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EDEL453 Spring2013 CoreyHendrickson Caitlin Andrews Unit 1 Civics DAY 4

This lesson plan focuses on how the US government is divided into three parts and the purpose of the Constitution. The lesson will use a textbook and involve whole class discussions, small group work, and independent activities. Students will learn about elections, voting, and the process of selecting leaders. To assess understanding, students will complete a graphic organizer sequencing the steps in electing a leader from before the election through after the election.

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77 views7 pages

EDEL453 Spring2013 CoreyHendrickson Caitlin Andrews Unit 1 Civics DAY 4

This lesson plan focuses on how the US government is divided into three parts and the purpose of the Constitution. The lesson will use a textbook and involve whole class discussions, small group work, and independent activities. Students will learn about elections, voting, and the process of selecting leaders. To assess understanding, students will complete a graphic organizer sequencing the steps in electing a leader from before the election through after the election.

Uploaded by

caity_andrews17
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Title of Unit: US Government Title of Lesson: Day 4-Leaders Submitted By: Corey and Caitlin

A. Summary of the Lesson Plan: This lesson will focus on how the government is divided into three parts as well as the purpose of the Constitution. This lesson uses the 3rd grade Houghton Mifflin Social Studies textbook. B. Target Population: Grade Level:2nd grade Skill Level:students at all learning levels Grouping:Whole group reading and discussions, small group discussion and independent assessment activities. C. Materials: Writing journals Social Studies textbooks Pencils Vocabulary journals Study guide (Unit Resource page 93) Graphic organizer (Unit resources, p.92) D. Objectives: o NV State Social Studies Standards
o C13.3.2 Discuss that democracy involves voting, majority rule, and setting rules.

Student-Friendly Standards I can describe what makes a good leader I know the process of how a leader is elected to office.

E. Procedure: 1. Teacher will ask students What do leaders do? Students will take a moment and write their response in their writing journals. 2. Whole group share of what leaders do? 3. Small group discussion of what qualities a good leader should have. Each group will share out 1-2 qualities they discussed. 4. Teacher will introduce the vocabulary via a game called RIVET. Teacher will make a circle on the board and divide the circle into four equal parts. Teacher will make lines on the board for each letter that is found in the vocabulary word. Teacher will go around the room and students will try to guess the letters in the word. If the student does not guess the letter correctly, the letter guessed will fill one of the sections within the circle. When the sections are filled, the teacher will provide the word. We will repeat the process for all the vocabulary words.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit: US Government Title of Lesson: Day 4-Leaders Submitted By: Corey and Caitlin

Vocabulary o o o Vote Election Ballot

5. Students will work with their face partner to locate and define each of the vocabulary words and note those words in their vocabulary journal. 6. Whole group will read pages 308-311. During the reading, teacher will ask the questions within the margins of the text in the teachers edition to gauge comprehension. 7. Teacher will ask the following questions to gauge comprehension. o o o o o o o o What do citizens do during an election? Which kind of government leaders do we vote for in elections? What are some of the duties of elected officials? What should citizens do before they vote How do citizens vote? What should citizens do after they vote? Why should leaders talk to the citizens? Who do elected people work for?

8. Students will work in small groups to complete the study guide as they read and work through this unit. 9. CLOSURE:Whole group discussion on the process of electing a leader and a brief discussion on what offices people can hold? F. Assessment: What will you use to measure student understanding? Students will complete the sequencing graphic organizer to indicate the process of selecting a leader. The student should be able to explain: What happens before the election, What happens during the lesson, What happens after the election.(Unit resources. P.92)

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 2

Title of Unit: US Government Title of Lesson: Day 4-Leaders Submitted By: Corey and Caitlin

Explain how you will know students understand the concepts from the lesson. Students will be able to explain the process of how a leader is elected by sequencing the information in the graphic organizer. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? Whole group reading of the text should be pretty easy. 2. Which part will be most challenging for you to teach? Some students may have a hard time learning the concept of sequencing information found in the text. 3. How will you follow up or extend this lesson? I would like to extend this lesson by holding a mock election where students could select a class president. This could be a fun activity where students could campaign for offices and hold a vote. 4. What will you do for students who dont grasp the concepts? I would meet in a small group setting and discuss with students why we have leaders and how they become leaders. We could use a First, Next and Last strategy to further explain sequence. 5. Which part of the lesson, if any, do you think might need to change? This lesson is straightforward. I think it should go over very well. 6. When you were writing this lesson plan, what was the most difficult part? I wasnt sure what to use for an assessment. I debated on a writing component or the graphic organizer. I decided to stick with the graphic organizer to have students demonstrate they understand the concept of sequence.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3

Title of Unit: US Government Title of Lesson: Day 4-Leaders Submitted By: Corey and Caitlin

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 4

Title of Unit: US Government Title of Lesson: Day 4-Leaders Submitted By: Corey and Caitlin

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 5

Title of Unit: US Government Title of Lesson: Day 4-Leaders Submitted By: Corey and Caitlin

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 6

Title of Unit: US Government Title of Lesson: Day 4-Leaders Submitted By: Corey and Caitlin

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 7

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