Professional Documents
Culture Documents
Group
Size:
Whole
Group
Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
SS.1.C.2.1: Explain the rights and responsibilities students have in the school community.
SS.1.C.2.2: Describe the characteristics of responsible in the school community.
SS.1.C.3.1: Explain how decisions can be made or how conflicts might be resolved in fair
and just ways.
What is an election?
How do people vote?
Why do people vote?
How do you make a decision?
Objective
Students will be able to explain the important of voting and participate in a mock
election.
I can Statement
I can explain the importance of voting.
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Size:
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yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Pre- and Post- Assessment: For the pre and post assessment we will be using a
combination of true and false question and a short response question. These question are
intended to get them used to the way quarterly check questions will be written as well as
assessing the content to be presented.
Group
Size:
Whole
Group
NOTE: Because of the age and development of most of our students in this grade we will
be reading both the pre- and post-assessment to them for them to fallow along. We will
be taking special care not to give away any answers of answer student questions
regarding content during this time.
I will also be using this rubric to grade students on this assessment on the basis of
content and writing since they will be combining both of these during the assessment
and lessons.
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Size:
Whole
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NOTE: This rubric mirrors what my CT uses to evaluate assessments that combine writing
and multiple choice; so I have applied it here as well to make it clear where they get
points.
What Content Knowledge
is necessary for a teacher
to teach this material?
What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
The basic knowledge that teachers will need is the need and importance of voting. We
need to know this in order to instill the understanding of the same importance of voting
in the students.
The background knowledge students need for this lesson is the basic idea of what voting
might be just to give them a foundation to understand further into voting and election.
How will you ensure students have this previous knowledge?
I will ensure that students have this previous knowledge
Who are your learners?
My learners are a class of first grade students from a generally middle class
community. We also have roughly around the same number of boy and girls.
What do you know about them?
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Size:
Whole
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I know that this groups of students really enjoys and does well with group
discussion on idea with either pairs or small table groups. They also need to move
between section of the lesson to make sure they can focus during the instruction
portion of the lessons; meaning that we will move between their seats and also the
carpet to break up the lesson for them.
What do you know about their readiness for this content?
Based on the pre-assessment given I notice that the students think, in general,
that voting is important but do not understand much else about it. Making them
ready for this material.
What misconceptions
might students have about
this content?
Some misconceptions students might have in this area of content would be that all voting
is election based, and that there can only be two options at a time.
Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Guided Release: I will be using guided release in this lesson. This teaching method will be
used toward end of this lesson allowing students to social learn through discussion.
Partner Word: Students will work in small groups and pairs to discuss what they are
thinking about questions.
Interactive Modeling: We will be preforming a mock election were the student will get to
see firsthand how voting works.
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
Time
30
mins
Who is
responsibl
e (Teacher
or
Students)?
Both
teacher
and
students
will be
responsibl
e for this
lesson.
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If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This lesson connects with my students interests in group discussion as well as sweet
foods; this however it only slightly connects with the cultural background of snack foods
available to the area.
If applicable, how does this lesson connect to/reflect the local community?
This lesson reflects the local community gearing up to begin voting in the presidential
campaign.
How will you differentiate instruction for students who need additional
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A: I will be wearing the personal mic system that works with his hearing aid during this
lesson.
AG: Will need to be seated in the very front of the group.
J: Will need to be in a position that will allow him to focus.
G: Cannot sit next to Matthew.
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Voting Booth
Ballot Box (one)
Crayons
You Have my Vote sheet (one per student)
Graphing and Tally Sheet (one per class)