TWS Standard 4

TWS Standard 4 Anthony DeSantis September 15th, 2013 EED/490 Debi Stewart

TWS Standard 4 TWS Standard 4 STANDARD 4 Design for Instruction 2nd Grade Voting Unit Monday
Week 1 Week of: 9/9 9/13 Government: INTRO to Voting

Tuesday
MEET THE CANDIDATES

Wednesday

Thursday

Friday

Students will respond to text and share what Voting rules they already Political Parties know about the Researching voting process. Candidates Why is voting Media important? Majority Rule Talk briefly Campaigning about the Candidates election project. TO DO: Create groups Note-takers Schedule computer lab

Students will meet the animals they will vote for to be the class representative. An introduction to elections and voting will be discussed. Why would you vote for someone to represent you READ: VOTE and your Country? pg. 16 READ: Vote for me. CANDIDATES: Winnie the Pooh Charlie Brown Olivia Clifford Jack (Magic Tree House) Create groups to represent each of the candidates.

Early Release Day KNOW YOUR PREPARE YOUR CANDIDATES! CANDIDATE (NO Social Studies) The groups of The groups of students will have a students will get work day to prepare together and a final draft of their research their flier/poster. candidates. Students will learn Have examples and about the model the characters by using production. multiple mediums. List descriptive What makes your words that you candidate great? would use to describe a good READ: Duck for candidate. President Bulletin Board Brainstorm a way Divide the board to represent the into four sections. candidates. Students can Give specific jobs to design: a flyer or each student. If detailed poster. groups are uneven Teach about then divide by symbols. Flags. students to have 2 (Groups will vote jobs assigned to 1 within groups as to student. what to create) Posters and Fliers Due

TWS Standard 4 Monday

Week 2

Tuesday

Wednesday

Thursday

Friday

SHARE YOUR VOTE FOR THE MEDIA ON THE DEBATE FOR ELECTION CANDIDATE CANDIDATES CANDIDATES FINAL 2 DAY! Week of: (Day 1) CANDIDATES Students will finish Have students turn 9/16 9/20 Talk about ballots writing their The students will in candidate All four groups and their function. opinion pieces. use the notes that stickers. Students will have a Discuss counting From the pre-made they took about the can then choose chance to share ballots and how newspaper columns, winning what they would Government: their posters. they determine a collect the work and candidates. The like to wear. The groups that majority vote. have the students teacher will pull Voting Process are listening Review voting glue them to a large sticks, students will The teacher will Election will have to take rules. piece of paper that re-share their notes make additional Process notes about the mocks a newspaper. on the candidates, stickers for students Ballots candidates on a Students will then and students will to wear. Citizenship premade notevote for candidate How does TV and Debates start to think about taker. of their choice at radio change Students will vote at who they would Voting booths the start of the class. peoples minds? like the class Why is it aka: 2 separate representative to Assessment: Have important to spots in the FINISH READ: Duck for president. be. the students answer learn about classroom. Use your candidate? pre-made ballots. Compare debates questions about voting, majority, What could to having What is an change your arguments? How opinions, and opinion? Give mind? do having debates elections, on their examples. Ballot. help a person make Pre-write: Web decisions? After voting, SUMMATIVE about the students will write ASSESSMENT. candidate each Homework: an opinion piece student would Optional. At the end of the like to vote for. about why they ballot assessment, voted for their Give students a the students place candidate. half sheet of (Students may their vote on which (Worksheet for sticker paper not vote for (label paper). character will opinion newspaper) their own Have the students represent the class. candidate) create a sticker for READ: one of the FINISH candidates. Read results of the READ: Vote for top two candidates. me. FINISH READ: Talk about the Duck for president. final vote on Friday. Review political parties having more than one candidate.

Lesson Plans

TWS Standard 4

OUR CLASS REPRESENTATIVE

Collective Plan
Time Period: 2 weeks Grade: 2 Summary: Students will engage in a mock election that uses famous literary characters as the candidates. Each day is broken into sections which cover: voting rights, the voting process, candidates, campaigning, opinion writing, and roles of elected officials. Students will study literature about the voting process to gain more understanding. Literature: VOTE by: Philip Steele Vote for me by: Ben Clanton Duck for president by: Doreen Cronin Multiple books for: Charlie Brown Winnie the Pooh Clifford Olivia Jack and Annie from The magic tree house

Day 1: Intro to voting

Objective: Students will be able to define voting and explain the rights of voting. Students will also be able to explain the importance of voting. (LG1) Materials: Our Class Representative Packet (OCRP) Pencil VOTE by: Philip Steele Standard: GLE - SS1 1.10, 4.1 - Explain and apply the concept of majority rule. Procedure: Ask the students about their previous knowledge of voting. Why is voting important? Why do people vote? Read page 9 in VOTE by: Philip Steele Discuss the voting rights as Americans.

TWS Standard 4 Hand out Our Class Representative Packet and have the students turn to page 2. In the four spaces, have the students write four different times they might have to vote on something (example: what should be made for dinner. What movie should they watch?) On the bottom half, have them write a least two sentences about why voting is important to an election. Prompt the students to help with writing. Why is voting fair? How does it help the country to be able to vote? Have the students share their answers with a partner. Then call on several students to check for understanding. Use the paper as an assessment to the knowledge.

Day 2-3: Meet the Candidates

Objective: Students will be able to determine the importance of elected officials in an election. Students will also be able to describe campaigning and its purpose. (LG1) Standard: GLE: SS2 3.1, 3.6 - Explain how disputes can threaten the peace in a community and how they may be resolved peacefully Materials: Clipboard Pencil Coloring utensils Vote for me by: Ben Clanton Procedure: Ask the students why would you vote for someone to represent you and your country? What would be your expectations? Read 1/2 of the book, Vote for me by: Ben Clanton. Save the rest of the book for the first Election Day. Talk about how disputes can threaten peace in a community. How might disputes be resolved in a peaceful manner? Explore the character traits of the characters in the books. Introduce the candidates in the OCRP. Ask the students what they already know about the candidates. Assign teams of 4 to 5 by pulling sticks or by students who will benefit from other students in the room. Have the students turn to page 3 in the OCRP Draw a candidate out of a hat for each group. Have the student fill out the information on the page. Students should have a colorful picture of their candidate on the page. Talk about campaigning and what it means to be on a campaign team.

TWS Standard 4 Remember the characters in the stories and revisit the traits that may have been helpful or harmful to them. Assessment: Have the students write what they think their most important character trait is on a sticky note. Ask them to share that trait with their team by saying, You should vote for me because...

Day 4: Know your candidates

Objective: Students will be able to use multiple types of media to research a literary character to determine specific characteristics. (LG3) Standard: GLE- SS7 1.4, 1.10 - Identify and select library and media resources. Materials: Clipboard Coloring utensils Pencil Computer IPAD Multiple books about literary characters Procedure: Have the student sit in their teams on the carpet area. Ask the student about their pre-known knowledge about the candidates that were assigned to them. Have them share with their group. Talk about researching characteristics using various types of media. If the computer lab is available, go there and have the students sit with their group in a line at separate computers. Use the OCRP page 4 to research their characters. Have them identify 4 facts about their characters using the computer or literature. What do they wear? Where are they from? How old are they? Who are their friends and family? What do they like to do? Have the students fill in the four blanks provided on the worksheet. Return to the classroom and have the students sit with their teams. Use the OCRP page 5 to identify collaborative characteristics. Use the two hexagon shapes to identify what they think are the two most important traits about their candidate. Return as a whole group to share their information.

Day 5: Prepare your candidate

TWS Standard 4 Objective: Students will be able to use characteristic about literary characters and display them using a physical representation. (LG2) Materials: OCRP Pencil Clipboard Coloring Utensils Construction Paper Scissors Glue Stick Duck for president by: Doreen Cronin Procedure: Have a space on a bulletin board or wall available to display posters about the candidates. Explain to the students that they will display their work there. Read 1/2 of Duck for president by: Doreen Cronin. The rest of the book will be read on the final Election Day. Review what they saw in the text. Posters, character traits. What do you they think will happen at the end. Talk about and show examples of what a good campaign poster would include. Have the students take a clip board and pencil to their team locations. Talk to the students about what adjectives are. What words describe the candidates? Use the OCRP to fill in the ten spaces on page 6. Once the students are finished have them come back to the carpet as a large group. Share the examples of campaign posters. Assign individual students in the group to take on a specific role when designing their posters. Use the rest of the class period to help with putting their posters together.

DAY 6: Share your candidate

(Presentation Day) Shortened Day. Library checkout Objective: Students will be able to collect data by listening to oral presentations. Students will also understand the importance of knowing about governmental candidates. (LG2) Materials: OCRP Clipboard Finished Campaign Posters Pencil Procedure:

TWS Standard 4 o If time allows. Let the students have 2 minutes to finish last minute details on their poster. Have the students take their OCRP, clipboards, and pencils to the carpet area. Make sure that the expectations for presentations are established. The students will share their campaign posters as a group. Each group has 2 minutes to share Give jobs to individual students in the group to help with time and flow of giving the presentations. o Time keeper o Sign holder o 2 readers (Back and forth sharing) o Display helper (helps hang the sign on the bulletin board after the presentations) As a team is sharing, the rest of the students will turn to the page that has the picture of the character being shared about. Students must provide at least 3 important pieces of information about the candidate being talked about. If the groups share too quickly, ask them to repeat information to provide more time for those students who are taking notes. The notes will act as part of their grade. REMIND students that the first day of voting will be the next day. Talk to the students about NOT telling other people who they are going to vote for. MODIFICATION: Students with accommodations may a list of facts rather than sentences or statements.

Assessment: From the previously designed campaign posters, the students will orally present the information. Students will be assessed on the presentation, as well as listening and taking notes from other presentations.

DAY 7: Vote for the candidates (ROUND 1)

Objective: Students will be able to develop an opinion based on presented material. Students will also be able to demonstrate the act of voting. (LG1, LG2) Standard: GLE- SS1 1.10, 4.1- Explain and apply the concept of majority rule. Materials: OCRP Voting Ballots Pocket Folders Pencil Clipboards Procedure:

TWS Standard 4 The students will be seated at their desks at the start of class. The rules for voting will be established. Voting will take place in several spots around the room. Students will take their ballot to a booth, check the candidate they would like to vote for, fold the paper in half and then drop it in the voters box (shoe box). After voting, students will gather at the carpet area. The book Vote for Me will be completed followed with a discussion about disputes. Talk about why disputes happen. Talk about people getting into arguments because of a difference of opinion. Read the results of the first round of elections. Two Candidates should remain. Have the students talk to each other about why they think the candidates won. Students will then form an opinion about the two remaining candidates. Use the OCRP (page 10) to guide the students about writing opinions. Show examples of opinion writing via newspaper, computer source, and other media. Talk about how peoples opinion influence decisions. Students will transfer their opinion onto the newspaper column worksheet. The columns will be cut out and then displayed on a larger sheet of paper.

Assessment: Students will be engaged in writing an opinion piece of writing to persuade a vote for their candidate.

DAY 8: Media on the candidates

Objective: Students will be able to understand the influence of media on lives of everyday people. (LG3) Materials: Large pieces of construction paper Glue sticks
OCRP

Procedure: Provide time for the students to finish up their opinion columns from the previous day. Once the final drafts are completed, instruct the students to glue their work onto the newspaper display. o Each candidate will have their own newspaper display. As students are finishing up, give them the option at that point to get caught up on unfinished work, or read one of the books about the candidates. Direct the students to the carpet area. Share the definition of media. Provide examples of books, newspapers, magazines, internet, TV. Talk to the students about influences. Commercials. TV characters. Restaurantsetc.

TWS Standard 4 Turn and talk about a favorite commercial. Pair the students and have them brainstorm a 2 sentence advertisement about their classroom. Join pairs with pairs to share their ideas. As the students are working on their commercials, do a quick check of the votes and determine a winner. Reveal the winner. Have the winning teams post their characters pictures on the whiteboards to celebrate.

Day 9: Debate for final 2 candidates

Objectives: The students will be able to demonstrate the process of a debate. Students will also understand how to settle disagreements in a peaceful manner. (LG1, LG2) Materials: OCRP workbook Timer Procedure: Have the students open their OCRP workbooks to the page with the winning candidates and then attach it to a clipboard. Arrange the desks into two groups that face each other. Divide the class into 2 equal groups. Use Popsicle sticks to divide the class. Save the divided groups to choose who will share later. Explain to the class that they will be having a debate on who should become the class representative. Students will use their notes to support their reasoning. As the debate is going on. Students 2 will take more notes on the existing note taker from the presentation day. (Remember to grade the note taker the first time then the second) o The debate process: ! Choose a student (Popsicle stick) and have them share a note about the character being represented. The student shares one note. ! Then choose a Popsicle stick from the other team and have them share. ! Go back and forth. If the students run out of ideas then prompt them with questions about the candidate. ! The other students are expected to be taking notes to help them decided who they want to choose on Election Day. Notes can be continued on the back of their papers. Home work or added work (optional) - Provide the class with label paper and explain that they are going to creating campaign stickers. Have the students create one for each candidate. Students will be able to wear the stickers on Election Day to share their opinion.

TWS Standard 4

Day 10: Election Day

Objective: Students will be able to demonstrate the process of voting while recalling the information about the election process. Materials: Duck for president by: Doreen Cronin Paper assessment/voting ballot Pencil Voting Signs Shoe Box Construction paper Plain white paper Coloring utensils Procedure: Students will start the social studies period at their desks. Have the students place their testing folders up. Explain that it a regular procedure for test taking while also acting as their personal voting booth. The procedure for voting will be for the students to complete their written exam before they are able to vote. o When the students are complete with the exam they turn it into the tray and pick up a ballot and stand in line for the booth. Make a line on the floor with tape to show how the line will form. o THERE IS NO TALKING IN LINE OR THE VOTE DOES NOT COUNT. o The student will enter the booth one at a time. They have about 10 seconds to vote. o The student places the ballot into the box and then move to the next instructed area. On another table, lay out different colors / sizes of construction paper and plain white paper. As students are finishing their assessment and waiting to vote, students who have completed everything will then use that time to create another campaign sign for the candidate they voted for. Students will use the sign for the final election celebration and will also have an item to take home.
Assessment: Summative written exam covering vocabulary, reasoning, processes, and rules to voting.