3.++Five+Day+Unit+Plan

 =President's Day: Five Day Unit Plan for 1st Grade Created by: Ashlynn Ramirez, Natasha Baptiste, Mariela Robles, Whitney Burg & Lauren Hinrichs  = 

 = = =Day One =   Teacher(s) Name: Natasha Baptiste Thematic Unit Theme/Title/Grade Level: //President’s Day/On the Campaign Trail/ 1st grade// Wiki space address: http://ucfgr1presidentsdaysp09.wikispaces.com Daily Lesson Plan Day/Title: //Monday/ Let’s Talk About Presidents// || // Depending on topic, 4-5 objectives are ample ////. // // All should begin with: //
 * = Learning Objectives =
 * What will students accomplish / be able to do at the end of this lesson? **

The student will listen to a President’s Day read aloud by Anne Rockwell. The student will be able to identify who the President is. The student will be able to state historical facts about President’s Day. The student will be able to write facts about our first President George Washington. The student will make George Washington’s wig.

|| ||  NCSS Themes can be found on my WIKI home page or at [|www.ncss.org]. SSS can be downloaded from the Florida Dept of Education [|http://flstandards.org] · Power, Authority, and Governance  SS.1.A.2.4 Identify people from the past who have shown character ideals and principles including honesty, courage, and responsibility.
 * ** NCSS Themes/Sunshine State Standards ** List the overall theme and then each standard. Cutting and pasting from the website is allowed.

SS.1.A.2.3 Identify celebrations and national holidays as a way of remembering and honoring the heroism and achievements of the people, events, and our nation's ethnic heritage

SS.1.C.3.2 Recognize symbols and individuals that represent American constitutional democracy

LA.1.5.2.3 The student will listen attentively to fiction and nonfiction read-alouds and demonstrate understanding

|| //Teacher Activities/Student Activities// · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || // This is the heart of the lesson plan. Be as specific as possible. Describe lesson in a step-by-step ////, numbered //// sequence, including teacher and student activities. Be sure to include key questions for discussion, collaborative structures, etc. (Thi //// s section includes EVERYTHING1 //// ) // 1. The student will listen to a read aloud: __ President’s Day __ by Anne Rockwell 2. The teacher asks, “What is a President?” 3. The teacher will input students’ responses into a KWL chart, completing both the K and W portion of the chart. 4. The teacher explains what a President is: a person who is has the highest political power of our country. He is in charge of our country. He passes laws. He is the head of the military. 5. The teacher will state historical facts about Presidents Day: birthday. Both of their birthdays are in February. the calendar) Presidents. 6. The teacher will show the George Washington’s picture from the White House slideshow.
 * Student Activities & Procedures
 * Presidents Day is a celebration of both George Washington and Abraham Lincoln’s
 * Presidents Day is celebrated on the third Monday of February. (Show students this day on
 * Americans began celebrating this day in the late 1700’s to honor two of our greatest

7. The teacher will introduce George Washington “The Father of Our Country”: from 1789- 1797. person voted for him to be elected) (Pass a quarter and dollar bill around the class for students to view.) 8. The students will write 2 facts about the 1st President: George Washington 9. Students will complete George Washington mini-booklets. 10. The students will make George Washington’s wig. 11. The teacher will then ask students “What have we learned about Presidents?” Responses will be recorded on the KWL chart.
 * George Washington was the first President of our country, the United States of America,
 * Before he became President, he was a farmer and a soldier.
 * He commanded the Continental Army.
 * He was the only President to be elected unanimously. (That means that every single
 * He helped 13 colonies gain independence from Britain.
 * His picture appears on some of our money. His picture is on quarters and one dollar bills.
 * He was one of two presidents that signed the Declaration of Independence.
 * He was the only President that did not live in the White House.

|| ||  __ Presidents Day __ by: Anne Rockwell, cotton balls, glue, painter hat, felt, coloring sheets, paper, pencil, Weekly Reader: A K-III Education Company, quarter, one dollar bill, [] []
 * ==Resources/Materials ==

|| · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || // Be sure to include Pre/Post assessment in your lesson plans! //
 * ** Assessment **

Pre Assessment: Students will be informally assessed through observation notes. I will monitor what students are participating and responding to the read aloud and KWL chart.

Post Assessment: Students will be informally assessed. I will observe and evaluate students’ sentences and responses to the L portion of the KWL chart. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL: I will assign my ESOL students a buddy to complete these activities. Also the use of a KWL chart, visuals (money), and a read aloud.
 * ==Exceptionalities==

Gifted/Talented: Gifted students can write as many facts as possible about George Washington. They can also write any questions they may have about Presidents.

Learning/Reading Disabilities: Students will complete activities in a guided reading group led by the teacher. ||
 * ==Discussion Notes== || Make comments here related to ideas for homework, parent involvement, extension to the unit plan or lesson ideas, etc.

Parent involvement: Parents should log on with their children to the White House website and explore the other Presidents pictures and names because this week we will focus on Presidents. [] ||

=  <span style="font-size: 120%; color: rgb(0, 0, 255); font-family: 'Comic Sans MS',cursive;">Day Two =

__<span style="font-family: 'Times New Roman',Times,serif;"> Wiki space address: ucfgr1presidentsdaysp09.wikispaces.com __
=<span style="font-family: 'Times New Roman',Times,serif;"> = <span style="font-family: 'Times New Roman',Times,serif;"> =<span style="font-family: 'Times New Roman',Times,serif;">__ Daily Lesson Plan Day/Title: Presidential Know-How Part 1 __ = || * <span style="font-family: 'Times New Roman',Times,serif;">The student will be introduced to the second through the twenty second president. || || # <span style="font-family: 'Times New Roman',Times,serif;">People, Places, and Environment · <span style="font-family: 'Times New Roman',Times,serif;">SS.1.A.2.1: Understand history tells the story of people and events of other times and places. · SS.1.A.2.4: Identify people from the past who have shown character ideals and principles including honesty, courage, and responsibility. · LA.1.5.2.1: The student will listen attentively and understand directions for performing tasks (e.g., multi-step oral directions), solving problems, and following rules; · <span style="color: rgb(0, 0, 0); font-family: 'Times New Roman',Times,serif;">V<span style="font-family: 'Times New Roman',Times,serif;">A.A.1.1.4 The student uses good craftsmanship when producing works of art. || //Teacher Activities/Student Activities// · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || # <span style="font-family: 'Times New Roman',Times,serif;">During Social Studies students will be introduced to presidents’ #2-22. The student will all be sitting on the ground at the gathering place. || * <span style="font-family: 'Times New Roman',Times,serif;">//Abe Lincoln’s Hat// by Martha Brenner · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || As an assessment I will be using what they wrote about Lincoln to gauge how much they learned and if they comprehended the material. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || · ESOL& students with learning disabilities would not be required to write the three things they would want to remember instead they could draw at least two. · ESOL students would greatly benefit from the picture walk and modeling of the art activity · Gifted/ Talented students could write a short paragraph about what they learned about Lincoln || To continue the learning process at home students are encouraged to share what they learned with their parents at home.
 * =<span style="font-family: 'Times New Roman',Times,serif;">Learning Objectives =
 * What will students accomplish / be able to do at the end of this lesson? **
 * <span style="font-family: 'Times New Roman',Times,serif;">The student will have a better understanding of our sixteenth president.
 * <span style="font-family: 'Times New Roman',Times,serif;">The student will be involved in making Abraham Lincoln’s top hat.
 * ** NCSS Themes/Sunshine State Standards ** List the overall theme and then each standard. Cutting and pasting from the website is allowed.
 * 1) <span style="font-family: 'Times New Roman',Times,serif;">Individuals, Groups, and Institutions
 * 2) <span style="font-family: 'Times New Roman',Times,serif;">Power, Authority and Governance
 * Student Activities & Procedures
 * 1) <span style="font-family: 'Times New Roman',Times,serif;">Each student will be given a picture of a president on a Popsicle stick, on the back of the picture will be basic facts about each president and a little monologue about the president.
 * 2) <span style="font-family: 'Times New Roman',Times,serif;">As a group we will begin to construct a timeline around the classroom of the presidents.
 * 3) <span style="font-family: 'Times New Roman',Times,serif;">I will call out a president and the student with that president will hold it up high. I will tell the class as a whole the basic facts about that president and then that student will read his/her monologue.
 * 4) <span style="font-family: 'Times New Roman',Times,serif;">The student will come up to the timeline and place their president on it.
 * 5) <span style="font-family: 'Times New Roman',Times,serif;">We will continue until we’ve gone over each president (2-22) and each student has had a chance to come up and place their president on the timeline.
 * 6) <span style="font-family: 'Times New Roman',Times,serif;">After briefly going over each president I will take Lincoln’s picture off the timeline and start a discussion with my students about him.
 * 7) <span style="font-family: 'Times New Roman',Times,serif;">I will ask them prior knowledge questions about Lincoln and if necessary do a picture walk of the “Abe Lincoln’s Hat” by Martha Brenner to jog their memory.
 * 8) <span style="font-family: 'Times New Roman',Times,serif;">I will read the book “Abe Lincoln’s Hat” by Martha Brenner to students.
 * 9) <span style="font-family: 'Times New Roman',Times,serif;">I will teach students some more details about Lincoln as they relate to the book.
 * 10) <span style="font-family: 'Times New Roman',Times,serif;">The students will then return to their seats and write down or draw at least three things they don’t want to forget about Abraham Lincoln and place it in an envelope.
 * 11) <span style="font-family: 'Times New Roman',Times,serif;">Just like Lincoln they are going to need to a safe place to put them.
 * 12) <span style="font-family: 'Times New Roman',Times,serif;">I will model to how to make Abe Lincoln’s top hat out of black construction paper and felt.
 * 13) <span style="font-family: 'Times New Roman',Times,serif;">Each student will make their own individual top hat and then place their envelope with the three things they don’t want to forget about Lincoln inside.
 * 14) <span style="font-family: 'Times New Roman',Times,serif;">The students will review by sharing what they don’t want to forget about Lincoln with the class if they desire.  ||
 * ==Resources/Materials ==
 * <span style="font-family: 'Times New Roman',Times,serif;">President Pictures #2-22
 * <span style="font-family: 'Times New Roman',Times,serif;">Popsicle sticks
 * <span style="font-family: 'Times New Roman',Times,serif;">Construction paper
 * <span style="font-family: 'Times New Roman',Times,serif;">Scissors
 * <span style="font-family: 'Times New Roman',Times,serif;">Glue
 * <span style="font-family: 'Times New Roman',Times,serif;">Black felt
 * <span style="font-family: 'Times New Roman',Times,serif;">Pencils
 * <span style="font-family: 'Times New Roman',Times,serif;">Paper
 * <span style="font-family: 'Times New Roman',Times,serif;">Envelopes ||
 * ** Assessment **
 * ==Exceptionalities==
 * ==Discussion Notes== ||

|| =<span style="font-size: 120%; color: rgb(0, 0, 255); font-family: 'Comic Sans MS',cursive;"> = =<span style="font-size: 120%; color: rgb(0, 0, 255); font-family: 'Comic Sans MS',cursive;">Day Three =

<span style="font-size: 14pt; color: rgb(0, 0, 0); font-family: 'Times New Roman',Times,serif;">Teacher(s) Name: Whitney Burg Thematic Unit Theme/Title/Grade Level: Presidents Day/ “On the Campaign Trail”/ 1st grade Wiki space address: [|www.ucfgr1presidentsdaysp09@wikispaces.com] Daily Lesson Plan Day/Title: Day 3/“Presidential Know How-Part 2” || * <span style="font-family: 'Times New Roman',Times,serif;">The students will be introduced to the 23rd through the 44th president || III. People, Places, and Environment V. Individuals, Groups, and Institutions VI. Power, Authority, and Governance //Teacher Activities/Student Activities// · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || * <span style="font-family: 'Times New Roman',Times,serif;">The teacher will tell the class that today they will be learning about presidents. The main focus of the lesson will be on the 23rd-44th presidents and a few facts about each. // (this will lead to the next days activities) // || || * <span style="font-family: 'Times New Roman',Times,serif;">Popsicle Sticks, can, construction paper, markers, felt, pipe cleaners, white glue, scissors, book, internet · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || <span style="font-family: 'Times New Roman',Times,serif;">** Formal Assessment ** : -The students will be given a quiz/questionnaire on the current president to see how much they remember. -The teacher should walk around the room during the lesson to make sure the students are taking notes, and completing their presidential can. -The teacher can also tell if they are doing their work by collecting all the materials.
 * =<span style="font-family: 'Times New Roman',Times,serif;">Learning Objectives =
 * What will students accomplish / be able to do at the end of this lesson? **
 * <span style="font-family: 'Times New Roman',Times,serif;">The student will have a better understanding on our current president.
 * <span style="font-family: 'Times New Roman',Times,serif;">The student will participate in making a presidential can representing our current president.
 * <span style="font-family: 'Times New Roman',Times,serif;">The student will be briefly introduced to the following day’s activities. ||
 * ** NCSS Themes/Sunshine State Standards ** List the overall theme and then each standard. Cutting and pasting from the website is allowed.
 * <span style="font-family: 'Times New Roman',Times,serif;">SS.1.A.2.1- Understand history tells the story of people and events of other times and places.
 * <span style="font-family: 'Times New Roman',Times,serif;">SS.1.A.2.4- Identify people from the past who have show character ideals and principles including honesty, courage and responsibility.
 * <span style="font-family: 'Times New Roman',Times,serif;">LA.1.5.2.1- The student will listen actively and understand directions for performing tasks (e.g. multi-step oral directions) solving problems and following rules.
 * <span style="font-family: 'Times New Roman',Times,serif;">VA.A.1.1.4- The student uses good craftsmanship when producing works of art. ||
 * Student Activities & Procedures
 * <span style="font-family: 'Times New Roman',Times,serif;">The teacher will go around the classroom and hand out Popsicle Sticks with president’s face on them to every student.
 * <span style="font-family: 'Times New Roman',Times,serif;">The teacher will call on each student who should introduce themselves as the president and state a few facts.
 * <span style="font-family: 'Times New Roman',Times,serif;">The first student will begin by introducing themselves. Example: __“I am__ __Benjamin Harrison. I am the 23rd President of the United States. I am a republican and served in office from 1889-1893.”__
 * <span style="font-family: 'Times New Roman',Times,serif;">The students will be expected to listen closely.
 * <span style="font-family: 'Times New Roman',Times,serif;">After all the students introduce themselves as the presidents, I will have the students come up to the front of the room and add their Popsicle Stick to the timeline.
 * <span style="font-family: 'Times New Roman',Times,serif;">The teacher will read the book, “Yes, We Can! A Salute to Children from President Obama’s Victory Speech.” By Barack Obama.
 * <span style="font-family: 'Times New Roman',Times,serif;">The teacher will pose the question to the class, “What do you know about our current president, Barack Obama?”
 * <span style="font-family: 'Times New Roman',Times,serif;">Students will be called on one at a time.
 * <span style="font-family: 'Times New Roman',Times,serif;">The teacher will write each answer on the dry erase board in the front of the classroom.
 * <span style="font-family: 'Times New Roman',Times,serif;">The teacher will then discuss these facts along with other facts and general information that she collected on Obama.
 * <span style="font-family: 'Times New Roman',Times,serif;">The students will be performing a fun activity to remember and respect our current president.
 * <span style="font-family: 'Times New Roman',Times,serif;">The teacher will show an example of the presidential can on Obama that the students will be making.
 * <span style="font-family: 'Times New Roman',Times,serif;">The teacher will lay out all materials in the front of the room.
 * <span style="font-family: 'Times New Roman',Times,serif;">The students will be called on by tables and should come up, gather the materials they need, and return to their seats.
 * <span style="font-family: 'Times New Roman',Times,serif;">The students will create their own presidential can on Barack Obama.
 * <span style="font-family: 'Times New Roman',Times,serif;">The cans will be displayed in the front of the room for the time being until the president’s day unit is finished.
 * ==Resources/Materials ==
 * <span style="font-family: 'Times New Roman',Times,serif;">[]
 * <span style="font-family: 'Times New Roman',Times,serif;">“Yes, We Can! A Salute to Children from President Obama’s Victory Speech.” By Barack Obama. ||
 * ** Assessment **
 * Informal assessment ** :

|| What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || -The teacher should allow ESOL student the opportunity to pair up with mainstream students for the can making activity if they get overwhelmed working by themselves. -The teacher will show examples which will definitely help ESOL students. They learn better with examples and pictures.(modeling) || - The teacher would send home a Presidential worksheet for students for homework. || <span style="font-size: 120%; color: black; font-family: 'Comic Sans MS',cursive;"> =<span style="font-size: 120%; color: rgb(0, 0, 255); font-family: 'Comic Sans MS',cursive;">Day Four =
 * ==Exceptionalities==
 * ==Discussion Notes== || -The students would play a game of presidential trivia of all the presidents.

<span style="font-size: 14pt; color: rgb(0, 0, 0); font-family: 'Times New Roman',Times,serif;"> Teacher(s) Name__: Lauren Hinrichs__ Thematic Unit Theme/Title/Grade Level: __Presidents Day, On The Campaign Trail, 1st grade__ Wiki space address__: ucfgr1presidentsdaysp09.wikispaces.com__ Daily Lesson Plan Day/Title: __Yes we can!__ || The student will be able to state the role of the president The student will discover the history of the presidential election The student will participate in a mock campaign so they have a better understanding of the presidential election process The student will participate in a mock campaign to informally assess their knowledge of the election process ||
 * =<span style="font-family: 'Times New Roman',Times,serif;">Learning Objectives =
 * What will students accomplish / be able to do at the end of this lesson? **
 * <span style="font-family: 'Times New Roman',Times,serif;">** NCSS Themes/Sunshine State Standards ** List the overall theme and then each standard. Cutting and pasting from the website is allowed.

|| <span style="font-family: 'Times New Roman',Times,serif;"> <span style="font-size: 10pt; color: rgb(45, 46, 46);">SS.1.C.1.2 Give examples of people who have the power and authority to make and enforce rules and laws in the school and community.

SS.1.C.3.2 Recognize symbols and individuals that represent American constitutional democracy.

SS.1.A.2.3 Identify celebrations and national holidays as a way of remembering and honoring the heroism and achievements of the people, events, and our nation's ethnic heritage.

SS.1.A.2.4 Identify people from the past who have shown character ideals and principles including honesty, courage, and responsibility.

SS.1.A.3.1 Use terms related to time to sequentially order events that have occurred in school, home, or community.

LA.1.6.4.1 The student will use appropriate available technology resources (e.g., writing tools, digital cameras, drawing tools) to present thoughts, ideas, and stories.

LA.1.6.3.1 The student will recognize that non print media affect thoughts and feelings (e.g., graphics, music, digital video)

|| //Teacher Activities/Student Activities// · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || <span style="font-family: 'Times New Roman',Times,serif;">
 * Student Activities & Procedures

1. Teacher will read aloud If I were president by Catherine Steir 2. Teacher will question students about what they think the roles of the President is 3. Teacher will involve students in an interactive board activity listing the true/false roles of the president 4. Teacher will discuss how the president is elected to transition into campaigning ( this will involve questioning students about how they think the president is elected and what do presidents use to campaign) 5. Teacher will provide each student with a campaign button from a previous election to be placed on a T-chart (lost/win) 6. Teacher will ask students to explain why they think that certain campaign buttons won/lost 7. Class will discuss what they think makes a good campaign 8. Teacher will divide students into two political parties for the two trail candidates 9. Students will create election ribbons for their candidate (this will lead into the following days activity of a mock election) 10. Students will work in groups creating campaign posters for that candidate 11. Students will write two things that they learned today

|| || <span style="font-family: 'Times New Roman',Times,serif;"> [|www.whitehousehistory.org/04/subs/04_a01_a.html] [] [] · ½ sheet each red, white and blue felt, Wallet-sized photo of child, Heavy cardboard or juice can lid, Scissors, White craft glue, Pin back, ½ sheet white construction paper, Black marker, and Pattern Campaign election buttons by: 2000 Teacher’s Discovery
 * ==Resources/Materials ==
 * If I were president ** ** By Catherine Steir **

|| · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || Students will be informally assessed thought whole group activities such as campaign buttons and campaign posters, students will answer questions during discussion and write two facts on what they learned today || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || Students will be given a handout with the roles of the president, students will work in groups on the campaign button win/lost chart, ||
 * ** Assessment **
 * ==Exceptionalities==
 * ==Discussion Notes== || Make comments here related to ideas for homework, parent involvement, extension to the unit plan or lesson ideas, etc.

|| <span style="font-size: 120%; font-family: 'Comic Sans MS',cursive;"> =<span style="font-size: 120%; color: rgb(0, 0, 255); font-family: 'Comic Sans MS',cursive;">Day Five =

<span style="font-family: 'Times New Roman',Times,serif;"> <span style="font-family: 'Times New Roman',Times,serif;">Teacher(s) Name: Ashlynn Ramirez Thematic Unit Theme/Title/Grade Level: President’s Day, On The Campaign Trail, 1st Grade Wiki space address: http://ucfgr1presidentsdaysp09.wikispaces.com/ <span style="font-family: 'Times New Roman',Times,serif;"> Daily Lesson Plan Day/Title: Make Your Vote Count! <span style="font-family: 'Times New Roman',Times,serif;">** What will students accomplish / be able to do at the end of this lesson? **
 * =<span style="font-family: 'Times New Roman',Times,serif;">Learning Objectives =

|| <span style="font-family: 'Times New Roman',Times,serif;"> The student will understand the process of an election. The student will take part in an election, understanding their responsibility as an active citizen. The student will understand how votes are calculated through the means of adding. The student will have a general overview of the entire election process, and will show so through a non-verbal assessment.

||
 * <span style="font-family: 'Times New Roman',Times,serif;">** NCSS Themes/Sunshine State Standards ** List the overall theme and then each standard. Cutting and pasting from the website is allowed.

|| <span style="font-family: 'Times New Roman',Times,serif;">Theme: “Civic Ideals and Practices”

SS.C.2.1: The student understands the role of a citizen in American democracy.

SS.1.A.1.2: Understand how to use the media center/other sources to find answers to questions about a historical topic. ]] <span style="color: rgb(45, 46, 46);"> MA.K.A.1.1 Represent quantities with numbers up to 20, verbally, in writing, and with manipulatives.

VA.B.1.1 Understands that works of art can communicate and idea and elicit a variety of responses through the use of selected media, techniques, and processes.

|| //Teacher Activities/Student Activities// · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students?
 * <span style="font-family: 'Times New Roman',Times,serif;">Student Activities & Procedures

|| <span style="font-family: 'Times New Roman',Times,serif;">// 1. //// First the teacher will instruct the students to go through the classroom and make notes about the different posters that are visually displayed. // // 2. //// Second, the students will be instructed to go back to their desks, and the teacher will pose the question, “What does it take to be, not just a good but a great President?” // // 3. //// Then, as a pre-assessment the teacher will have the students use crayons and markers to draw a visual representation about what they know about the Election process. (I.e. what it takes to become a president?) // // 4. //// The teacher will allow time for discussion, but then we will go to the Media center in which the students will research the qualities of a great president through a means of pre-pulled Presidential books, and guided help through multiple Internet search databases. // // 5. //// After the students have researched this topic for at least 45 minutes, we will go back to the classroom and share our findings. // // 6. //// The teacher will pose another critical thinking question to the students, “Why is it important that one be educated before voting for a specific candidate?”Once the teacher poses the question, she will write down the different answers on the board, to display the student’s original ideas. // // 7. //// Then, as a class we will discuss the steps of an Election for the United States President. // // 8. //// First the class will read the book //// Vote! //// By Eileen Christelow and discuss the process of elections. // // 9. //// Then, using the in-class computers, the students will go to a very interactive website: //// [] ////, the teacher will narrate the slides, and have the students interactively click through the various slides. // // 10. //// The teacher will collaboratively pass out lyrics to the students and instruct them to sing a song titled “Go Out and Vote” to the theme of “Mary had a Little Lamb.” // // 11. //// After the students are educated on the Election Process, it is time to conduct our class vote! The last thing the teacher will have the students do is fill out a KWL chart about the specific candidate they are leaning towards voting for. The teacher will provide the KWL chart to each one of the students. // // 12. //// After each student fills out the KWL independently, the teacher will hold on to them, until after the elections, so that each student has the opportunity to fill out the “Learned” part of the KWL after the Election is over. // // 13. //// Now it’s really time to vote! The teacher will turn on the song “Yankee Doodle,” so that the students can get the full effect. The teacher will pass a ballot form out to each student, and read the instructions aloud for the students to hear. // // 14. //// The students will be instructed to make a mark for the specific candidate in whom they are voting for. “Make your marks clear, because they count!” // // 15. //// After filling out the ballot, the students will be instructed to fold their ballot in half, stand in line, and drop their ballot in the voting booth box. // // 16. //// Once everyone has had a chance to vote, it will be Counting Time! The teacher will tell the students that in a normal vote, the people who vote aren’t the ones who actually count them; however in a class vote it’s a little different. // // 17. //// The teacher will stand at the front of the room, and unfold each ballot, one by one, and make a visual chart on the board, tallying each counted vote for the specific Candidate, allowing the students to see the calculation. // // 18. //// After all the ballots are counted, the Teacher will instruct the students to add up each tally mark, and have an individual total for each varying Candidate, knowing who has the highest calculated number of votes. // // 19. //// After the students have calculated the votes, and have elected a class President, the student who won will be instructed to give their Inaugural Speech to the class, with the guided help from the teacher, if needed. // // 20. //// The teacher will pass out “I VOTED” stickers to each student, allowing them to feel proud for their efforts in the Election process. // // 21. //// Once again, the teacher will stress the importance of voting through real-life events, such as recent election history. The teacher will allow the students to share stories and insight on their feelings. // // 22. //// As a non-formal post assessment, the teacher will have the students visually represent their total understanding of the elected President’s job, and how that person became elected. The students will have two options: the student can make a graphic representation through Paint on the computer, or the student can make a representation through construction paper and poster board. // // 23. //// The students work will be displayed on the outside of the class, to allow other students in the school understand their learning process of the Campaign Election trail they had just been on! // // 24. //// As the last activity, the students will be able to cut, color, and create voting bookmarks, with the guided help from the teacher. //

|| <span style="font-family: 'Times New Roman',Times,serif;">
 * ==<span style="font-family: 'Times New Roman',Times,serif;">Resources/Materials ==

|| <span style="font-family: 'Times New Roman',Times,serif;">// The book: // // Vote! __//// By Eileen Christelow // // The Media Center as a resource // // The website: //// [] // // The Lyrics to “Get Out and Vote” // // Construction paper // // Pencils, Crayons, and Markers // // Ballot Forms // // The recorded song of “Yankee Doodle” // // “I VOTED” stickers // // A Pre-Made Voting Bookmark // // Classroom Computers // // Glue // // Paint Program or comparable Computer Art Program //

|| · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes
 * <span style="font-family: 'Times New Roman',Times,serif;">** Assessment **

|| <span style="font-family: 'Times New Roman',Times,serif;">// As a pre-assessment the teacher will instruct the students to visually represent what they know about the electoral process, and display their work accordingly. // // During the lesson, the teacher will non-formally observe their in-class discussion, and make notes about their misconceptions, or mistakes, to ensure that by the end of the lesson each student has a better understanding. // // As a post assessment, the teacher will once again have the students visually represent their work through a computer program, or through fine arts with construction paper, poster board and markers. The teacher will monitor the students work, and ensure that there are no underlying misconceptions. //

|| <span style="font-family: 'Times New Roman',Times,serif;"> What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc
 * ==<span style="font-family: 'Times New Roman',Times,serif;">Exceptionalities ==

|| <span style="font-family: 'Times New Roman',Times,serif;"> ESOL Accommodations: There will be a lot of visual representations, verbal instructions, and gestures used throughout the lesson. The teacher will continually write things as she is saying them, as well as using different tones in her voice to keep interest. The teacher will also allow for singing and physical involvement in the lesson.

Gifted/Talented Accommodations: The teacher will allow for individual creativity during the arts part of the lesson, allowing gifted/talented students to excel. The teacher will also allow for discussion, allowing gifted/talented students to provide leadership and insight to the rest of the class.

Learning/Reading Disabilities Accommodations: The teacher will encourage guided help, as well as partner work. The teacher will continually monitor the students, to ensure each and every student is grasping the concept of voting, and the entire election process.

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 * ==<span style="font-family: 'Times New Roman',Times,serif;">Discussion Notes == || <span style="font-family: 'Times New Roman',Times,serif;">At the beginning of the lesson, the teacher will send home a note to parents explaining what their child will be participating in. The teacher will encourage the parents to be there on Election Day to help and encourage their class campaign.

The teacher will also encourage the Media Center staff to be actively involved in the voting process, and to have books pulled pertaining to the Election Process, Voting, and Presidents for the students to check out, and read at home with their parents.

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