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Standards Based Lesson Plan – Individual Lesson

Intern: Krista Guest
Cooperating Teacher: Danuta Sala
Subject: Read Aloud
Purpose/Learning Goals/District Power Standards(s): Introduce vocabulary words and read

Duck for President By: Doreen Cronin. Use the read aloud and vocabulary words to discuss the process of
voting and relate it to Election Day on November 8th (tomorrow).
Power Standard 3rd Grade: Know and apply grade-level phonics and word analysis skills to support
comprehension in order to read grade-level texts with accuracy, appropriate rate, and expression to support
comprehension. (RF 3.3, 3.4)
Question(s) to be answered by end of learning: What does each of the vocabulary words mean?
How can we connect these words to the story Duck for President and to our own lives?

Day & Time

Monday, November 7th, 2016.
10:30-11:00

What technology & materials will be used for the lesson?

Resources







Google Slides
Ballots (Each student receives 1 small slip of paper)
Voting Ballot Box
Duck for President By: Doreen Cronin
Poster (Vocabulary Table)
Giant Notecards (1 for each student)
Pencils (Each student has 1)

How will you engage students in the lesson?

Opening Engagement

Instructiona
l Strategies

Activating prior knowledge:
○ “Can everyone please clear your desk so there is nothing is
out in front of you. Look at me to show me you are ready.”
○ “Does anyone know why we don’t have school tomorrow?”
(Students’ answers relate to voting/election). “Talk to your neighbor, what
do you know about Election Day? Discuss anything to know about what
happens during the process, how do you vote, who gets to vote?” (Students
discuss with their partner about their background knowledge of elections
and Election Day). *Ring a bell* “After discussing with your neighbor, I
would love for others to share their background knowledge about elections
with the class.” (Select about 3-5 students to share their knowledge and
record their ideas on the board). “Those are all great ideas! Today we are
going to be learning a little bit more about how elections work and we are
also going to read a story some of you may be familiar with about an
interesting animal election.”

Describe what you will be doing and what the students will be doing,
how will students be active in the learning, how you will know they are
engaged & learning.
Vocabulary Instruction: Google Slides will help to introduce the vocabulary words. Each
slide will have the vocabulary word being introduced, the definition of the word, and a
picture or video that further explains the word. I will facilitate a discussion about each word
and tie in the students’ prior knowledge.
● Election: I will project the word and picture of election.
○ “Just a few minutes ago, we talked about our background
knowledge of the word election. Here is a picture of people formally voting
for specific people running for president. Can you only have an election
when selecting a president? No! There are many times that we vote on
things in class as well. Remember last week, we voted on which Go Noodle
Brain Break we wanted.”
○ (Project and read the definition of the word) “What do you
think the election in our story will look like?” (Students respond by
discussing the Duck running for president and hosting an election with the
other barn animals).
● Ballot: I will project the word, ballot.

○ “Show me with your thumbs, who has heard this word
before? Thumbs up if you know the word and could teach someone else
about it, thumbs to the side if you are familiar with it but you may need
more practice and thumbs down if you have not heard the word before.”
○ (Show the picture of the word on the screen). After looking
at these pictures, what do you think a ballot is used for in an election?” (Call
on one student to give their interpretation of a ballot). “Yes, a ballot is used
to write your vote on during an election. Thumbs up if you think the duck is
going to use ballots in his election?”
● Protest I will project the word, protest.
○ “Show me with your thumbs, who has heard this word
before? Thumbs up if you know the word and could teach someone else
about it, thumbs to the side if you are familiar with it but you may need
more practice and thumbs down if you have not heard the word before.”
○ (Show both pictures that describe the word). “Based off of
these two pictures, what do you think the word protest means? Turn and
talk to your neighbor about what you observe in these two pictures.”
○ “In 5, 4, 3, 2, 1. I heard so many great observations of these
two pictures. (Project and read definition aloud for the students). How do
each of the pictures show people protesting?” (Select 2-3 students to share
their observations and analysis of the pictures). Some people are protesting
in a big group of people, and the other girl is protesting eating vegetables for
dinner. Have you every protested something to your parents? (Select 2
students to share their connections to the word protest). “If you had a
connection to the word, share it with your neighbor quickly.”
● Parade: I will project the word, parade.
○ “Show me with your thumbs, who has heard this word
before? Thumbs up if you know the word and could teach someone else
about it, thumbs to the side if you are familiar with it but you may need
more practice and thumbs down if you have not heard the word before.”
○ “Talk with your neighbor, when have you heard the word
parade before?” (After about 30 seconds, come back together as a class.
Select 2-3 students to share their connections to the word and record them
on the board).
○ (Project the definition of the word and also the video).
“We’re going to watch a short video that shows how the Chinese New Year
celebrates with a parade. While you are watching the video, think about the
different ways they “march in a parade”. (Watch about 2 minutes of the
video). “What did you observe in the parade? How were the Chinese
celebrating?” (Select about 2-3 students to share their responses aloud with
the class).
○ “How do you think the parade in the story is going to be
different from the Chinese parade?” (Select a few students to share their
predictions about the similarities and differences).
Room 203 Election
● “Today we are going to have a mini election about where we are going to
read the story. Each of you are going to receive your own ballot. It is important that
we keep our ballots secretive. On your ballot, you are going to have two choices on
where we will sit for our story. The first option is to sit at our desks and listen to the
story and the second option is to listen to the story on the rug. Please put an X in the
box to cast your vote. Once you have finished filling out your ballot, bring it up and
slip it into the ballot box.”
● (After all ballots are put into the ballot box I will display a T-Chart that will
be used to tally the votes from the election). “I am going to need two helpers to help
me count all of the results from our election. (Select 2 students and give each a
different color marker). “I am going to pick out each ballot and read the choice that
was selected. Please mark a tally under the choice that was picked. The most votes at
the end will be the place where we read our story.” (Read the choice from each ballot
and make sure the students tally the choice. Have the students move to the location
that was picked by the majority).
Duck for President By: Doreen Cronin
● (Before beginning to read, make a T-chart that lists the vocabulary words on
one side and the word “connections” on the other side). “When you hear one of the 4

vocabulary words that we talked about I want you to put your hands on your head.”
(Begin reading story; use the students’ facial expressions and questions to gauge
how well the students are understanding the content of the story and clarify any
specific words or events that are causing confusion).
● Page 7: Election. “Turn to your partner and talk about how is the word
election is used in the story.” (Give students about 10 seconds to share and the count
down from 5 to bring them back together as a group). “Raise your hand and share
the connection election has with the story.” (Select about 2 students to share and
record the connections on the board).
● Page 12: Protested. “Turn to your partner and talk about how is the word
protested is used in the story.” (Give students about 10 seconds to share and the
count down from 5 to bring them back together as a group). “Raise your hand and
share the connection protested has with the story. Why do you think the mice
wanted to protest the height requirement?” (Select about 2 students to share and
record the connections on the board).
● Page 13: Ballot. “Turn to your partner and talk about how is the word ballot
is used in the story.” (Give students about 10 seconds to share and the count down
from 5 to bring them back together as a group). “Raise your hand and share the
connection between ballot and the story.” (Select about 2 students to share and
record the connections on the board).
● Page 18: Parades. “Turn to your partner and talk about how is the word
parade is used in the story.” (Give students about 10 seconds to share and the count
down from 5 to bring them back together as a group). “Raise your hand and share
the connection between parade and the story. What were the parades used for?”
(Select about 2 students to share and record the connections on the board).
(The vocabulary words come up more than one time throughout the story. Encourage the
students to brainstorm more connections the words have to different parts of the story and
add them to the board under the “connections” column).

How will you close the lesson?

Closure –
Assess
Learning

Notecard Vocabulary:
● Students will each receive a notecard and are instructed to section it off into
3 boxes (Vocabulary word on top, connection to the word and a picture on the
bottom; example of card will be on a piece of poster board).
● I will first model an example on the board. As a class we will pick one of the
vocabulary words and write it in the top section. Then we will brainstorm
connections we have to the word and record them in one of the bottom sections and
lastly I will draw a sketch of my interpretation of the word.
● “Now it is your turn! You may pick any of the four vocabulary words to use
for your notecard. (Project slide that lists the 4 vocabulary words, their definitions
and pictures from the slideshow. Walk around to each student and support him or
her if they are unsure of the directions or need clarification of a specific vocabulary
word). “If you finish quickly, you may turn your card over and use a different
vocabulary word.” (If time permits, allow students to come up to the front of the
class and share their card with the class using the Elmo projector).

How will you address the special needs of the class during the learning
experience?
Modifications/
Differentiation

Scaffold: When working on the closing activity, allow students to concentrate on drawing
the vocabulary word and labeling the different parts. Students may also use the connections
brainstormed as a class.
Enrich: Encourage students to write connections that apply to their life during the closing
activity.