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SETON HILL UNIVERSITY

Lesson Plan Template


TOPIC DETAILS CK
Name Kelcey Miller
Subject Social Studies
Grade Level 2nd
Date/Duration Three class periods
Big Ideas A good citizen to the state is someone who votes.
Essential What are citizens responsibilities to the state?
Questions What is an election?
Who can vote?
What is the difference between a right and a
responsibility?
PA/Common Standard 5.1.2.E: Describe citizens' responsibilities to
Core/Standards the state of Pennsylvania and the nation.
Standard 5.3.2.J: Identify the responsibilities of voters
after the vote.
Objective During a sentence strip activity (C), all second grade
students (A) will correctly identify (B) two rights and
Bloom's two responsibilities (D) of voters by cutting out the
Taxonomy strips and gluing them in the proper category.

Webb's Depth of
Knowledge
(DOK)
Formative & Formative Assessment:
Summative Teacher checks the Election Day Ballots.
Assessment Teacher uses the students answers during the Pre-
Evidence Assessment to see how much information they know
before the lesson.
Teacher takes notes on the students responses during
the Summary & Review of the Learning to see how
much the students have learned.
ISTE Standards At the very end of the lesson, students are given the
for Students opportunity to the play the Cast Your Vote game. In this
game, students get the chance to decide what issues
Framework for they would like to ask the two individuals running for
21st Century President. This relates to ISTE Standard 3: Knowledge
Learning Constructor since students are building knowledge by
exploring real-world issues.
This activity also aligns with the Content Knowledge
and 21st Century Themes of the Framework for 21st
Century Learning. The game incorporates government
and civics content in addition to global awareness.
Accommodation Lucy will be permitted to go to the comfort area in the
s, Modifications classroom when she is feeling stressed.
She may also visit the school counselor if necessary.
Lucy will be seated near the door so she will not
distract other students if she needs to leave and re-
enter the classroom.
Teacher will provide Lucy with a picture schedule so she
knows what will occur during the class period.
Teacher will give her extra time to complete the
Election Day Ballot.
Teacher will have Lucy select a partner in advance.
Teacher will inform other student of this before class.
SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step


Procedures
RATIONALE for This is the third lesson in the unit regarding Basic Economic CK
the Learning Principles and Civic Education. The two previous lessons
Plan emphasized being a good citizen in the classroom and
community. The focus for this lesson is being a good citizen to
the state. The lesson incorporates Standard 5.1.2.E: Describe
citizens' responsibilities to the state of Pennsylvania and the
nation and Standard 5.3.2.J: Identify the responsibilities of
voters after the vote.
Introduction Activating Prior Knowledge
Teacher reminds students when they learned about
being a good citizen.
Teacher asks students for the definition of a citizen.
Teacher tells students so far, they have learned about
classroom and community citizens.
Today, they are going to learn how to be a good citizen
to the state.
Hook/Lead-In/Anticipatory Set
Teacher tells students that one of the ways to be a good
citizen to the state is to vote.
Teacher shows students a photograph of men standing
in line to vote in 1924. Teacher asks students to observe
the photograph. Teacher asks for volunteers to write
their observations on the board.
Teacher shows students a current photograph of
individuals standing in line to vote. Teacher asks
students to observe the photograph. Teacher asks for
volunteers to write their observations on the board.
Teacher asks students to reflect on the two photographs:
What is the difference between the photographs?
What kinds of people are in the photographs?
What conclusion can we make based on this
information?
Explicit Transition
Instructions Teacher calls students up to the rug at the front of the
room.
Students are called up according to the first letter of
their first name (A-F, G-M, N-T, and U-Z).
Big Idea Statement
Teacher tells students that a good citizen to the state is
someone who votes.
Essential Questions Statement
Teacher shares the Essential Questions for the lesson:
What must a citizen do for the state?
What is an election?
Who can vote?
What is a right?
What is a responsibility?
Objective Statement
Teacher tells students that they are going to read
Election Day as a class. Then, they are going to do an
activity with sentence strips. Their goal is to identify two
rights and two responsibilities of voters.
Key Vocabulary
Election: the selection of a person for an office such as
President
Vote: to choose between two or more people for an
office such as President
Ballot: a piece of paper used for voting
Right: a freedom that is protected
Responsibility: something that we should do
Lesson PreAssessment of Students
Procedure Teacher asks students how old someone must be before
they can vote in Pennsylvania.
Teacher gives the students four options: 16 years old, 18
years old, 21 years old, or 25 years old.
Students vote on which answer they think is correct.
Teacher keeps a tally of the students responses on the
board.
Teacher tells students that someone must be 18 years
old in order to vote in Pennsylvania.
Modeling of the Concept
Teacher tells students that there are other important
things to know about voting.
Teacher passes out the Election Day Ballot and shows
students how to complete it. Students will cut out the
sentence strips and glue them under the correct
category (right or responsibility).
Teacher reads Election Day aloud to students.
Transition
Teacher instructs students to return to their desks.
Teacher calls students back to their desks according to
what they are wearing (jeans, shorts, etc.).
Guiding the Practice

After reading the book, teacher has students cut out the
sentence strip that says Women can vote.
Teacher asks students if they think this is a right or a
responsibility.
After determining that it is a right, teacher shows
students where to glue the sentence strip.
Transition
Teacher instructs students to get in their groups based
on how many siblings they have (0, 1, 2, 3, etc.).
Providing the Independent Practice
Teacher allows students to work on the Election Day
Ballot in their groups.
Reading Election Day (Rookie Read-About Holidays) by Patricia
Materials J. Murphy
Technology Photograph of men standing in line to vote in 1924:
Equipment https://www.loc.gov/item/npc2007012529/
Supplies Current photograph of individuals standing in line to
vote: http://blog.linelogic.com/wp-
content/uploads/2012/11/Voters-Wait-in-Line-2.jpeg
Cast Your Vote game:
https://www.icivics.org/games/cast-your-vote
Election Day Ballot and sentence strips
Homework Sheet
Small white boards
Dry erase markers
Evaluation of Formal Evaluation
the Teacher checks the Election Day Ballots.
Learning/Master Informal Evaluation
y of the Teacher uses the students answers during the Pre-
Concept Assessment to see how much information they know
before the lesson.
Teacher takes notes on the students responses during
the Summary & Review of the Learning to see how much
the students have learned.
Closure Summary & Review of the Learning
Teacher asks students to restate the objective.
Teacher asks students three true or false questions:
True or False: Women were always allowed to vote.
(False)
True or False: You must be 18 years old to vote in
Pennsylvania. (True)
True or False: A responsibility is something we should do.
(True)
Each student writes his or her responses on a white
board.
Teacher takes notes on the students responses.
Teacher gives students time to play the Cast Your Vote
game. This game takes the students understanding of
voting to the next level.
Homework/Assignments
Teacher passes out the Homework Sheet and explains
the directions.
For their homework, students are required to vote on
either No Homework Wednesday or Free Ice Cream
Friday. The one with the most vote will occur during one
week in the classroom.
Teacher informs students of the due date.
Teacher I will know that students have learned the difference
Self-reflection between rights and responsibilities when they can
correctly identify two rights and two responsibilities of
voters during the sentence strip activity.
If students do not master the concept, I will re-teach the
lesson.
When I re-teach it, I will add an additional book (Amelia
Bedelias First Vote by Herman Parish) to reinforce the
concepts.
I will also use the Voting Thing App to further explain the
concept of voting. I will allow students to vote on an
issue in the classroom.