Name/School

Sierra Bennett Senator Patrick Burns

Date

Monday, Sept 19/16

Lesson
Title/Focus

Course

Grade 6-24
Humanities

1 minute speeches Classroom Charter

Vote & Self Evaluation of project

COURSE OUTCOMES
6.1.2.1 What is democracy? (i.e. justice, equity, freedoms, representation)?
6.S.4. demonstrate skills of decision making and problem solving

LEARNING OBJECTIVES
At the end of the lesson students will be able to
- Assess themselves on their own speech
- Talk about the different Rights and Responsibilities that other groups mentioned that
they had not thought of themselves
- Practice participating in a class vote with ballots

MATERIALS AND EQUIPMENT

-

Jot note organization sheet

Voting ballots
Self evaluation exit slips

PREPARATION AND LOGISTICAL CONSIDERATIONS

Write group numbers and names up on board to make voting process more smooth/easier
for students to remember who was in which group?
PROCEDURE
Introduction

Class runs 12:33 2:08

- 3 weekend shares
- exciting day in Social Studies! Who remembers what we are doing today?

- Get together with your group and you have a few minutes to go over what you are going to
say to introduce yourselves and how you will exit the Stage do we just stop talking and
walk away?

Speeches

Time for voting

Body
Hand out note-taking sheet
Explain what it is for just to keep track of key points
you liked about that groups Charter
Start 1 minute speeches, group 1 is invited up to the
front of the class, then 2, 3, 4...
Allot 1 minute after each group presents in order for
students to write down a couple jot notes about that
groups ideas.
5 minutes per group in total.
Thank everyone for presentations
Talk about voting process, what is a spoiled ballot? How
many groups can you vote for?
Just like in a real election, is it loud and a group
activity? No, quiet and individual.

Time
10 min
(until
12:45)
Time

40 min
(until 1:25)

10 min
(until 1:35)

2
Hand out voting cards specific to each table so that they
do not have their own groups name on it.
After a brain break, we will do a stand-up, hand-up, pair-up
FREEZE!
Discussion questions:
- Should you vote for someone just because they are your
friend? Why or why not?
- Why is it important that Right is balanced with a
Responsibility?
- What did you think about when you decided which
groups charter to vote for?

Closure
-

**Brain Break
go noodle 3/4min
video**

Class discussion

15 min
(until 2:00)

Time

Each student receives a purple piece of paper and they will write, I think
5-10 min
That I deserve a 2, 3 ,4 because _______________________________....
(until 2:08)

End of class

Assessment

Marks done by myself and their self evaluation of their speech will be combined and used as
a summative mark for both Humanities stems 4, and 7.

Formative assessment will be done throughout the class as this is our first time doing any
class presentation or speaking. I am looking to see how we behave as an audience and the
level of maturity that goes into the voting process.

Post-lesson reflection: