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Detailed Lesson Preparation Guide

Elementary Education
Name: Katherine Wilson
Title: Cookie Election
Grade: 3rd Grade
Concept/Topic: Voting
Time Needed: 40 minutes
● Note: A detailed lesson plan is specific enough for another teacher to read and
teach effectively. There should not be any question regarding what to do or how to
do it.
Backward Design Approach: Where are you going with your students?
Identify Desired Results/Learning Outcome/Essential Question:
Essential Questions:
● What is the process of voting for elections in the United States?
● Why is practicing your right to vote so important?
Learning Outcomes:
1. Students will be able to explain the process of local elections, referencing
campaigning, registration, ballots, and election day.
2. Students can explain the importance of voting in the election.
3. Students can explain why the right to vote is part of being a US citizen.

Ensuring Lesson supports district and state goals
NCSCOS Standards:
3.C&G.2.1 Exemplify how citizens contribute politically, socially and economically to their
community.
3.C&G.2.3 Apply skills in civic engagement and public discourse (school, community)
Assessment Plan:
​ After the read aloud of “Vote”, students go through the same process of voting. I hope to
hear students comparing the cookie election to what they learned during the read aloud, as I
will be referencing it throughout this activity. I will listen to student’s responses in the
conclusion as they explain the process of voting. I hope to hear students referencing the
campaign for the cookies when they are discussing with their table groups their opinions about
each cookie. I hope to see that students complete the voter registration completely before they
turn it in to get a voting ballot. Students should only choose one cookie in their ballot, as they
are aware that they can only choose one cookie as the class cookie. Students should be able to
connect this process to the process that they have been hearing about in the news, and what
they have learned about the government in the previous unit. Students should be able to
explain why voting is such an important aspect of being a citizen.
Meeting the student where they are:
Prior Knowledge/Connections:
This lesson is being taught after the class’ unit on government. Students should know
what government is in the US and why it is important. Students should be able to name the
responsibilities they have in the community to contribute politically, economically, and

socially. They should be able to name the three branches of government, and know which
branch of government includes the president. Students have been hearing about the election
through news, their parents, and around the classroom. They can make these connections about
what they’ve heard and learned about the presidential election and use this to apply this to this
cookie election.
Differentiation/Same-ation:
All students should be engaged in this lesson, as it gives multiple access points for students to
understand the process of voting. Student’s first get to listen to and view the read aloud, as I
reference the pictures when reading to the class. Student’s then get to complete the process of
voting with their classmates, comparing the campaigns that include words along with pictures.
I will read every section of the campaign to the class, and keep it on the board until every
student has voted. Students have the opportunity to actually eat both cookies, talking with their
classmates so that they can come up with a decision for who they will vote for. The
registration and voting process is laid out for each student, and only requires of them a small
amount of information for them to write about. Students get to learn about Election day by
reading “Vote”, and making the connections of the voting process laid out in the book to what
they complete in class. After these multiple contexts, students have the ability to connect this
to what they know about voting in their own life, as connections are so important in
transferring this information to their life.

Heart of the Lesson/Learning Plans
Lesson Introduction/Hook:
To begin this lesson, I will ask students if anyone knows what tomorrow is. If they do not
know, I will share that tomorrow is Presidential Election Day. I will remind them that it is a
right as a citizen to vote, and share that we will be learning about the voting process today. I
will read students “Vote” by Eileen Christelow. I will stop and point out the different aspects
of voting, like the campaigning that the candidates completed, the registration process, and the
actual voting on election day. I will then share that we will be completing an election in this
class, as the voting age has been lowered. I will share that we will be voting on the class
cookie.

Heart of the Lesson:
1. I will remind students of the campaigning process that we just read about in “Vote”
2. I will share students the “Class Cookie Election” campaigning table. I will start by
reading about the attributes of the oreo, and then read about the Chips Ahoy cookie.
3. I will then ask students what is alike about these campaigns s and what is different.
4. Students will then go back to their seats, and I will give each student one Chips Ahoy
cookie and one Oreo cookie. In their table groups they will compare the cookies, and I
will ask students to start thinking about who they will be voting for.
5. Next, I will introduce the voter registration card. Reminding students of that before
they are able to vote, they must complete the registration form like in the book.
6. I will hand out the voter registration template to each student, and ask them to fill it
out, making sure that they draw a self portrait.

7. Once students are finished, they will turn it into me after I check off that they
completed all of the requirements.
8. Lastly, students will get a chance to vote for their class cookie. I will remind them that
on election day, people are required to go to a certain area to vote. I will share with
them the ballot, and remind them that they are only allowed to check off one cookie
when voting. I will ask them to go back to their table groups and without talking, vote.
9. Once every student has cast their vote, I will count out the votes and announce the
winner.
Concluding the Lesson/Closure/Debriefing:
Once I announce the winner to the class, I will ask students to come back to the carpet so that
we can have a discussion about the process that they went through. I will ask students the
different steps that we went through in order to vote. I will then share that this process is very
similar to the process that is going on right now. Tomorrow, people that are registered to vote
will go to their voting stations and cast their vote, only being able to choose one person. One
person will then be elected president based on the votes. I will ask students: why is voting so
important? I will hope to hear ideas from the book and the activity in their answer. I will share
that voting is empowering, and that it is your right as a citizen to vote. I will encourage them
to register to vote when they have the ability to do so,
Specific Questioning:
In the Introduction:
● Does anyone know what is so important about tomorrow?
When reading “Vote”:
● What is a debate?

● How does the campaign encourage people to vote?
● How is this similar to what you have heard about in the news or at home?
In the Heart of the Lesson:
● What is alike about the campaigns? What is different?
● How does tasting the cookie help in deciding on your vote?
Conclusion:
● How did you make your decision on what cookie to vote for?
● What were the steps that we took in order to hold the class election? How were they
similar to the “Vote” book?
● Why is voting so important? Why is voting part of being a good citizen?
New Vocabulary:
Vote​-​a​ ​formal indication of a choice between two or more candidates or choices.
Citizen​- a person that lives in a particular country with certain rights and responsibilities
Ballot-​ the form filled out when voting
Registration-​an official form filled out with personal information
Students will be learning about each of these vocabulary words, starting out with
hearing about them in the introduction book, followed by their completion of the class cookie
election. Students are able to register to vote, so they understand the registration process.
Students are reminded that voting is a right of being a citizen. Students will fill out a ballot,
knowing that they can only choose one cookie in their decision. These vocabulary words are
being learned across contexts and in practice, so they have a better understanding of how they
are used within Election Day.
Materials/Resources:

The table, voter registration form, and ballot are below this document
● Class Cookie Election Table
● Voter Registration Form
● Ballot
● “Vote” by Eileen Christelow
● Oreo cookies (1 for each student)
● Chips Ahoy cookies (1 for each student)
Lesson Idea:
http://pnwboces.org/ssela/Sample_Lessons/SecondGrade/Unit1/Unit1-Lesson3.htm
Teaching Behavior Focus:
In this lesson, I hope to build classroom climate, one of the teacher behavior focuses. I am
doing this through having an activity that has students understand the voting process without
using the actual presidential election within the activity. I hope to empower and excite students
to vote with my classroom climate. The class cookie election is something that I believe that
the class will be excited about completing. I will remind students that whatever cookie they
choose is their personal opinion, and that there is no right or wrong answer when voting. I will
be paraphrasing student’s verbal content into richer academic vocabulary, both acknowledging
their ideas and reinforcing the task at hand. I provide response opportunities throughout the
lesson, where students are able to voice their opinion and share what they already know about
the presidential election.
Follow-Up Activities/Parent Involvement
Students can share the process that they went through today in their classroom, and how
they believe that has affected their idea of voting. If they want, they are able to encourage their

parents to research and vote on Election Day tomorrow. Students can explain how the process
that they went through is similar to the process that they have been hearing about with the
news. I am hopeful that in the future, students will remember this class activity and consider
registering to vote and voting when they are able to.

Class ​Cookie​ Election

Sandwich cookie!

Crunchy and sweet!

Sweet creme filling

Chocolate chip bites

Only 45 calories each!

Only 53 calories each!

“Milk’s favorite cookie”

“It’s crazy with chips”

Can’t find anything like it!

Like your grandma’s
cookies!

Voter Registration
Self Portrait:
Name:___________________
Age: ________
School:
______________________
Teacher:
_______________________

Cookie Ballot

Oreo Cookie

Chips Ahoy! Cookie

Cookie Ballot

Oreo Cookie

Chips Ahoy! Cookie

The Department of Teacher Education & Learning Sciences
Elementary Education Program
Pre-Observation Form

Directions: This form is to be completed prior to every lesson that will be observed by the mentor
teacher or university supervisor. It is to be submitted no later than 3 business days prior to the actual
observation along with your lesson plans.

Name: Katherine Wilson   

Date: October 28th

1. What is the topic of your lesson?
The topic of my lesson is the process of voting.
2. Why are you teaching this lesson? What is your rationale for teaching it?
I am teaching this on Monday, November 7th, the day before Election Day in the United
States. I chose to teach a lesson that would mock an actual election so students can go
through the process together, and be able to connect this to what they have been
hearing about in the news.
3. What is your Teaching Behavior Focus? Why did you choose this?
My teaching behavior focus is “build classroom climate”. I chose this focus,
because I am getting closer and closer to my full time student teaching, and want to
have a great relationship with each student and my class as a whole. I would like for
students to feel like they can share their opinion with me, and talk about what they know
and what they do not know about a subject. I believe that this lesson will be a great tool
to begin building my classroom climate, because students have the opportunity to
verbalize their opinion on cookies. I hope they appreciate choosing a “classroom
cookie”, so that students feel togetherness with their classmates and with me.
4. Why did you design your instruction in this lesson the way that you did? Why did
you choose this way of teaching the lesson (e.g., Was the idea from a methods
course? From your mentor teacher? Another source?)
In my ELM 460 class, we were given several ideas for teaching a topic like voting to
elementary schoolers. My teacher suggested reading the book “Vote”, and after reading
through it, I knew it would be a great way to introduce the topic of voting. The lesson
progresses from learning about voting and the process that goes along with it, to
completing the process of voting, and then connecting it to their own life and future. In
social studies, every activity should be connected to real life in some way, like my ELM
460 teacher has taught. I designed this lesson so they have a great background of
voting before Election Day. In order to come up with the main activity, I read through
several lessons online, and modeled after one lesson that I referenced in the “materials”
section of my lesson plan. I modified it so that I could actually have the students try
eating the cookies in order to come up with their decision when voting. I made my own
campaign for each of the cookies, along with the registration form and voting ballot,

which I think is age appropriate for this lesson.
5. As you are thinking through this lesson, what do you believe will be the most
challenging part of this lesson for you when you teach it? Why?
I believe the most difficult part of teaching this lesson will be connecting this lesson
to citizenship and their right to vote in the United States in the conclusion of my lesson. I
am hoping for a powerful discussion, where students share how this experience has
impacted their ideas about voting. Scaffolding and specific questioning will definitely be
helpful in facilitating this. I want to make sure that this lesson goes beyond the walls of
the classroom, and has an impact on their citizenship in the future. I hope to inspire
students to register and vote in the future, and that will not happen without a closure
portion that includes very powerful questions and connections.
6. How will you know if your learning outcomes for the students are met
successfully?
I will know if my first learning outcomes for my students are met by checking off
that students correctly registered to vote, filled out the ballot, and referenced the
campaign when talking in their table groups about their decisions. I hope to also hear
students describe the process in their own words, so that the class together can make a
list of the process. Students should be able to explain why voting in the election is so
important, referencing their own experience in the classroom activity in their response.
The learning outcome will be attained if students recognize that voting is important so
that every voice is heard when a decision is being made. Students can link this to the
rights of a citizen, specifically the right to vote, which means they would be achieving
the third learning outcome. Students should reference what responsibilities local citizens
have in politics, which they learned about in the government unit and practice in class
during this lesson.
7. How will your classroom management support the learning outcomes?
In order to support the learning outcomes, my classroom management must be
intact so that students complete each part of the activity thoroughly. I move students in
between large group discussion, small groups, and individual work so that students
remain focused and on task. I will remind students before the cookies are handed out
the objective of their task at hand; making an informed decision to vote. Reading the
book aloud before they complete voting on their own helps model to students the
process of voting before they complete it individually. I will always have a calm and
understanding demeanor, and keep the conversation on track so that students are not
focusing on what they have heard about the US election from news or their parents.
Facilitating discussion with thought provoking questions and scaffolding while students
work will be very beneficial for students to achieve the learning outcomes.
8. List 1-3 areas which you would like for your observer to pay particular attention.
Why do you want your observer to focus on these areas?
● My teacher behavior focus
● My classroom management
● My conclusion of the lesson
I want my observer to focus on these areas, because these areas are what I
believe will make this lesson the most impactful. I would like my teacher behavior focus
to be met through how I approach this subject and how I react to what opinions and
ideas they have about voting. My classroom management is always an area that I need
to work on, and since this lesson includes several transitions and hands on activities, I

would like the observer to note how well I facilitate this. I hope to close this lesson in a
way that inspires and impacts them, especially with the Election Day occurring the day
after. I want the observer to pay particular attention to how I wrap this lesson up and
apply it to their lives as citizens.
9. Is there anything else you would like your observer to know before the
observation?
Nope!