students to better understand.
-Center 3: Students will be composing a list of promises that they would like
to improve if they were president. They should also provide a reason on how
they will make this promise happen. These promises an address classroom
rules as well as campus wide rules. The outcome of this center is students will
have found things within school they would like to improve and then make a
plan of action on how they would improve them. During this time students
will be able to communicate with each other and explain why they have
chosen these things to change or add to our campus. This will allow them to
collaborate with each other and share ideas.
-Center 4: Utilize the computers/tablets by playing Win the White House.
Within this game students will learn about real issues that presidents of the
United States would be advocating for. Within this game you can select
elementary school level so this allows the topics to be presented in a level
students will understand. This simulation will also allow students to see how a
debate will go.
Once students have completed all tangible campaign items at each center they
will put them in their voters portfolio.
After the centers have come to end, we will all come back together to share
student work from the centers. During this time students will share their
promises. Guiding questions could be Why did you choose these issues?
How do you resolve the issue? Why did you make this your slogan? Do
you think it would be successful and why? Does your work represent a
leader you would like to become? As well as show posters on the doc cam.
Once we have spent some time sharing student work, we will place all work
into the voters portfolio and place the folder back in their desk.
Attheendoftodayslesson,theteacherwillgiveeverystudentastickynote.
Shewillaskthestudenttowritetheirnameonthebackofthestickynote,as
wellas1,2,3,4onthefrontdependingonhowwelltheythinkthey
understoodtodayslesson.Thedifferingmeaningsforeachofthefourlevels
arepostedintheclassroom.Oncetheyhavewrittentheirresponse,theywill

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

betoldtoputtheirheadsdownandkeepthemdownuntiltheteachersays
otherwise.Theteacherwillthencollectthestickynotes,andmakenoteofall
ofthestudentsresponses.

Resources/Materials

ALL resources should be noted here including but not limited to: internet sites, professional
resources- books, journals (titles and authors), childrens literature, etc.
Materials
Grace for President By Kelly S. DiPucchio
IWB
Doc Cam
Computers/ tablets
Plain paper
Lined paper
Pen/pencil
Markers/crayons
Post-its
Voters Portfolio
Poster template
Promises worksheet

Resources
http://www.cpalms.org/Public/
Grace for President By: Kelly S. DiPucchio
https://www.icivics.org/games/win-white-house
DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,fieldtrips,orextensionto
theunitplanideas.