SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Samantha Puglisi, Leanna Davidson, Nicole Bowen,

Samantha Taylor

Thematic Unit Theme/Title/Grade Level: Citizenship Bootcamp/ Grade 2

Weebly address: http://ucfgr2citizenshipsp17t.weebly.com

Daily Lesson Plan Day/Title: Day 3/ One Vote, Two Votes, I Vote, You Vote
LearningGoals/Objectives LearningGoal:
Studentswillbeabletodefineandapplythecharacteristicsofvariousbranches
ofcitizenship.

LearningObjectives:
.
1. Thestudentswillbeabletoexplainvotingintheirownwords.
2. Thestudentswillbeabletoidentifywaysinwhichvotingcanmakeapositive
impactonacommunity.
3. Thestudentswillbeabletounderstandwhyvotingisacharacteristicof
responsiblecitizenship.
4. Thestudentswillbeabletoidentifytheconnectionbetweenvotingand
communitycollaboration.
NCSSThemes NCSS theme(s):
FloridaStandards(FS) Civic Ideals and Practices
NextGeneration Culture
SunshineStateStandards Identify at least one (if not more) applicable LAFS/MAFS.
(NGSSS) Next Generation Sunshine State Standards:

LAFS.2.RI.4.10: By the end of year, read and comprehend informational
texts, including history/social studies, science, and technical texts, in
the grades 2-3 text complexity band proficiently, with scaffolding
needed at the high end o& the range.
LAFS.2.RL.1.1: Ask and answer such questions as who, what, where,
when, why, and how to demonstrate understanding of key details in a
text
SS.2.C.2.2: Define and apply the characteristics of responsible
citizenship
SS.2.C.2.4: Identify ways citizens can make a positive contribution in
their community
Assessment UnitPreAssessment:
Kahoot! With 15 questions regarding all branches of citizenship was provided
one week prior to Day One of the unit.

UnitPostAssessment:
Kahoot! With 15 questions regarding all branches of citizenship, given the
Monday following day five.
SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Informal Assessment (multiple modes):

Citizenship Bootcamp Journals
Listening to discussions and taking anecdotal notes
Monitoring during activities

OngoingFormative(progressmonitoring/daily)Assessment:

"LessonInspection"Studentswilltakeamilitarystancebasedonhowwelltheyunderstand
thematerial.

1. ArmsCrossed:Ineedalotofhelp

2. StandingatAttention:I'mstartingtogetit!Istillneedhelp

3. StandingatEase:Iunderstandit(Mastery)

4. StandingandSaluting:Iunderstandthematerialandcouldteachittosomeoneelse

Design for Instruction

Student Activities & 1. Open the lesson by engaging students in their Citizenship Bootcamp Chant:
Procedures
"Everywhere we go
People wanna know
Who we are
So we tell them
We are citizens
Kind and helpful citizens
We make a difference
In the community we live in
We are citizens
Kind and helpful citizens"

2. Call students to come sit on the carpet for a meeting. (Accommodation for
Miguel: Make sure he is sitting close to the teacher with his better ear
facing the teacher.)

3. Remind students that so far in boot camp, we have learned what it means to
be a classroom citizen and an American citizen. Discuss that each role comes
with certain roles, responsibilities, and rights. (UDL 3.1 Activate or supply
background knowledge, ESOL 4: Link lesson to students prior
knowledge)

4. Remind students that a citizen is a person who belongs to a specific place or

community. We belong to our classroom community. We belong to our
countrys community. (UDL 3.1 Activate or supply background knowledge,
ESOL 4: Link lesson to students prior knowledge)

5. Explain that sometimes in the communities we belong to, we are faced with
SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

choices where we have to make decisions.

Write the word Decision on the board along with the definition to
make a choice (UDL1.2 Offer alternatives for auditory
information, UDL 2.1 Clarify vocabulary and symbols)
Ask students What are some choices that you have to make
throughout the day? (UDL 7.2 Optimize relevance, value, and
authenticity)

6. Explain to students that communities and countries can be made up of many,

many citizens, and each and every citizen can have a different idea on how to
make their community a better place. Because of this, a lot of times citizens
must work together to make decisions for their community.

One way that citizens can work together to make a decision about what
is best for their community is by voting. Usually, first the community
will decide on a problem, pose possible solutions, and then citizens of
the community vote on a ballot with the answers, and the majority
answer wins. (Accommodation for Miguel: Repeat important
information if he is not processing it at first.)
Write key vocabulary on the board along with the definitions: (UDL1.2
Offer alternatives for auditory information, UDL 2.1 Clarify
vocabulary and symbols, ESOL 5: Teach technical vocabulary
supporting key concepts)
o Vote: to make a decision on something important
o Ballot: a paper on which a person makes a choice when voting
o Majority: how most people voted
Explain that in America, when citizens come together to vote on
important decisions, it is called an election.
o Ask students Does anyone know some of the big things we
vote for in elections? (Best Practice Strategy: Cues,
Questions, and Advanced Organizers)
Introduce the concept of a voters registration card. Tell students that
you need one to vote in the United States, and show them your
personal card as an example.

7. Explain to students that you will be reading the Cat in the Hat book One
Vote, Two Votes, I Vote, You Vote by Bonnie Worth. The book is a little
lengthy and advanced in some parts, so you may want to use sticky notes to
mark the most important sections to be read.

Tell them that as we read, they should be looking for the Who, What,
When, Where, and Why of voting. (UDL 6.1 Guide appropriate goal
setting)
o Draw a quick anchor chart titled Voting With a section for
each of the questions Who, What, When, Where, and Why?
(UDL 3.3 Guide information processing, visualization, and
manipulation, UDL 1.2 Offer alternatives for visual
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information, ESOL 7: Show students how to use graphic

organizers like semantic mapping and imaging,
Accommodation for Miguel: Offer visual supports.)
o Read the book to students. Stop every few pages and have
students fill in chart as needed.
o When the book is finished, complete the chart and review and
discuss information with students.
Blow the teacher whistle to signify a learning inspection. If all students
are at least at the mastery level, then it is okay to move on. If not, take
a few minutes to answer questions and clear up any confusion. (UDL
9.3 Develop self-assessment and reflection, ESOL 6: Continually
monitor students comprehension) (Accommodation for Miguel:
Have a hand signal to indicate the self-assessment in case he cannot
hear the whistle.)

8. Dismiss students to go back to their seats. Explain to them that now that they
are all knowledgeable citizens who can make group decisions by voting, we
will be having a classroom election to vote on what meal to eat on graduation
day. (ESOL 46: Use discovery learning activities [hands-on-activities])

Ask students Before you are allowed to vote, what do you need to
have?
o Once a student says a voters registration card, go on to
explain that this is correct and before the students can fill out
their ballots, they must first create voters registration cards.
o Pass out the voters registration card templates. Allow about 5
minutes for students to fill out the information.
(Accommodation for Miguel: allow him to work with a
peer model for this.)

9. Tell students that it is now time to pass out the ballot. There are three
sections on the ballot: entre, dessert, and drink. Each section has three choices,
but they must only check off ONE per section.

Introduce the ballot box to students. Tell them you will be at a Voting
Booth at the front of the classroom with the ballot box. Once they
have filled out the ballot, they must bring both their voters
registration card and ballot to the Voting Booth. If they show you a
valid voters registration card, they are allowed to drop their ballot in
the box. (Accommodation for Miguel: Have other students go
before him to model the voting process so that he can follow
along.)
Ask them to put their voters registration cards in the folder section of
their journals.

10. After all of the votes have been casted, tally the votes for each section on
the board. Do this out loud with students watching so they can both hear and
visualize the concept that each person in a community gets one vote, and each
and every vote matters. (UDL 1.2 Offer alternatives for auditory
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information, UDL 1.3 offer alternatives for visual information)

Once they have all been counted, circle the majority votes and tell
students that this is their new menu for their graduation party.
Later on when there is down time in the day, pass the ballots back to
students and have them place it in the folder section of their journals.

11. Close with a student led discussion about voting (UDL 8.3 Foster
collaboration and community). Make sure to use wait time use wait time
when questions are being asked (ESOL 22: Give enough wait time for second
language learners to respond to questions). If needed, prompt with questions
such as

Why is voting important?

How does voting help members of a community?
Why does voting make you a responsible citizen?

12. If there is time left, ask students to complete todays section in their
Citizenship Bootcamp Journals. If not, ask them to complete it for homework.
(Best Practice Strategy: Homework and practice)

Resources/Materials
One Vote, Two Votes, I Vote, You Vote by Bonnie Worth
Anchor chart paper
Markers
Example voters registration card
Ballot Box
Class set of voting ballots
Class set of Voter Registration card templates
Class set of pencils
White board
Expo Markers
Citizenship Bootcamp Journals