Lesson+Plan+-+Day+1

(Jennifer Gonzalez) ||
 * =DAY 1: An Introduction to Voting =
 * //Presentation Links//: [[file:Why Couldn't We Vote (class notes page).pdf]] [[file:project_votingbooth.pdf]][[file:KWLS Chart.pdf]][[file:Voting PP.pptx]] [[file:Voting Ballots.pdf]] [[file:Initial Voting Restrictions Key.pdf]] [[file:Portfolio Point Sheet (single sheet).pdf]] ||
 * **Learning Objectives: ** || * The student will understand how voting has evolved over the years.
 * The student will learn how to vote during the voting activity.
 * The student will be able to understand how their "identifier" allowed or limited them in voting during the voting activity.
 * The student will reflect on how past generations felt when they were denied the right to vote. ||
 * **SSS: ** || * SS.5.C.2.2 Compare forms of political participation in the colonial period to today
 * SS.5.C.2.3 Analyze how the Constitution has expanded voting rights from our nation's early history to today.
 * SS.5.C.2.4 Evaluate the importance of civic responsibilities in American democracy.
 * LA.5.4.2.2 The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids to organize and record information on charts, data tables, maps and graphs, as appropriate; ||
 * **Procedures: ** || Voting booth Activity
 * 1) I will begin by announcing to the class that we are going back in time to the year 1789 and this is the year when voting began in our country. (I would write the date on the board)
 * 2) <span style="font-family: Georgia,serif;">I would unveil the voting booth and explain that everyone is going to vote on an important decision, which is whether or not they want homework on Mondays rather than on Fridays.
 * 3) <span style="font-family: Georgia,serif;">I would then pass out the voting ballots. (Students will not be told what the colored dot on their individual ballot means – refer to Voting Restrictions Color Key.)
 * 4) <span style="font-family: Georgia,serif;">I would explain that they need to select their choice by filling in the appropriate circle and then come up and drop their ballot in the voting booth, reminding the students to remember the color dot on their voting ballot.
 * 5) <span style="font-family: Georgia,serif;">After students are given a few minutes to make their decision the I would instruct the students to line up and one by one to come up to the voting booth and cast their vote.
 * 6) <span style="font-family: Georgia,serif;">When the students are turning in their ballots, the teacher will either accept the ballot or ask students to please go back to their seat because they can't vote (referring to dot color / voting restriction).
 * 7) <span style="font-family: Georgia,serif;">I would then reveal to the students that each color dot had a specific meaning and that is why some were asked to sit down.
 * 8) <span style="font-family: Georgia,serif;">I would then instruct students to try to come up with what the dot colors of the students who were not allowed to vote represented. I would write their predictions on the board, after which I would reveal the true voting restrictions.
 * 1) <span style="font-family: Georgia,serif;">When the students are turning in their ballots, the teacher will either accept the ballot or ask students to please go back to their seat because they can't vote (referring to dot color / voting restriction).
 * 2) <span style="font-family: Georgia,serif;">I would then reveal to the students that each color dot had a specific meaning and that is why some were asked to sit down.
 * 3) <span style="font-family: Georgia,serif;">I would then instruct students to try to come up with what the dot colors of the students who were not allowed to vote represented. I would write their predictions on the board, after which I would reveal the true voting restrictions.

<span style="font-family: Georgia,serif;">Pre-Assessment -KWLS
 * 1) <span style="font-family: Georgia,serif;">I will then pass out KWLS to everyone and pull it up on the white board.
 * 2) <span style="font-family: Georgia,serif;">I would then instruct the students to complete the K- Know and W- What I want to learn sections on the KWLS and I would give them 10 minutes to complete this.
 * 3) <span style="font-family: Georgia,serif;">Afterwards I would have students come up and write on the white board some of the things they came up with.
 * 4) <span style="font-family: Georgia,serif;">Finally I would add any groups that they students may have left out.

<span style="font-family: Georgia,serif;">Voting History (PowerPoint will be used throughout this part of the lesson)
 * 1) <span style="font-family: Georgia,serif;">I would then tell the students to come sit on the reading rug for a read aloud of a story that explains the history of voting. (Vote! Author: Eileen Christelow) ( I would focus heavily on pages 14, 15, 44, and 45.)
 * 2) <span style="font-family: Georgia,serif;">I would refer back to the book we just read to discuss how voting first began after the creation of our country's constitution, which is the document that established our government.
 * 3) <span style="font-family: Georgia,serif;">The constitution made voting something each state could decide on who could and could not vote. Mention certain amendments; Amendment 15: The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude.)
 * 4) <span style="font-family: Georgia,serif;">We would then move on to how back when voting began it was a very isolated activity not a born given right to everyone like it is today.
 * 5) <span style="font-family: Georgia,serif;">I would identify the groups that were not allowed to vote (Uneducated individuals, poor people, African Americans, Women)
 * 6) <span style="font-family: Georgia,serif;">Then I would discuss that equal rights for voting came many years after, when people began to protest. ( I would show students pictures of protesters)

<span style="font-family: Georgia,serif;">Post Assessment <span style="font-family: Georgia,serif;">(www.vote-smart.org, www.loc.gov/learn/features/election, www.kidsvotingusa.com, www.takeyourkidstovote.org, www.nara.gov, www.pbs.org/democracy/votinginamerica) ||
 * 1) <span style="font-family: Georgia,serif;">The teacher will then have students write a 2-3 paragraph reflection on how the voting activity made them feel and what they thought those excluded groups felt like when they couldn't vote. The teacher will remind students to make connections between the voting activity and the read aloud. (See Portfolio Point Sheet for breakdown of expectations.)
 * 2) <span style="font-family: Georgia,serif;">If gifted students finish their reflection early they can go to the classroom computers and check out the websites provided to learn more information about voting.
 * **<span style="font-family: Georgia,serif;">Resources/Materials: ** || * <span style="font-family: Georgia,serif;">A voting booth (@http://www.abcteach.com/free/p/project_votingbooth.pdf)
 * <span style="font-family: Georgia,serif;">Picture book - //Vote!// by Eileen Christelow
 * <span style="font-family: Georgia,serif;">Voting Ballots ([[file:Voting Ballots.pdf]][[file:Initial Voting Restrictions Key.pdf]])
 * <span style="font-family: Georgia,serif;">"Why Couldn't We Vote?" (response worksheet) [[file:Why Couldn't We Vote (class notes page).pdf]]
 * <span style="font-family: Georgia,serif;">KWLS Chart ([[file:KWLS Chart.pdf]])
 * <span style="font-family: Georgia,serif;">Portfolio Points Sheet ([[file:Portfolio Point Sheet (single sheet).pdf]])
 * <span style="font-family: Georgia,serif;">PowerPoint Presentation ([[file:Voting_PP.pptx]])
 * <span style="font-family: Georgia,serif;">White board
 * <span style="font-family: Georgia,serif;">Websites: (www.vote-smart.org, www.loc.gov/learn/features/election, www.kidsvotingusa.com, www.takeyourkidstovote.org, www.nara.gov, www.pbs.org/democracy/votinginamerica) ||
 * **<span style="font-family: Georgia,serif;">Assessments: ** || <span style="font-family: Georgia,serif;">Pre-Assessment:
 * <span style="font-family: Georgia,serif;">KWLS - Filling out the K - "What I know" and W - "What I want to learn" sections.
 * **<span style="font-family: Georgia,serif;">Assessments: ** || <span style="font-family: Georgia,serif;">Pre-Assessment:
 * <span style="font-family: Georgia,serif;">KWLS - Filling out the K - "What I know" and W - "What I want to learn" sections.

<span style="font-family: Georgia,serif;">Post-Assessment: <span style="font-family: Georgia,serif;">Gifted:
 * <span style="font-family: Georgia,serif;">A written response to how they felt when students where turned away at the voting booth or when they saw that their friends were turned away and what they thought those excluded groups felt like when they couldn't vote. ||
 * **<span style="font-family: Georgia,serif;">Exceptionalities: ** || <span style="font-family: Georgia,serif;">ESOL/SLD:
 * <span style="font-family: Georgia,serif;">Visual PowerPoint with accompanying texts
 * <span style="font-family: Georgia,serif;">Hands on experience with white board
 * <span style="font-family: Georgia,serif;">Read aloud improves reading and listening skills and models what good reading is.
 * <span style="font-family: Georgia,serif;">The use of a KWLS graphic organizer.
 * <span style="font-family: Georgia,serif;">The use of a KWLS graphic organizer.
 * <span style="font-family: Georgia,serif;">KWLS allows students to organize their thoughts.
 * <span style="font-family: Georgia,serif;">The list of websites from the read aloud book so that they can go research what they would like to learn more about. ||
 * **<span style="font-family: Georgia,serif;">Discussion Notes: ** ||  ||
 * **<span style="font-family: Georgia,serif;">Discussion Notes: ** ||  ||