USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 3rd

Subject/Content: SS- Voting

What Standards (national or state)

relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use just
one: theyd never get through them
all.)

Group Size: 16

Name: ___Carly Castro_____

Date of Lesson: 11/4/14

Lesson Content
The NCSS Themes of Social Studies:
POWER, AUTHORITY, AND GOVERNANCESocial Studies programs should include experiences that provide
for the study of how people create and change structures of power, authority, and governance, so that the
learner can: C. give examples of how government does or does not provide for needs and wants of
people, establish order and security, and manage conflict
CIVIC IDEALS AND PRACTICESSocial Studies programs should include experiences that provide for the
study of the ideals, principles, and practices of citizenship in a democratic republic, so that the learner can:
B. identify examples of rights and responsibilities of citizens
Common Core:
CCSS.ELA-LITERACY.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
CCSS.ELA-LITERACY.RI.3.4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a
grade 3 topic or subject area.
CCSS.ELA-LITERACY.RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when, why, and how key events occur).

Essential Understanding
(What is the big idea or essential
Why is it important to vote?
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)
Objectives- What are you teaching?
(Student-centered: What will
students know and be able to do after Given a completed graphic organizer based upon the first 32 pages of the book Vote! by Eileen Christelow,
this lesson? Include the ABCDs of
students will be able to define key vocabulary with 80% success.
objectives: action, behavior,
condition, and degree of mastery, i.e.,
"C: Given a sentence written in the

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 3rd
Subject/Content: SS- Voting
past or present tense, A: the student
B: will be able to re-write the
sentence in future tense D: with no
errors in tense or tense contradiction
(i.e., I will see her yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
Rationale
Address the following questions:
Why are you teaching this
objective?
Where does this lesson fit within
a larger plan?
Why are you teaching it this
way?
Why is it important for students
to learn this concept?
Evaluation Plan- How will you know
students have mastered your
objectives?
Address the following:
What formative evidence will you
use to document student learning
during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
What Content Knowledge is
necessary for a teacher to teach this
material?
What background knowledge is
necessary for a student to
successfully meet these objectives?

Group Size: 16

Name: ___Carly Castro_____

Date of Lesson: 11/4/14

This objective aligns with current SS curriculum being used in the classroom, as well as SS standards for
third grade.
It is part of a larger unit about government, and the first part of a two part lesson about voting.
Using a trade book will engage students and make concepts relatable and interesting.
Voting is an important civic duty of citizens of a democratic nation.

I will use questioning and guided discussion as formative evidence.

I will use the completed vocabulary page as summative assessment for this lesson.

Teachers must know vocabulary, the voting process, and why voting is an essential component of democracy.

Students must have grasp of 3rd grade vocabulary, and be able to read and write at a 3rd grade level.
Based upon reading scores and student work, all students are ready for this content.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 3rd
Subject/Content: SS- Voting
How will you ensure students
have this previous knowledge?
Who are your learners?
What do you know about them?
What do you know about their
readiness for this content?
What misconceptions might students
have about this content?

Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to address
the following:
What Higher Order Thinking
(H.O.T.) questions will you ask?
How will materials be
distributed?
Who will work together in groups
and how will you determine the
grouping?
How will students transition
between activities?
What will you as the teacher do?

Group Size: 16

Name: ___Carly Castro_____

Date of Lesson: 11/4/14

They dont need to know about voting because they are too young to vote
Their vote doesnt matter
No prior knowledge of vocabulary or concept
Lesson Implementation
Dramatic Reading, Questioning/Guided discussion, Graphic Organizer

Time

Who is
responsible
(Teacher or
Students)?

Each content area may require a different step-by-step format. Use whichever plan
is appropriate for the content taught in this lesson. For example, in science, you
would detail the 5 Es here (Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).

1:30

Teacher

Introduce EQ and basic plot of book. Connect lesson to vote for Governor. Show
Graphic Organizer on projector and tell students that today we will read the first half
of the book and learn what the candidates and voters do when there is an election.
We will record this information on the GO and we will also be learning new
vocabulary words to help us talk and write about elections and voting.

1:35

Teacher/
Students

Begin reading, pausing to explain vocabulary, complete GO, and ask questions to
keep students engaged and comprehending. Emphasize vocabulary words based
upon results of pre-assessment.

1:45

Students

Individually, students will complete the vocabulary assessment. Teacher will use this
assessment to modify future teaching.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 3rd
Subject/Content: SS- Voting

Group Size: 16

Name: ___Carly Castro_____

Date of Lesson: 11/4/14

What will the students do?

What student data will be
collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?
What model of co-teaching are
you using?
What will you do if

What will you do if

Meeting your students needs as

people and as learners

a student struggles with the content?

Day 2 of this lesson will be modified to reinforce concepts/vocabulary. Discussion will be scaffolded as
necessary to increase understanding.
a student masters the content quickly?
Lesson is paced so that no student can work ahead, but is designed to capture the attention and interest of all
students at varying levels of understanding. Discussion will be scaffolded as necessary to build knowledge of
all students.
If applicable, how does this lesson connect to the interests and cultural backgrounds of your students?
All students are living in a democratic nation and will most likely be provided the opportunity to vote in less
than 10 years, as well as currently able to vote in school based elections and surveys.
If applicable, how does this lesson connect to/reflect the local community?
Lesson takes place on election day for State Governor, there will be many signs and events in the local
community on this day.
How will you differentiate instruction for students who need additional challenge during this lesson
(enrichment)?
Lesson is paced so that no student can work ahead, but is designed to capture the attention and interest of all
students at varying levels of understanding. Discussion will be scaffolded as necessary to build knowledge of
all students. If students complete vocabulary assessment quickly and easily, they will be encouraged to write
any questions they have about the voting process or the current election.
How will you differentiate instruction for students who need additional language support?
Discussion will be scaffolded as necessary to build knowledge of all students. A list of definitions only will be
provided to students if needed to assist completion of vocabulary assessment.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 3rd
Subject/Content: SS- Voting
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique learners.)
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used. This
can also include people!)

Group Size: 16

Name: ___Carly Castro_____

Date of Lesson: 11/4/14

L.K.-More time: If vocabulary assessment is not completed by the end of lesson, may be finished for morning
work the following day.
J.F.- More time: If vocabulary assessment is not completed by the end of lesson, may be finished for morning
work the following day.
M.P.- Pencil grip: has grip and will be encouraged to use it.
Vote! by Eileen Christelow, projector, Graphic organizer, sticky notes to cover parts of GO, pencils, paper,
vocabulary assessment.