Lesson+Plan+-+Day+5

(Lauren Ulseth) ||
 * =DAY 5: Reflect & Review =
 * //Presentation Links//: [[file:Portfolio Cover.pdf]] [[file:Portfolio Point Sheet (single sheet).pdf]] [[file:KWLS Chart.pdf]] [[file:Changes in Voting Illustrations.pdf]] [[file:Changes in Voting Illustrations Booklet.pdf]] [[file:Modern Voting.pptx]] [[file:Modern Voting Activity PPT.pdf]], Facebook Voting ||
 * **Learning Objectives: ** || * The student will be able to summarize how voting has evolved from the colonial period to today.
 * The student will be able to define what (civil) rights are and how they have developed and changed throughout American history.
 * The student will be able to explain why voting is considered a civic responsibility in American democracy.
 * The student will be able complete graphic organizers such as timelines, KWL charts, and comparative illustrations to demonstrate their understanding of the history of voting in America.
 * The student will be able to correctly vote in a mock voting exercise. ||
 * **SSS: ** || * S.S.5.C.1.3 Explain the definition and origin or rights.
 * SS.5.C.2.2 Compare forms of political participation in the colonial period to today
 * SS.5.C.2.4 Evaluate the importance of civic responsibilities in American democracy.
 * SS.5.A.1.2 Utilize timelines to identify and discuss American History time periods.
 * 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: ** || <span style="font-family: Georgia,serif;">//Pre-Activity//:
 * 1) <span style="font-family: Georgia,serif;">The students will create their final “Power of Voting Portfolio” to hold all of the artifacts created during the week.
 * <span style="font-family: Georgia,serif;">(Teacher) Before passing manila filing folders out cut off the tabs
 * <span style="font-family: Georgia,serif;">Have students tape along short sides of folder to create a "pocket" with the long side open
 * <span style="font-family: Georgia,serif;">Glue cover sheet to front of folder (preferred) or have the students decorate the cover
 * <span style="font-family: Georgia,serif;">Glue Portfolio Point Sheet to the back of the folder
 * <span style="font-family: Georgia,serif;">//The folder should be vertical with the opening on the left//
 * 1) <span style="font-family: Georgia,serif;">They may decorate their portfolio folder however else they choose
 * 2) <span style="font-family: Georgia,serif;">While they are creating their portfolios I will read aloud //Duck for President// by Doreen Cronin for the students’ enjoyment
 * <span style="font-family: Georgia,serif;">//The folder should be vertical with the opening on the left//
 * 1) <span style="font-family: Georgia,serif;">They may decorate their portfolio folder however else they choose
 * 2) <span style="font-family: Georgia,serif;">While they are creating their portfolios I will read aloud //Duck for President// by Doreen Cronin for the students’ enjoyment

<span style="font-family: Georgia,serif;">//Pre-Assessment / Review of Week//: <span style="font-family: Georgia,serif;">//Key Points Review//:
 * 1) <span style="font-family: Georgia,serif;">The students will take out their KWLS charts and we will review / reflect on the information that they thought they knew at the beginning of the week and what they had hoped to learn.
 * 2) <span style="font-family: Georgia,serif;">We will then proceed to discuss and reflect on the events of the week:
 * //<span style="font-family: Georgia,serif;">As we review, the students will finish filling in the L and S sections of their KWLS charts based on what they have learned and what they still want to find out. //
 * <span style="font-family: Georgia,serif;">DAY 1: An Introduction to Voting
 * <span style="font-family: Georgia,serif;">Recall early voting activity
 * <span style="font-family: Georgia,serif;">How were people discriminated against?
 * <span style="font-family: Georgia,serif;">How did you feel if you weren’t allowed to vote?
 * <span style="font-family: Georgia,serif;">Recall read-aloud of //Vote!// by Eileen Christelow
 * <span style="font-family: Georgia,serif;">How did the Constitution change voting?
 * <span style="font-family: Georgia,serif;">DAY 2: The Civil Rights of Voting
 * <span style="font-family: Georgia,serif;">Review and re-define key terms: rights, civil rights, abridged, servitude, and elected
 * <span style="font-family: Georgia,serif;">Discuss why civil rights are, how they have changed throughout history, and why they are important to us as American citizens
 * <span style="font-family: Georgia,serif;">Using Day 4 Timeline, review major Amendments to the Constitution (review what an amendment is)
 * <span style="font-family: Georgia,serif;">Recall famous people (men and women) in the history of American voting
 * <span style="font-family: Georgia,serif;">Recall and review their “zines”
 * <span style="font-family: Georgia,serif;">DAY 3: Modern Day Voting
 * <span style="font-family: Georgia,serif;">Review campaigning (examples and definition)
 * <span style="font-family: Georgia,serif;">Reflect on different forms of propaganda used in variety of ways
 * <span style="font-family: Georgia,serif;">How has propaganda influenced voting (turnout)?
 * <span style="font-family: Georgia,serif;">Review the types of elections/voting that occur (local, primary, general, and presidential)
 * <span style="font-family: Georgia,serif;">How has voting impacted our daily lives? (education, property, taxes, government funding, laws, etc.)
 * <span style="font-family: Georgia,serif;">Reflect on how voting methods have changed throughout history.
 * <span style="font-family: Georgia,serif;">Recall our predictions for future voting.
 * <span style="font-family: Georgia,serif;">DAY 4: Voting History Timeline
 * <span style="font-family: Georgia,serif;">Review timeline and major events in voting history
 * 1) <span style="font-family: Georgia,serif;">What are civic responsibilities?
 * 2) <span style="font-family: Georgia,serif;">What are (civil) rights?
 * 3) <span style="font-family: Georgia,serif;">Why is voting important?
 * 4) <span style="font-family: Georgia,serif;">How has voting changed throughout American history?

<span style="font-family: Georgia,serif;">//Post-Assessment//:
 * 1) <span style="font-family: Georgia,serif;">The students will be given the “Changes in Voting Illustration” worksheets
 * 2) <span style="font-family: Georgia,serif;">Using what we have learned, they will illustrate how voting has changed from past to present and will predict what they think voting will be like in the future.
 * 3) <span style="font-family: Georgia,serif;">Students should use some representation of important dates, significant people, Amendments, voting procedures, and voting restrictions, etc. to demonstrate their understanding (see Portfolio Points Sheet for breakdown of expectations).

<span style="font-family: Georgia,serif;">//Modern-Day Voting Activity//:
 * 1) <span style="font-family: Georgia,serif;">We will reflect one more time on the historic voting activity from Day 1.
 * 2) <span style="font-family: Georgia,serif;">Who was allowed to vote? Who was not?
 * 3) <span style="font-family: Georgia,serif;">How did this make us feel?
 * 4) <span style="font-family: Georgia,serif;">Students will then reflect on how modern voting takes place.
 * <span style="font-family: Georgia,serif;">Computer-based / touch-screen voting in many precincts
 * 1) <span style="font-family: Georgia,serif;">We will vote whether more technology should be used in the classrooms or not.
 * 2) <span style="font-family: Georgia,serif;">Students will then cast their vote via digital ballot (IWB touch-voting, ActiVote remotes, on Facebook Poll, or similar computer-based voting)
 * 3) <span style="font-family: Georgia,serif;">We will review voting results.
 * 4) <span style="font-family: Georgia,serif;">One last discussion of why voting is important in our American democratic society.
 * 5) <span style="font-family: Georgia,serif;">Review two excellent resources:
 * <span style="font-family: Georgia,serif;">@http://americanhistory.si.edu/vote/index.html
 * <span style="font-family: Georgia,serif;">@http://www.pbs.org/elections/timeline/TL_MainFrame.html ||
 * <span style="font-family: Georgia,serif;">**<span style="font-family: Georgia,serif;">Resources/Materials: ** || * <span style="font-family: Georgia,serif;">Manila filing folders (one per student)
 * <span style="font-family: Georgia,serif;">“The Power of Voting Portfolio” cover sheet (one per student) ([[file:Portfolio Cover.pdf]])
 * <span style="font-family: Georgia,serif;">Portfolio Point Sheet (one per student) ([[file:Portfolio Point Sheet (single sheet).pdf]])
 * <span style="font-family: Georgia,serif;">Portfolio Point Sheet (one per student) ([[file:Portfolio Point Sheet (single sheet).pdf]])

> Participation in review discussion. <span style="font-family: Georgia,serif;">//Post-Assessment//: > Review and reflect (activates prior knowledge, sets up schema for future learning) > Hands on experience with IWB – visually representing information > Whole-class versions of artifacts as well as individual ones > Think-pair-share and/or partner work during activities > Use of graphic organizers (KWLS chart, illustrations, timelines, Venn Diagrams, etc.) <span style="font-family: Georgia,serif;">//Gifted//: > Illustration allows for visually representing ideas to demonstrate understanding – may also incorporate written reflection > Providing additional resources for further independent exploration (websites) ||
 * <span style="font-family: Georgia,serif;">“Changes in Voting Illustration” worksheet or booklet (one per student) ([[file:Changes in Voting Illustrations.pdf]] or [[file:Changes in Voting Illustrations Booklet.docx]])
 * <span style="font-family: Georgia,serif;">Art supplies: glue, tape, coloring utensils
 * <span style="font-family: Georgia,serif;">Book: //Duck for President// by Doreen Cronin
 * <span style="font-family: Georgia,serif;">Previous days’ artifacts for review:
 * <span style="font-family: Georgia,serif;">Day 1 (KWLS chart; “Why Couldn’t We Vote” reflection page),
 * <span style="font-family: Georgia,serif;">Day 2 (“Zines”),
 * <span style="font-family: Georgia,serif;">Day 3 (“Voting: Past & Present” Venn Diagram), and
 * <span style="font-family: Georgia,serif;">Day 4 (“History of Voting Timeline”)
 * <span style="font-family: Georgia,serif;">Computer (Internet access)
 * <span style="font-family: Georgia,serif;">Document Projector / Digital Projector for computer
 * <span style="font-family: Georgia,serif;">Dry Erase Board or Interactive White Board (IWB) //(if available)//
 * <span style="font-family: Georgia,serif;">ActiVote remotes //(if available)//
 * <span style="font-family: Georgia,serif;">Computer Voting Activity (PowerPoint, Facebook, or similar) ||
 * **<span style="font-family: Georgia,serif;">Assessments: ** || <span style="font-family: Georgia,serif;">//Pre-Assessment//:
 * <span style="font-family: Georgia,serif;">KWLS Chart - Filling out the L (“What I Learned”) and S (“What I Still Want to Search For”) sections.
 * <span style="font-family: Georgia,serif;">KWLS Chart - Filling out the L (“What I Learned”) and S (“What I Still Want to Search For”) sections.
 * <span style="font-family: Georgia,serif;">Completing the “Changes in Voting Illustration” worksheet. The students should use some representation of important dates, significant people, Amendments, voting procedures, and/or voting restrictions, etc. to demonstrate their understanding. ||
 * **<span style="font-family: Georgia,serif;">Exceptionalities: ** || <span style="font-family: Georgia,serif;">//ESOL/SLD//:
 * <span style="font-family: Georgia,serif;">Review of previously made materials to promote comprehension
 * <span style="font-family: Georgia,serif;">Review of previously made materials to promote comprehension
 * <span style="font-family: Georgia,serif;">KWLS allows students to organize their thoughts.
 * **<span style="font-family: Georgia,serif;">Discussion Notes: ** || * <span style="font-family: Georgia,serif;">Incorporate as many student personal experiences with the voting process as possible – help them make connections between what they already know and what they are learning! ||
 * **<span style="font-family: Georgia,serif;">Discussion Notes: ** || * <span style="font-family: Georgia,serif;">Incorporate as many student personal experiences with the voting process as possible – help them make connections between what they already know and what they are learning! ||