Ss Critical Task

USF Elementary Education Lesson Plan Template Name: Amanda Butts
Grade Level Being Taught: Subject/Content: Social Group Date of Lesson: 4/7/17
4th Studies/ Civics & Voting Size: 20
Lesson Content
What Standards (national
or state) relate to this
lesson? SS.4.C.2.3: Explain the importance of public service, voting, and volunteerism.
Essential Understanding
(What is the big idea or The big idea that I want students to leave my lesson with is that voting is an important
essential question that you part of being a citizen. Students should understand that their right to vote is in order for
want students to come away them to stand up for what they believe in so their voices can be heard. Another big idea I
with? In other words, what, want students to leave with is that public service is important. Students should know that
aside from the standard and as citizens of the United States, we should all work together to keep our country beautiful
our objective, will students and work together as a nation. It is important for students to know the importance of
understand when they finish giving back to the community.
this lesson?)
Objectives- What are you

teaching?
(Student-centered: What will Students will be able to explain what an election is and the importance of elections
students know and be able to through a voting activity with no errors.
do after this lesson? Include
the ABCDs of objectives: Students will be able to follow the rules of an election by voting on the volunteering
action, behavior, condition, activity of their choosing.
and degree of mastery, i.e.,
"C: Given a sentence written Students will be able to explain the importance of volunteering in the community with no
in the past or present tense, errors.
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
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following I am teaching this objective because it is important for students to know about
questions: volunteering and voting since we live in a country where voting makes a large amount of
Why are you teaching this decisions. I am teaching this lesson in the way that I am because I believe that it is
objective? important for students to be active and have discussions with their peers, rather than
Where does this lesson fit filling out worksheets. I believe that discussion is important for instruction because
within a larger plan? students can learn and gain new information from each other. I believe it is important for
Why are you teaching it students to learn this concept in order to become better citizens. Forming this knowledge
this way? at a young age will help them in the future when it is time for them to vote.
Why is it important for
students to learn this
concept?
Evaluation Plan- How will

you know students have
mastered your objectives?
I will know that students have mastered my objectives by listening to their conversations
Address the following: with their group members. The formative evidence that I will have is their discussions
What formative evidence with their peers as well as how they interact on the carpet. The summative evidence that
will you use to document I will collect is a mock election that the students will have in a later lesson. The students
student learning during will need the different jobs for voting and the importance of voting as a whole. This will
this lesson? test their knowledge.
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge

is necessary for a teacher In order to teach this material, the teacher must understand the importance of voting,
to teach this material? the different aspects of the voting system, and the importance of volunteering in the
community. The teacher must also know how to sign up for a volunteer project in the
community and the different jobs included in the voting process.
What background
knowledge is necessary for
a student to successfully Students should know what elections and voting are. They do not need much
meet these objectives? information about them since this will be explained in the lesson, but the students
should know what they are briefly.
How will you ensure I will find out what my students know about voting and elections by asking the
students have this students to tell me everything they know about voting. I will ask students to write
previous knowledge? what they know about voting on a sticky note. After the students have filled out
Who are your learners? their sticky notes, I will post them on an anchor chart and read off what the
What do you know about students have written.
them? I will also ask students what they know about volunteering and ask if they have
What do you know about ever volunteered.
their readiness for this I believe that even students who do not know a lot about voting will be successful
content? with this lesson.
What misconceptions
might students have about
this content? Students may believe that they do not need to know this information since they
are not old enough to vote.
Students may believe that not every vote counts since majority rules anyways.
Students may believe that they cannot make a difference in their community by
volunteering or their country by voting.
Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson? The teaching method that I will be using throughout my lesson is the discussion method.
Examples include guided I believe that students can enhance their learning through helping each other, so this is a
release, 5 Es, direct big part of my lesson. I use discussions throughout the lesson in order to evaluate the
instruction, lecture, understanding of the topic at hand that students have and also so students can hear
demonstration, partner word, their peers thoughts and grow on their own.
etc.)
Step-by-Step Plan Time Who is

(What exactly do you plan to responsibl
do in teaching this lesson? Be e (Teacher
thorough. Act as if you needed or
a substitute to carry out the Students)? Day 1:
lesson for you.) 2:00 1. I will begin my lesson by placing a sticky note on the desk of
Teacher every student. I will tell the students not to touch the sticky
Where applicable, be sure to 2:01 note until I say so.
address the following: Students 2. After all students have received a sticky note, I will instruct
What Higher Order 2:02 the students to write their name on the back of their sticky
Thinking (H.O.T.) questions Teacher note.
will you ask? 3. Then I will say, Today we are going to recap what we learned
How will materials be Students about voting and elections last week! On the front of your
distributed? 2:02- sticky note, write two things that you know about voting and
Who will work together in 2:05 Students elections. (The students will have 4 minutes to do this.)
groups and how will you 4. I will instruct the students to place their sticky notes on the
determine the grouping? Teacher anchor chart on the board once they have finished writing
How will students 2:06 their facts.
transition between 2:06 Students 5. When it is getting close to 4 minutes, I will instruct that
activities? Teacher students to finish up their facts and tell them to place it on
What will you as the the anchor chart.
teacher do? 2:06 6. I will ask all of the students to come to the carpet near the
What will the students do? 2:10 Teacher white board.
What student data will be Students 7. I will say, now that we have all written down what we know, I
will read what all of you said. When you hear a fact that you
collected during each
also remember, give me a thumbs up.
phase?
What are other adults in 2:11 8. I will begin reading the students sticky notes.
the room doing? How are Teacher 9. After I have read all of the sticky notes, I will ask the students
they supporting students to recap what we just learned by having the students turn
learning? and talk with their partner and tell them one new fact that
What model of co-teaching 2:12 they learned about voting and elections.
are you using? 2:13 Students 10.I will then say, last week we learned about elections and
Students voting. We learned that when it comes to voting, everyones
2:13 vote counts. Later on in the week we will have our own class
Students election, but first, we need to know what we are voting on!
2:18 11.I will then instruct the students to take out their vocabulary
Students models.
2:18 12.The students will be instructed to fill out their model with the
Teacher word volunteerism.
2:20 13.The students will have 5 minutes to do this.
Students 14.After the five minutes is up, I will have the students talk with
2:23 their table groups about what volunteerism is.
Teacher 15.I will then say, now that we know what volunteering is, have
2:25 any of you ever volunteered? Share with your table group.
Teacher 16.I will then ask two students to share what their group has
done to volunteer in the community.
17.I will then tell the students that we will be volunteering in the
community the following week and that this is what we will be
2:00 voting on.
2:01 Teacher 18.I will say, before we begin our discussion tomorrow, think
Teacher about some activities that you think are considered
volunteering and be prepared to discuss them tomorrow.
2:03 *****This will complete the first day of this lesson.
Students Day 2:
2:03 1. I will instruct the students to go to the carpet.
Teacher 2. I will say, yesterday we began learning about volunteering
2:05 and some of you shared that you have volunteered in the
Teacher community before! You were told to think about some
2:05 activities that you believe are considered volunteering in the
Students community and be prepared to share them today when you
got here. So, who wants to share?
2:06 3. I will write the students responses on the board so all

Students students can see them.
2:07 4. I will take answers until every student who wants to share has
Students had the opportunity to share one time.
2:09 5. After the students are done sharing, I will ask the students to
Teacher take one minute to look over the list and think about what
these activities have in common.
2:13 6. Students should come to the conclusion that all of these
Teacher activities help the community.
2:15 7. I will then ask the students to turn and talk with their partner
Teacher/ about why it is important to help the community that we live
2:22 Students in.
Teacher 8. I will then use Google Maps to show the students our Florida
2:22 beaches and their beauty. I will explain to the students that if
Teacher there were not people willing to clean our beaches, they
2:22 would be filled with trash.
Teacher 9. I will then show them a picture of a beach covered in waste.
(primary source)
10.We will have a 7-minute discussion about the importance of
cleaning the beach and what we could do to help.
2:25- 11.I will tell the students that we could help keep the beaches
2:30 Teacher/ clean by volunteering.
Students 12.I will then tell the students that there is another type of
2:00 volunteering that we could do in our school.
Teacher 13.I will tell the students about the food pantry and closet that
we have in the main office for students and families in need. I
will tell the students that the principal has asked for
2:01 volunteers to help organize the pantry and closet and
2:03 Student volunteers to organize an event where we will collect items to
2:04 Students put in the pantry/closet.
Students 14.We will then have a 4-minute discussion about why this is
2:04 important.
Students ****This will end day 2.
Day 3:
2:15 1. I will say, over this past week we have learned all about
2:18 Student voting and volunteering. Yesterday we talked about two

2:20 Teacher opportunities for us to volunteer as a class. Today, you will
2:20 Teacher vote on your favorite activity, and next Friday we will do that
2:30 Teacher activity!
Students 2. I will have one student pass out the voting cards.
3. I will instruct the students to write their names on the cards.
4. One at a time, the students will come to the voting booth and
drop their voting card into the voting box.
5. The students will be completely silent while they do this,
since they were taught that they are not allowed to talk about
their votes while at the voting location.
6. After each student has voted, I will have on student, TK, count
the votes.
7. I will recount them just to make sure they are correct.
8. I will then tell the students which activity has won.
9. We will wrap up by reading the book Your Vote Counts.
10.I will finish this lesson by having the students talk with their
table about the importance of keeping their votes a secret.
What will you do if a student struggles with the content?
If I have a student who is struggling with the content, I would place this student with a
higher-level student who is considered an expert on the subject. The higher level
student would clarify any of the information that the student needs clarified and would
help them if they are confused. I would also make sure that these students are shown
visuals and given real-life examples in order to help them better understand.
What will you do if a student masters the content quickly?
If a student has mastered the content quickly, they would go with my high-level students
and make a campaign poster for the community service activity of their choosing.
Students would use their knowledge of voting and campaigning in order to persuade their
classmates to vote for the activity that they like.
Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners
This connects to the students cultural backgrounds because as Americans, whether they
are from another country originally or not, it is out civic duty to vote and give back to the
community. Voting is part of our culture as Americans.
If applicable, how does this lesson connect to/reflect the local community?
This lesson connects to the local community because students are going to be deciding
which activity they would like to participate in to better their community. The activities
that the students will be doing will be activities in their local community.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
For my higher-level students who need a challenge, when teaching them about voting, I
would give these students a copy of the graphic organizer without the descriptions and
they would have to summarize the information I give them. These students will also be
expected to show me that they know the importance of voting after the lesson is over by
making a campaign poster for the community service activity of their choice.
How will you differentiate instruction for students who need additional
language support?
For students who need language support, I would write the worksheet with a translation
and also pair them with another student that can help explain to them what we are doing
and guide them when necessary.
Accommodations (If
needed) KF: This student is gifted and enjoys group work. I would allow her to work with lower-
(What students need specific level students and help them understand the concept by having her explain it to them if
accommodation? List they do not understand.

individual students (initials),
and then explain the JC: This student enjoys hands-on learning and is considered gifted. I would allow this
accommodation(s) you will student to make his campaign on a poster board.
implement for these unique
learners.) TD: This student is gifted and enjoys computers. I would allow this student to complete
his campaign on a computer website.
TK: This student is lower-level and shy, but likes to be given a task to complete on her
own. I would allow this student the opportunity to work in the voting booth as the vote
counter after all of the students have voted.
Materials
(What materials will you use? 1. Your Vote Counts by MaryTherese Grabowski
Why did you choose these 2. Voting booth
materials? Include any 3. Voting card
resources you used. This can 4. Picture of dirty beach
also include people!) 5. Google maps to explore the beautiful beaches
6. Anchor chart paper
7. Sticky notes

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USF Elementary Education Lesson Plan Template Name: Amanda Butts

Objectives- What are you

Evaluation Plan- How will

What Content Knowledge

Step-by-Step Plan Time Who is

2:06 3. I will write the students responses on the board so all

2:18 Student voting and volunteering. Yesterday we talked about two

What will you do if a student masters the content quickly?

accommodation? List they do not understand.

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