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Voting Lesson

Name: Kellen McCoy


Date: April 25, 2016
Grade Level: 1
Arizona State/Common Core Standard(s):
Strand 3: Civics/Government:
Concept 1: Foundations of Government
PO3. Practice examples of democracy in action (e.g. voting, making classroom rules)
Concept 4: Rights, Responsibilities, and Roles of Citizenship
PO2 Describe the rights and responsibilities of citizenship:
b. Importance of participation and cooperation in a classroom and community
d. Responsibility of voting (every vote counts)
Content Area Objective(s) Blooms Taxonomy:
1. Students will be able to explain the importance of voting.
2. Students will be able to cast a vote.
Language Objective(s):
1. Students will be able to communicate their understandings through discussion.
Vocabulary: vote, election, ballot, candidate, responsibility, citizenship
Anticipatory Set: The teacher will ask the students what they already know about voting
(e.g. what voting is, what kinds of things people vote for, and why it is important).
Teacher Actions:
1. Teacher will carry out the anticipatory set with the students.
2. Teacher will introduce the lesson's vocabulary words to the students. Prior to
providing the definitions, the teacher will call on students to guess or explain what
they think the words mean.
3. Teacher will explain to the students the group task. Each table group will be
provided with a poster with two "candidates" (deserts) written on it. Each student
will use a different color marker to write something they like about each
candidate. Each student needs to write at least one sentence for each candidate.
4. Teacher will call up table groups to explain their posters and/or promote their
favorite candidate.
5. Teacher will have the students put up their privacy folders. Teacher will pass out
ballot slips to each student and monitor as they cast their votes.
6. Teacher will carry out a closure to the lesson by reviewing key vocabulary and the
importance of voting with the class. Teacher will announce the candidate the won
the election.
Student Actions:
1. Students will participate in the class discussion about voting.

2. Students will participate in the group-work by writing at least one sentence per
candidate explaining what he or she likes about the candidate. Each student in the
table group will have a different color marker.
3. Table groups will present their posters to the class.
4. Students will get out their privacy folders and cast their own votes.
5. Students will participate in the closure discussion and listen as the winner of the
election is announced.
Modifications (corresponding to student actions):
1. Students with learning disabilities or English Language Learners might need to be
provided with a written version of the vocabulary words and their definitions. It
might be easier for them to comprehend if they have these things in writing as
opposed to just listening to them being said.
2. Students who finish early or need an extra "challenge" can create an 8.5x11 inch
"poster" promoting their favorite candidate. These posters can include drawings,
slogans, and list pros and cons of a candidate.
Closure: Each student will cast a vote of his or her own. While the votes are being
tallied, the teacher will lead a whole group discussion reviewing the vocabulary words as
well as the significance of voting.
Assessment (formative and/or summative): Students will be informally assessed on
their explanations of the lesson's vocabulary words as well as their explanations of why
voting is important. This assessment will take place towards the end of the lesson during
a whole-class discussion.
Materials/Resources:
Ballot slips (25)
Ballot box (1)
Markers (5 packs)
Posters (5)