Title of Unit: The importance of voting Title of Lesson: The campaign strategy Submitted By: Jennifer Nelson

A. Summary of the Lesson Plan: After viewing campaign commercials and guided research within paired groups, students will take a closer look at how the candidates run their campaign and some strategies that they use within their campaign. B. Target Population: Grade Level: 4 Skill Level: All learning levels Grouping: o Warm up-students work individually o Commercials-whole group o Campaign strategies-pairs o Wrap up-small groups C. Materials: Student journals Analyzing a campaign ad worksheet Resources for campaign strategy research worksheet D. Objectives: o NV State Social Studies Standards
C15.4.3 Compare sources of information people use to form an opinion. C14.4.2 Name the current President of the United States

Student-Friendly Standards I will name the current President of the United States. I will compare sources of information people use to form an opinion.

E. Procedure: 1. Warm up- This lesson will start with me asking the students Who is the current President of the Unites States? How did they become President? Students will then do a writing prompt, how do candidates try to win an election? How do they try to sway voters? Students will write in their journals. The class will then discuss. 2. As a class, we will watch two short television commercials, one representing each campaign. I will hand out the Analyzing a campaign ad worksheet. For each commercial the students will write down what images they see in the ad. Are there photographs of people or places? Are they in color or black and white? Are they vivid or grainy? If there are words written on the screen, what do they say? Then
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit: The importance of voting Title of Lesson: The campaign strategy Submitted By: Jennifer Nelson

watch the commercial again. What sounds do they hear? Is there a speaker or a narrator? Is there music? Do you think that the commercial is effective? Why or why not. 3. Students will then get into pairs. Students will research one or more campaign strategies that candidates use, as a guide; students will use the campaign strategy research worksheet and work at research stations around the room. 4. CLOSURE: Students will sit in their groups and discuss what they found interesting about their research. F. Assessment: What will you use to measure student understanding? I will collect the worksheets and read through their journals. Explain how you will know students understand the concepts from the lesson. I will see if the students grasp the concepts if they answer and fill out the worksheets correctly, and if they wrote about what they found interesting in their journals. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think that having the students work in pairs, and guiding the students through their research. 2. Which part will be most challenging for you to teach? Keeping the lesson student centered and inquiry based. 3. How will you follow up or extend this lesson? I will have students create a campaign speech. 4. What will you do for students who dont grasp the concepts? Pair them up and help them individually as needed. 5. Which part of the lesson, if any, do you think might need to change? I like this lesson; however I think that it needs a fun activity. 6. When you were writing this lesson plan, what was the most difficult part? I think that prioritizing time.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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