Title of Unit: Americas Government Title of Lesson: Leaders Submitted By: Jessica Solomon

A. Summary of the Lesson Plan: This lesson focuses on voting, elections, and choosing the best leaders. This lesson uses the 2nd Grade Houghton Mifflin Social Studies textbook Neighborhoods (p. 308-313). B. Target Population: Grade Level: 2nd Grade Skill Level: Students at all learning levels Grouping: whole group reading and discussion, pairs for the activity, individual assessment C. Materials: Reading Skill and Strategy (Unit Resources p. 92) for each student see last page of lesson plan for sample Vocabulary and Study Guide (Unit Resources p. 93) for each student see last page of lesson plan for sample Houghton Mifflin 2nd Grade Social Studies Book: Neighborhoods (p. 308-313) Paper and pencils D. Objectives: o NV State Social Studies Standards o C15.2.1 Identify sources of information.

Student-Friendly Standards C15.2.1 - I can identify why voting, election, and choosing the best leaders are important.

E. Procedure: 1. Refer to notes on TE 308 Get Set to Read. o o Explain the Study Guide students will complete as we read. Call students attention to the pictures on p. 308 and 311. o o Ask, What do you think is happening?

Complete the Reading Skill Strategy worksheet as a class as we read. Identify & Discuss with the students different kinds of leaders in school and in the community. Create a word web with the students responses.

o
Nevada State College

Introduce vocabulary (vote, election, ballot).

EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit: Americas Government Title of Lesson: Leaders Submitted By: Jessica Solomon

2. As a class, read p. 308-311, stopping to ask questions as indicated in the margins of the TE. 3. Students should take notes and record information on their Study Guide while we are reading. They can continue working on it when we finish reading. 4. Ask questions listed in the margins of the TE as an ongoing check for understanding. Focus on these questions about choosing leaders: o o o o o o o (TE 309) What do citizens do during an election? (TE 309) For which kinds of government leaders can citizens vote? (TE 310) What is one thing that citizens should do before they vote? (TE 310) On what do citizens mark their votes in elections? (TE 310) What do citizens need to do after leaders are elected? (After paragraph 2 on p. 311) Why should leaders talk with citizens? (Review question #2) What is something that government leaders do?

5. CLOSURE: Discuss the three statements in the Review and Assess sections of TE 311. F. Assessment: What will you use to measure student understanding? Students will write a persuasive journal entry about why they should be the next president. They will also describe how they will convince citizens to vote for them. Explain how you will know students understand the concepts from the lesson. Students will be able to explain why voting, elections, and choosing the best leaders are important by describing what qualities make a good president in their journal entries. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The easiest part of the lesson to teach will be the group discussion. The group discussion will allow the students to share perspectives and learn from each others experiences. 2. Which part will be most challenging for you to teach? I think the most challenging for me to teach will be that we look up to leaders as positive roles in the government. This lesson primarily considers a government
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Title of Unit: Americas Government Title of Lesson: Leaders Submitted By: Jessica Solomon

leader as the president. Many of the students parents may not like the president so the students may see the president as a negative role. 3. How will you follow up or extend this lesson? In order to extend the lesson, we will as a class do the Extend Lesson 4 Voting with Ballots on p. 312-313. 4. What will you do for students who dont grasp the concepts? I would pull any students that did not grasp the concepts aside and we would work on the Reteach Mini Lesson described at the bottom of TE 311. We would work together to make a chart to name a leader for who people vote in each level of government. 5. Which part of the lesson, if any, do you think might need to change? I do not believe it would be necessary to change any part of this lesson. I think this lesson is great to introduce voting and elections. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part of writing this lesson was deciding whether to use the textbooks activities or use my own. The concepts in this lesson are very in-depth and extensive. I think I might possibly have needed to use my own activities to ensure the students will grasp the concepts.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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