Instruction Plan for a Single Lesson

Name: Kaylee Bouchard

Date: July 26, 2015

Grade Level: 1st Grade Subject/Topic: Voting

Group Size:

Individual ( x )

Small Group (

Whole Class ( x )

Objectives/Outcomes: What do you want the students to learn? (Observable & Measurable)
The students will: (SWBAT know/do)
1. Students will know the importance of voting
2. Students will be able to debate why they think one candidate is better than the other
3. Students will be able to decide for themselves and vote for who they think is the best candidate

Standards: Which Maine Learning Results, Common Core Standards or Provincial Standards
do these objectives support?
A2 Making Decisions Using Social Studies Knowledge and Skills
Students make individual and collaborative decisions on matters related to social studies using
research and discussion skills.
a. Share ideas and listen to the ideas of others to reach individual and collaborative
decisions and make plans
b. Make a real or simulated decision related to the classroom, school, or beyond by
applying appropriate and relevant social studies skills, including research skills, and relevant
information.
B2 Rights, Duties, Responsibilities, and Citizen Participation in Government
Students understand the concepts of rights, duties, responsibilities, and participation.
a. Describe classroom rights, duties, and responsibilities including how students participate
in some classroom decisions and are obligated to follow classroom rules.
b. Explain the purpose of school/classroom rules and laws encountered in daily
experiences to promote the common good and the peaceful resolution of conflict.
CCSS.ELA-Literacy.SL.1.1
Participate in collaborative conversations with diverse partners about grade 1 topics and texts
with peers and adults in small and larger groups.
CCSS.ELA-Literacy.SL.1.1.a
Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a
time about the topics and texts under discussion).
CCSS.ELA-Literacy.SL.1.1.b
Build on others' talk in conversations by responding to the comments of others through multiple
exchanges.
UMPI College of Education Lesson Plan Format

Revised 5/19/15

CCSS.ELA-Literacy.SL.1.1.c
Ask questions to clear up any confusion about the topics and texts under discussion.
CCSS.ELA-Literacy.SL.1.4
Describe people, places, things, and events with relevant details, expressing ideas and feelings
clearly.

Instructional Materials: What instructional materials or technology will you need?

1. Campaign posters for the two candidates

4. Large poster board

2. Voting ballots

5. Duck For President, by Doreen Cronin

3. Makeshift voting booth

Introduction: How do you plan to introduce the lesson and/or motivate the students?
(Attention Getter, Review, and/or Preview) Explain your purpose.
1. Read the children's book, Duck For President, by Doreen Cronin so the children can be
introduced to the voting process
2. Ask them if they have ever voted for anything before; this may stump some children as they
may only relate voting to politics and not for anything else. If they don't think they have, ask
them if they have ever helped decide what is for dinner, or if they have gotten any say in what to
watch on TV.

Procedures: How will the lesson develop or proceed? What steps will you follow? Include
questions you will ask and examples you will provide.

After introducing voting to the students, I will have them vote on a few different things so they
can experience the process. The first vote I would do is hand each child 2 different colored chips;
blue and yellow. There will be a box on a table on the other side of the room and each child will
take their turn placing their favorite color chip in the box. When all students have taken their turn
we will make a large chart with blue on one side and yellow on the other and as each chip is
taken out of the box, we will mark a tally on the corresponding side.
Another vote we will do is trying different colored apples; red, yellow, and green. Each child will
get to sample the three different types of apples and when they decide on their favorite, they will
write their name under the correct spot on a chart.
UMPI College of Education Lesson Plan Format

Revised 5/19/15

Next, I explain that we will need some extra help in our classroom so we will be voting for a
classroom helper! I will pull out the campaign posters that I have designed and present them to
the children. First will be Spongebob Squarepants and his slogan would be, I'mmmmm ready!
and he promises to help any students, whenever they need him, with a big smile on his face. The
second poster will be for Cookie Monster who's slogan is, If you need a smile, I've got a
cookie! and he promises that he will help the students that are facing problems by giving them
cookies.
Students take a few minutes to think about who they think would make a better helper and divide
into two groups; team Spongebob and team Cookie Monster.
Each team will take a turn saying why they think one candidate is better than the other and why
they think so. What will Spongebob be better at in the classroom? What would make him a better
helper? What will Cookie Monster be better at in the classroom? What would make him a better
helper? Each student will share their detailed thoughts and be able to try to persuade the
opposing team to come to their side.
Students will go home with copies of the campaign posters and will be encouraged to discuss the
campaign with their families to get their input.
The next day, we will do one more small voting activity, one that will pertain to all of the
students so that they can see how important their vote is in an election. Would you like to sit
where ever you'd like for today, or have a longer morning break? Which ever gets the higher
vote, the children will be able to have for that day.
After that is decided, we will discuss the candidates one more time, show their posters, and read
through their slogans and promises. Each child will go through a process held by their peers, one
will handout ballots, one will check off their name as they vote, and one will hand out stickers.
After all of the children have voted, I will have a small group of children tally the votes for me so
we can announce to the class who won.

Assessment/Check for Understanding: How will you measure if the students have met the
lesson objective?
1. Students will be assessed on their argument of why their candidate should be chosen. The
argument should include a detailed reason, and not just because I like him better.
2. Students will be observed on their participation of a small, grade-appropriate debate. They
UMPI College of Education Lesson Plan Format

Revised 5/19/15

should be active listeners and take turns sharing their thoughts.

Closure/Transition: How will you end the lesson?

Each child will receive an I voted today! sticker after they participate in the polling process,
and then we will tally the votes and announce the winner.

Accommodations/Differentiation: What modifications could you make to lesson procedures,

materials, or assessment/check for understanding?
Any students who need some extra time to process would be allowed to present their ideas at a
later time than the debate.
The steps of the voting activities can be will explained in simple step by step procedures.
Students who cannot read the names on the ballot can get assistance when voting.

UMPI College of Education Lesson Plan Format

Revised 5/19/15