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Teacher Candidate Documentation:

Joanne Duford Karen Tice - Clinton Elementary School Kindergarten 11/3/2016

Lesson Documentation:
Lesson Title: Duck for President Group Size: Individual/Whole Group
Content/domain area: Social Studies Time required: 45 minutes
Content standard:
K-C2.0.3 Describe fair ways for groups to make decisions.
K-C5.0.1 Describe situations in which they demonstrated self-discipline and individual
responsibility (e.g., caring for a pet, completing chores, following school rules,
working in a group, taking turns).

Additional Standards:
K.RL.3 With prompting and support, identify characters, settings, and major events in a
K.RL.10 Actively engage in group reading activities with purpose and understanding.
CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the
course of a text.


Students will discuss the various parts of Duck for President by Doreen Cronin to
determine whether or not Duck would make a good president.

Students to discuss Farmer Brown, Duck, and the voters.

Students to understand the process of voting (i.e. voting is secret, only one vote
per person, not everyone happy majority happy, etc.).

Students to discuss the responsibility of voters (i.e. picking the correct candidate).

Instructional and Assessment Materials:

Teacher candidate materials: Duck for President by Doreen Cronin book and CD, three voting
booths, one ballot box, a ballot for each student, three thin black markers, sample ballots for each
voting booth (how to vote for Duck how to vote for Farmer Brown), voting anchor chart, graph
to chart votes, a class list, dry erase marker, and a highlighter.
Student materials: n/a
Technology needs: Document camera and CD player

Anticipatory Set:
***Paraprofessional to set-up classroom during story and modeling. Table materials to be
cleaned up and put away. Voting booths to be set up, ballot box and registration table to be set
up. Ballots to be laid out on voter registration table.
Transition students to the rug. Use document camera and CD to reread Duck for President to the
students. As the story progresses pause the CD and 1) Discuss Farmer Browns role on the farm,
2) Discuss Ducks role on the farm, 3) Discuss whether or not the students believe that Duck
would be a good leader on the farm and why, 4) Discuss whether or not the students believe that
Duck would be a good mayor and why, and 5) Discuss whether or not the students believe that
Duck would be a good president and why.
Instructional Input:
Explain the process of voting (i.e. register to vote, wait in line, keep vote a secret to
prevent conflict, vote, only select one candidate, only one vote per person, fold ballot in
half, place ballot in ballot box, await results).
Model voting for Duck using a sample ballot and the document camera.
Model voting for Farmer Brown using a sample ballot and the document camera.
Have students line up at the voter registration table, mark students off using a highlighter,
hand students a ballot and direct them to an empty voting booth.
Paraprofessional to assist students in folding ballots in half and putting ballots into the
ballot box.
Once students have voted, they are directed to read a story on the rug.
Guided Practice of New Learning (included in Instructional Input):
Explaining the process of voting.
Model voting.
Formative Assessment:
Anticipatory set
o Discussing the story.
Instructional Input
o Voting
o n/a
Independent Practice:

N/A for this lesson

Once everyone has cast their vote, arrange students into a horseshoe on the rug with the filled
ballot box. Have paraprofessional complete the graph under the document camera as you count
votes on the rug with the students. Review how many votes each candidate received, which
candidate received more votes, which candidate received less votes, and which candidate won
the election to be class president.
Cognitive (process of voting), Affective (which candidate best for you), Psychomotor (physical
act of voting)
Multiple Intelligences: Visual-Spatial (voting samples/book), Bodily-Kinesthetic (physical act of
voting), Interpersonal (teacher guidance/class discussion), Intrapersonal (which candidate best
for you), Linguistic (class discussion), Logical-Mathematical (sorting, graphing, counting),
Naturalist (n/a), and Musical (n/a) (6/8)
Other: be accepting of all fine motor skill levels, repeat directions as needed, use pointer when
counting together to show one-to-one correspondence, assist students in voting (hand over hand,
write in highlighter and have student trace, etc.) only if necessary, guide students in folding
ballot in half (modeling folding, hand over hand, etc.), or any other differentiation method that is
Reflection on Duck for President

What did I learn?

I generally dislike social studies because of the way I was taught. I do not want to pass
that dislike along to my students. Through hands-on activities and real-life examples, I can make
social studies exciting and relevant. While I was not surprised that Duck won the vote by a
landslide, the excitement that filled the room during the ballot count was impressive. The
students started to slowly creep towards the center of the room, they were cheering, and some
even started jumping up and down as the ballots were counted. The more votes that were
registered for Duck, the louder the students became. Their excitement was infectious. These are
the types of lessons that I want to share with my students.

During conferences, parents checked out my display of the classroom votes and asked for
clarification. The students went home and were talking to their parents about the voting process
and the classroom election. Some students argued with their parents about what candidate they
voted for in the classroom. The parents did not understand that we did not vote for Clinton or
Trump but for Duck and Farmer Brown.

What, if anything, would I do differently next time?

This lesson went pretty much as planned. Mrs. Tice did the graphing under the document
camera instead of the paraprofessional, but other than that it went according to plan. What I
would have changed is the way I modeled folding the ballot in half. The students were trying to
fold corner to corner like I modeled and were worried about the fold not being perfect. This
dilemma about making sure the paper was folded in half appropriately made the voting process
take longer than expected.

Additionally, I would have created the ballot box differently. I should have created a flap
so that it was easier to remove the ballots. This would have prevented the struggle I had in
removing the ballots from the ballot box and made this process move along smoother.
Finally, I would have added a picture of the cover of the book Duck for President on
SeeSaw and an explanation on the candidates. This would have clarified the process a bit more
than a picture of the voting booth, students voting, and the results of the vote. Some parents
were unaware of the book and, therefore, did not understand what was happening in the