USF Elementary Education Lesson Plan Template (S 2014

)
Grade Level Being
Subject/Content: Social
Taught: 1st
Studies

Group
Size:
Whole
Group

Name: Savannah Holtz
Date of Lesson: November
1, 2016

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
they’d never get through
them all.)
Essential Understanding
(What is the big idea or
essential 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 this lesson? Include
the ABCD’s of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the 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

SS.1.C.2.1: Explain the rights and responsibilities students have in the school community.
SS.1.C.2.2: Describe the characteristics of responsible in the school community.
SS.1.C.3.1: Explain how decisions can be made or how conflicts might be resolved in fair
and just ways.

What is an election?
How do people vote?
Why do people vote?
How do you make a decision?
Objective
Students will be able to explain the important of voting and participate in a mock
election.
I can Statement
I can explain the importance of voting.

USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being
Subject/Content: Social
Taught: 1st
Studies

Group
Size:
Whole
Group

Name: Savannah Holtz
Date of Lesson: November
1, 2016

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?

Why are you teaching this objective?
I am teaching this objective to give these students insight and understanding
about the process that is going on right now in their community and world. Being
able to understand voting and participate in a mock election will be giving the
students a better understanding of what they see on the news and their parents
speaking about.
Where does this lesson fit within a larger plan?
This lesson fits in with the larger plan on voting and elections that will be
throughout the week. We also talked about how to be a part of your community.
Voting is a responsibility of a community member.
Why are you teaching it this way?
I am teaching it this way to allow my students to think about what they are reading
in a collaborative way that gets them engaged in the material in an interactive
way. Instead of doing the traditional way of learning I will be doing a combination
of interactive modeling and also group conversation.
Why is it important for student to learn this concept?
It is important to learn this concept since they will be voting in the future. It will
also begin to build the foundation for students to understand the importance and
reason to vote.

Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:

Pre- and Post- Assessment: For the pre and post assessment we will be using a
combination of true and false question and a short response question. These question are
intended to get them used to the way quarterly check questions will be written as well as
assessing the content to be presented.

USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being
Subject/Content: Social
Taught: 1st
Studies

 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?

Group
Size:
Whole
Group

Name: Savannah Holtz
Date of Lesson: November
1, 2016

NOTE: Because of the age and development of most students in this grade we will be
reading both the pre- and post-assessment to them. As we are not assessing reading
comprehension and more content knowledge we see that this is a justified actions. We
will be taking special care not to give away any answers of the questions to student when
we are reading aloud to the students.

I will also be using this rubric to grade students on this assessment on the basis of
content and writing since they will be combining both of these during the assessment
and lessons.
NOTE: This rubric mirrors what my CT uses to evaluate assessments that combine writing

USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being
Subject/Content: Social
Taught: 1st
Studies

Group
Size:
Whole
Group

Name: Savannah Holtz
Date of Lesson: November
1, 2016

and multiple choice; so I have applied it here as well to make it clear where they get
points.
I changed this lesson to include a rubric for this assessment since after
conversations with my collaborating teacher we both wanted to understand were
the points were exactly stemming from and to reflect the similar assessment the
student were completing the class.

NOTE: This rubric mirrors what my CT uses to evaluate assessments that combine writing
and multiple choice; so I have applied it here as well to make it clear where they get
points.
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?
 How will you ensure

The basic knowledge that teachers will need is the need and importance of voting.
The background knowledge students need for this lesson is the basic idea of what voting
might be just to give them a foundation to understand further into voting and election.
How will you ensure students’ have this previous knowledge?
I will ensure that students have this previous knowledge by using the pretest to

USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being
Subject/Content: Social
Taught: 1st
Studies

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?

Group
Size:
Whole
Group

Name: Savannah Holtz
Date of Lesson: November
1, 2016

determine what they already know and what needs to be taught.
Who are your learners?
My learners are a class of first grade students from a generally middle class
community. We also have roughly around the same number of boy and girls.
What do you know about them?
I know that this groups of students really enjoys and does well with group
discussions on ideas with either pairs or small table groups. They also need to
move, to provide a brain break, between sections of the lesson to make sure they
can focus during the instruction portions of the lessons; meaning that we will move
between their seats and also the carpet to break up the lesson for them.
What do you know about their readiness for this content?
Based on the pre-assessment given I notice that the students think, in general,
that voting is important but do not understand much else about it. Making them
ready for this material.

What misconceptions
might students have about
this content?

Some misconceptions students might have in this area of content would be that all voting
is election based, and that there can only be two options at a time.
Lesson Implementation

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.)

Guided Release: I will be using guided release in this lesson. This teaching method will be
used toward end of this lesson allowing students to social learn through discussion.
Partner Word: Students will work in small groups and pairs to discuss what they are
thinking about questions.
Interactive Modeling: We will be preforming a mock election were the student will get to
see firsthand how voting works.

USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being
Subject/Content: Social
Taught: 1st
Studies

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?
 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?

Time
30
mins

Who is
responsibl
e (Teacher
or
Students)?
Both
teacher
and
students
will be
responsibl
e for this
lesson.

Group
Size:
Whole
Group

Name: Savannah Holtz
Date of Lesson: November
1, 2016

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).
Morning Work:
Form for Registering to Vote
Materials: Voter registration Worksheet
1. Students will fill out a voter registration sheet to jumpstart
their thinking.
Originally I had this section of the lesson as the morning work
for day before however through the pre-assessment process
and thinking about it more I decided with my fellow peers to
change it to be included in the morning work for this lesson.
The reason being that the students would have no reference
for what registering for voting would mean if we had them do
this before reading the book aloud which discussed the use of
registration. By including it along with the registration card
pictures student were more likely to understand why we were
doing so.

USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being
Subject/Content: Social
Taught: 1st
Studies

Group
Size:
Whole
Group

Name: Savannah Holtz
Date of Lesson: November
1, 2016

Registration Card Pictures
Materials: Voter registration Cards
1. Students will complete the voter cards using their registration
sheets and draw a picture of themselves.
This part also changed in this lesson. Originally since I was
having the students do the registration the day before I was
going to have these ready for them to draw their pictures of
themselves. However, since they already were working on
their registration sheets they had all the information they
needed to complete the cards on their own.

USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being
Subject/Content: Social
Taught: 1st
Studies

Group
Size:
Whole
Group

Name: Savannah Holtz
Date of Lesson: November
1, 2016

Vocabulary: Carpet
Time: 3 minutes
Materials: Can I Vote? Book
1. For each of the words remind the students to think about
what they read during the read aloud, ask them what they
think the word means and write the word on the board,
ask the students to take with a partner what they think the
word means. Then let them share and compile the things
they say into one definition that is correct.
1. Ballot
2. Voting Booth
Explanation: Carpet
Time: 2 minutes
Materials: NA
1. Remind the students again what you read yesterday and how
the boy in the
Tee- Chart of Attributes: Carpet

USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being
Subject/Content: Social
Taught: 1st
Studies

Group
Size:
Whole
Group

Name: Savannah Holtz
Date of Lesson: November
1, 2016

Time: 7 minutes
Materials: White Board, Expo Marker
1. After the quick explanation we will be creating a tee- chart
of attributes of the two different cookies.
2. This should clear student thinking and push them further
into thinking about why they like each cookie to make a
decision for voting.
After much consideration we decided to add this section to
this lesson. We added it to support students understanding
that they need to have reasons other than liking something to
make a decision when voting. For this age group I found it
necessary to include this in order for us to talk through why
they were trying the cookies before we did the next sections.
The inclusion of this really helped this group of students grow
in understanding based on the results of the next activity.
You Have my Vote!
Time: 10 minutes
Materials: NA
1. Pass out the “You Have my Vote!” writing page.
2. Encourage the students to think about the two different type
of cookies. “Which one tastes better?”, “Which favor do you
like more?” and “Why are you choosing that cookie?” are
some excellent questions to jump start their thinking.
3. Instruct them to first complete their sentence then they can
draw their picture after they have completed it.
4. Remind them that like in the story you vote and make a
choice based on what you think NOT what your partner thinks
so to make sure to keep their ideas to themselves.
5. After 8 minutes are up tell the students to wrap up what they
are working on.
6. After the 10 minutes are up go on to the voting ballot section.

USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being
Subject/Content: Social
Taught: 1st
Studies

Group
Size:
Whole
Group

Name: Savannah Holtz
Date of Lesson: November
1, 2016

Voting: Ballots
Time: 5 minutes
Materials: NA
1. Now explain to the students that now they will get to cast
their vote using a ballot in the voting booth set up.
2. Instruct them to carry their Voting sheet with them and line
up quietly. Then instruct them that inside the voting booth
there will be a ballot (show them the ballot), they are to
quickly check which cookie they choose and place the sheet
in the box in the booth, then turn in their voting sheet at the
table, and then quietly go sit at their seats for the next step.

USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being
Subject/Content: Social
Taught: 1st
Studies

Group
Size:
Whole
Group

Name: Savannah Holtz
Date of Lesson: November
1, 2016

Graphing and Results
Time: 7 minutes
Materials: NA
1. Take out the graphing and tally sheet that shows the two
cookies bringing it up on the document camera.
2. Explain to the students that now we are going to count the
ballots and votes to see which cookie won.
3. Pull out each ballot and say which cookie it is. Draw a circle
on the side that matches the cookie. Circling each set of five.
4. Once all have been counted then pose the question to the
students “Which cookie won?” and have them talk with their
partner or table group about what they think.

USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being
Subject/Content: Social
Taught: 1st
Studies

Group
Size:
Whole
Group

Name: Savannah Holtz
Date of Lesson: November
1, 2016

5. Bring it back together with a share and then conclude which
cookie they will get at a later time.

What will you do if…

…a student struggles with the content?
If a student struggles with this content I will support them by having them discuss the
content more one on one with me.

What will you do if…

…a student masters the content quickly?
If a student masters the content quickly then I will have them think deeper about the
content ideas through discussion and reflection.

USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being
Subject/Content: Social
Taught: 1st
Studies

Meeting your students’
needs as people and as
learners

Group
Size:
Whole
Group

Name: Savannah Holtz
Date of Lesson: November
1, 2016

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This lesson connects with my students’ interests in group discussions as well as their
enjoyment of eating sweet foods; however it only slightly connects with the cultural
background of snack foods available to the area.
If applicable, how does this lesson connect to/reflect the local community?
This lesson reflects the local community gearing up to begin voting in the presidential
campaign.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
To differentiate for these students I will challenge them to maybe think about examples
they have seen so far in the world around them of voting.
How will you differentiate instruction for students who need additional
language support?
In general I would differentiate instruction for this lesson for students who needed
language support by allowing them to draw or speak their representations or answers for
assessments or ballot.
J: Since he has vocal skills in English. I will reading the book aloud and also will be
providing a large amount of opportunity to socially talk with his peers and discuss
through he content helping him learn the content.

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),

A: I will be wearing the personal mic system that works with his hearing aid during this
lesson.
AG: Will need to be seated in the very front of the group.

USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being
Subject/Content: Social
Taught: 1st
Studies

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:
Whole
Group

Name: Savannah Holtz
Date of Lesson: November
1, 2016

J: Will need to be in a position that will allow him to focus.
G: Cannot sit next to Matthew.









Can I Vote? Book
Lined Paper Pencils
Registration Cards (personalized)
Vocabulary Cards
Ballots (one per student)
Voting Booth
Ballot Box (one)
Crayons
You Have my Vote sheet (one per student)
Graphing and Tally Sheet (one per class)