Vote LP 2

USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 3rd

Subject/Content: SS- Voting
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,
Group Size: 16
Name: ___Carly Castro_____

Date of Lesson: 11/5/14
Lesson Content
The NCSS Themes of Social Studies:
POWER, AUTHORITY, AND GOVERNANCESocial Studies programs should include experiences that
provide for the study of how people create and change structures of power, authority, and governance,
so that the learner can: C. give examples of how government does or does not provide for needs and
wants of people, establish order and security, and manage conflict
CIVIC IDEALS AND PRACTICESSocial Studies programs should include experiences that provide for
the study of the ideals, principles, and practices of citizenship in a democratic republic, so that the
learner can: B. identify examples of rights and responsibilities of citizens
Common Core:
CCSS.ELA-LITERACY.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
Determine the meaning of general academic and domain-specific words and phrases in a text relevant
to a grade 3 topic or subject area.
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Why is it important to vote?
Given a completed graphic organizer, students will be able to describe why it is important to vote using at
least 3 vocabulary words correctly from the book Vote! by Eileen Christelow.

Group Size: 16

A: the student B: will be able to rewrite the sentence in future tense D:

with no errors in tense or tense
contradiction (i.e., I will see her
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?
Evaluation Plan- How will you
know students have mastered
your objectives?
Address the following:
What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
This objective aligns with current SS curriculum being used in the classroom, as well as SS
standards for third grade.
It is part of a larger unit about government, and the second in a 2 part lesson about voting.
Using a trade book will engage students and make concepts relatable and interesting.
Voting is an important civic duty of citizens of a democratic nation.
I will use questioning, guided discussion, and self evaluation of understanding as formative evidence.
I will use student writing piece as summative assessment.

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?
Group Size: 16

Teachers must know vocabulary, the voting process, and why voting is an essential component of
democracy.
Students should have been exposed to vocabulary previously. This was accomplished in the first part of
this 2 part lesson. Students need to be able to read and write on a third grade level. Student work and
reading assessment scores reveal that all students meet this requirement.
How will you ensure students

have this previous knowledge?
Who are your learners?
What do you know about them?
What do you know about their
readiness for this content?
What misconceptions might

students have about this content?
Confusion about vocabulary words, particularly party and independent which have other meanings in a
different context. Students may feel that voting is not a relevant topic since they are too young to vote.
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.)
Dramatic Reading, Guided Discussion, Questioning, Graphic Organizer

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?
What will you do if
What will you do if
Group Size: 16

Time
Who is
responsible
(Teacher or
Students)?
Each content area may require a different step-by-step format. Use whichever
plan is appropriate for the content taught in this lesson. For example, in science,
you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
0000
Teacher/
Students
0010
Teacher/
Students
Begin reading, pause to discuss vocabulary, complete GO, and ask questions to
keep students engaged and comprehending
Emphasize vocabulary words based on prior lesson assessment
Complete reading
Review lesson and EQ using all vocabulary words
0035
Teacher/
Students
Pass out writing assessment and vocabulary assessment from previous day
Remind students to use punctuation, capital letters, and use vocabulary from
book
Individually, students will complete the writing assessment
Allow early finishers to complete vocabulary assessment from day 1 lesson
Gather students on rug

Introduce EQ
Remind students of yesterdays lesson and review text read previously
Show GO and review items revealed previously
Call on students to define vocabulary from prior lesson
a student struggles with the content?

Discussion will be scaffolded as necessary to increase understanding,
a student masters the content quickly?
Lesson is paced so that no student can work ahead, but is designed to capture the attention and interest of
all students at varying levels of understanding. Discussion will be scaffolded as necessary to build
knowledge of all students.

Meeting your students needs as
people and as learners
Group Size: 16

If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
All students are living in a democratic nation and will most likely be provided the opportunity to vote in
less than 10 years, as well as currently able to vote in school based elections and surveys.
If applicable, how does this lesson connect to/reflect the local community?
Lesson occurs during election week for State Governor, there will be many signs and events in the local
community during this week.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
Lesson is paced so that no student can work ahead, but is designed to capture the attention and interest of
all students at varying levels of understanding. Discussion will be scaffolded as necessary to build
knowledge of all students. If students complete vocabulary and writing assessments quickly and easily,
they will be encouraged to write any questions they have about the voting process or the current election.
How will you differentiate instruction for students who need additional language support?
Discussion will be scaffolded as necessary to build knowledge of all students. A list of definitions only will
be provided to students if needed to assist completion of vocabulary assessment.
Accommodations (If needed)

(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)
L.K.-More time: If vocabulary assessment is not completed by the end of lesson, may be finished for
morning work the following day.
J.F.- More time: If vocabulary assessment is not completed by the end of lesson, may be finished for
morning work the following day.
M.P.- Pencil grip: has grip and will be encouraged to use it.
Vote! by Eileen Christelow, projector, Graphic organizer, sticky notes to cover parts of GO, pencils, paper,
vocabulary assessment and writing assessment.

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USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 3rd

Name: _Carly Castro___

USF Elementary Education Lesson Plan Template (S 2014)

Name: _Carly Castro___

A: the student B: will be able to rewrite the sentence in future tense D:

USF Elementary Education Lesson Plan Template (S 2014)

Name: _Carly Castro___

How will you ensure students

What misconceptions might

Dramatic Reading, Guided Discussion, Questioning, Graphic Organizer

USF Elementary Education Lesson Plan Template (S 2014)

Name: _Carly Castro___

Gather students on rug

a student struggles with the content?

USF Elementary Education Lesson Plan Template (S 2014)

Name: _Carly Castro___

Accommodations (If needed)

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