Subject: Social Studies # of Students: 20 #IEP Students: None
Major Content: Community Unit Title: Relationships
Objective
Given brochures from different communities the student will define what a community is by creating a brochure of their own, on a community they have chosen scoring no less than a 3 on the rubric.
Connections
Kentucky Learner Goals
Goal 1 Students are able to use basic communications and mathematics skills for purposes and situations they will encounter throughout their lives.
Goal 2 Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living, and to the vocational studies to what they will encounter throughout their lives.
Goal 4 Students shall develop abilities to become responsible members of a family, a group, or community including demonstrating effectiveness in community service.
Goal 5 Students shall develop abilities to think and solve problems in school situations and in a variety of situations they will encounter in life.
Academic Expectations
1.2 Students make sense of the variety of materials they read.
1.4 Students make sense of the various messages to which they listen.
2.14 Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations.
2.15 Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy.
2.29 Students demonstrate skills that promote individual well-being and healthy family relationships.
4.4 Students demonstrate the ability to accept the rights and responsibility for self and others.
5.2 Students use creative thinking skills to develop or invent novel, constructive ideas or products.
Goals 1, 2, 4 and 5 are addressed in this lesson by reading material about communities and discussing the subject. Goal 5 and Academic Expectation 5.2 are addressed by the brochure that is to be made. All other academic expectations are addressed by the content and learning of communities.
Program of Studies
SS-P-GC-2 Students will understand and begin to apply rights and responsibilities in relation to the community.
HE-P-2 Students will recognize the concept of an individual’s responsibility to others.
Students will study SS-P-GC-2 by learning the environment of a community and their responsibility to that community. Students will address HE-P-2 by learning the concept of community through brochures.
Core Content for Assessment
SS-E-1.3.1 Rights and responsibilities of the individual are determined by specific roles within various groups, including family, peer group, class, school, community, state, and country.
PL-E-1.1.1 Individuals behaviors (e.g., etiquette, fairness, politeness, sharing, listening) show responsibility and respect to others (e.g., families, peers, teams).
This lesson assesses SS-E-1.3.1 by showing in the community the responsibility of the students. In PL-E-1.1.1 the lesson involves what a person is like in the community the child has chosen to make a brochure on.
Real-Life Applications
The student must learn that they are a part of a community and their actions have a direct relationship to that community.
Content
The title of the unit being taught is relationships. This lesson puts the child in a relationship with a community that they have chosen. The student will put themselves into that community and make a brochure to relate their relationship. The student will learn what a community is and what their part is in that community. By making brochures the student will access all venues of a community and learn that their are people who are involved in the community.
The classroom will have many different brochures from different communities displayed around. The book I have chosen to read will also be on display.
There should be no modifications for this lesson.
Resources
Posters or pictures of examples of communities
Brochures
Construction paper
crayons,
markers
glue
pencil
scissors
sample brochure that I have made
Arthur’s Neighborhood by Marc Tolon Brown
Procedures
Initiation
Discuss with the class what they think a community is. Talk about the different communities the children are a part of. These could be school, family, city, neighborhoods, etc. Write the different communities the children think of on the board. “Today we will begin a study on communities. Do you know what a community is? What sort of community are you a part of? Where do you live? What kind of community is that?
Strategy
Read the book Arthur’s Neighborhood discuss the places Arthur and his friends visit.
Show the children the posters, pictures and brochures of example communities. “You are going to make a brochure for a community that you are a part of”. The students should be told again what a community is. Point out significant parts of the posters, pictures and brochures that express what a community is. “You can pick a community that you are a part of and create a brochure for that community”.
Guided Practice:
If a student picks a family community the student may draw pictures of their family or write what their family does together, or what their family means to them. Show the class how to fold the construction paper into thirds. Make sure they do this correctly then guide them by referring to the examples brought into class for them to view. Have them draw or paste pictures onto the construction paper that represents their community. Also have them write sentences that describe the community they have chosen.
Closure:
After the students have finished have them show their creations to the entire class. Ask them why they chose that particular community and what makes the community they chose a community. Have them do a presentation of their community to their families also.
Student Assessment
Tool:
Brochure
Criteria:
Scoring rubric
Bibliography
Brown, Marc Tolon. (1996). Arthur’s Neighborhood. NY: Random House.
Name: Rhonda Yates Date: 11-10-03 Age/Grade: First
Subject Social Studies # Students 20 # IEP Students none
Major Content: Community Unit Title: Relationships
Objective
Given pictures of places in the community the student will identify these places and define the purpose of each location with 85% accuracy.
Connections
Kentucky Learner Goals
Goal 1 Students are able to use basic communications and mathematics skills for purposes and situations they will encounter throughout their lives.
Goal 2 Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living, and to the vocational studies to what they will encounter throughout their lives.
Goal 4 Students shall develop abilities to become responsible members of a family, a group, or community including demonstrating effectiveness in community service.
Goal 5 Students shall develop abilities to think and solve problems in school situations and in a variety of situations they will encounter in life.
Academic Expectations
1.2 Students make sense of the variety of materials they read.
1.4 Students make sense of the various messages to which they listen.
2.14 Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations.
2.15 Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy.
2.29 Students demonstrate skills that promote individual well-being and healthy family relationships.
4.4 Students demonstrate the ability to accept the rights and responsibility for self and others.
5.2 Students use creative thinking skills to develop or invent novel, constructive ideas or products.
Goals 1 and 2 are addressed in this lesson by reading material and discussing the responsibility of community. The relationship between self and community is addressed in this lesson in Goal 4. Goal 5 is demonstrated by the creating of identifications cards defining places in a community. Academic Expectation 1.2 and 1.4 are addressed by the discussion and the reading material. 2.14, 2.15 and 2.29 are addressed by discussion of places in a community and the relationship to democracy. Expectation 4.4 is addressed by the children making choices. 5.2 the students will use creative thinking to develop communities.
Program of Studies
SS-P-GC-2 Students will understand and begin to apply rights and responsibilities in relation to the community.
Students will study SS-P-GC-2 by learning the environment of a community and the relationship between community and themselves and what it means to the society as a whole.
Core Content for Assessment
SS-E-1.3.1 Rights and responsibilities of the individual are determined by specific roles within carious groups, including family, peer group, class, school, community, state, and country.
PL-E-1.1.1 Individual behaviors (e.g. etiquette, fairness, politeness, sharing, listening) show responsibility and respect to others (e.g. families, peers, teams).
This lesson assesses SS-E-1.3.1 by showing in the community the responsibilities of the students.
In PL-E-1.1.1 the student will be able to work in groups with no altercations.
Real-life Applications
The students will be working in groups with fellow classmates the students must learn how to interact. The students will learn about places in their community this directly shows a relationship with themselves, others and their environment.
Content
The unit title is relationships. This lesson reflects relationships by showing the relationship between student and community. The students will demonstrate this relationship through group work and presentations. Each student will leave with the understanding on what community is, how they are a part of it and what their role is in the community.
The room will be decorated with poster about community, places in the community and how the child can participate in the community. Throughout the week I will stress how the student can become involved in the community, such as bringing in box tops to help the school gain computers. The literature I have chosen for the week will also be display in the room.
We will already have learned what a community is, in this lesson we will learn places in a community, tomorrow we will learn about people in the community.
There should be no modifications necessary for this lesson.
Resources
Various photographs of key locations within the community
Typed location identification cards.
Direction card for the “reader” to read to the group.
On My Way to Buy Eggs by Chih-Yuan Chen
Procedures
Initiation:
“Remember yesterday we learned what a community was, today we are going to learn places in a community.” Read the book to the class, discuss the many places described in the book. ”Where were these places in her community?” “ Are there any places like this in our community?’ “Can you name any place in our community that you have seen or visited?”
Strategy:
“Ok, class let’s get into groups of 5.” Put them into groups about 5 to a table. Pick a child from each group to be the reader for the group. Tell that child what he or she is supposed to do, read to the group. Now pass out envelops filled with various pictures, with identification cards. The reader should read the ID cards to the other students. The other students will match the ID cards to the appropriate pictures.
Guided Practice:
The students will begin to match the proper location to the ID card. The students will then discuss the importance of each locale. They will make a list of reasons why the community needs this place, or if the community does not need this place and why. They will also make a list of what each place does.
Closure:
The groups will then present the places to the whole class. The students will identify the location and tell if it is a needed place or not in the community and why. The students will also present what each place does in the community. Each student will then be given a test using the pictures to identify what the place is and what it does in the community.
Student Assessment
Tool:
Photographs and Identification cards
Criteria:
Test
Bibliography
Chen, Chih-Yuan. (2003). On My Way to Buy Eggs. NY: Kane/Miller Book Pub.
Http://wwwlessonplanspage.com.
Name: Rhonda Yates Date: 11-10-03 Age/Grade: First
Subject Social Studies # Students 20 # IEP Students none
Major Content: Community Unit Title: Relationships
Objective
Given pictures of places in the community the student will identify these places and define the purpose of each location with 85% accuracy.
Connections
Kentucky Learner Goals
Goal 1 Students are able to use basic communications and mathematics skills for purposes and situations they will encounter throughout their lives.
Goal 2 Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living, and to the vocational studies to what they will encounter throughout their lives.
Goal 4 Students shall develop abilities to become responsible members of a family, a group, or community including demonstrating effectiveness in community service.
Goal 5 Students shall develop abilities to think and solve problems in school situations and in a variety of situations they will encounter in life.
Academic Expectations
1.2 Students make sense of the variety of materials they read.
1.4 Students make sense of the various messages to which they listen.
2.14 Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations.
2.15 Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy.
2.29 Students demonstrate skills that promote individual well-being and healthy family relationships.
4.4 Students demonstrate the ability to accept the rights and responsibility for self and others.
5.2 Students use creative thinking skills to develop or invent novel, constructive ideas or products.
Goals 1 and 2 are addressed in this lesson by reading material and discussing the responsibility of community. The relationship between self and community is addressed in this lesson in Goal 4. Goal 5 is demonstrated by the creating of identifications cards defining places in a community. Academic Expectation 1.2 and 1.4 are addressed by the discussion and the reading material. 2.14, 2.15 and 2.29 are addressed by discussion of places in a community and the relationship to democracy. Expectation 4.4 is addressed by the children making choices. 5.2 the students will use creative thinking to develop communities.
Program of Studies
SS-P-GC-2 Students will understand and begin to apply rights and responsibilities in relation to the community.
Students will study SS-P-GC-2 by learning the environment of a community and the relationship between community and themselves and what it means to the society as a whole.
Core Content for Assessment
SS-E-1.3.1 Rights and responsibilities of the individual are determined by specific roles within carious groups, including family, peer group, class, school, community, state, and country.
PL-E-1.1.1 Individual behaviors (e.g. etiquette, fairness, politeness, sharing, listening) show responsibility and respect to others (e.g. families, peers, teams).
This lesson assesses SS-E-1.3.1 by showing in the community the responsibilities of the students.
In PL-E-1.1.1 the student will be able to work in groups with no altercations.
Real-life Applications
The students will be working in groups with fellow classmates the students must learn how to interact. The students will learn about places in their community this directly shows a relationship with themselves, others and their environment.
Content
The unit title is relationships. This lesson reflects relationships by showing the relationship between student and community. The students will demonstrate this relationship through group work and presentations. Each student will leave with the understanding on what community is, how they are a part of it and what their role is in the community.
The room will be decorated with poster about community, places in the community and how the child can participate in the community. Throughout the week I will stress how the student can become involved in the community, such as bringing in box tops to help the school gain computers. The literature I have chosen for the week will also be display in the room.
We will already have learned what a community is, in this lesson we will learn places in a community, tomorrow we will learn about people in the community.
There should be no modifications necessary for this lesson.
Resources
Various photographs of key locations within the community
Typed location identification cards.
Direction card for the “reader” to read to the group.
On My Way to Buy Eggs by Chih-Yuan Chen
Procedures
Initiation:
“Remember yesterday we learned what a community was, today we are going to learn places in a community.” Read the book to the class, discuss the many places described in the book. ”Where were these places in her community?” “ Are there any places like this in our community?’ “Can you name any place in our community that you have seen or visited?”
Strategy:
“Ok, class let’s get into groups of 5.” Put them into groups about 5 to a table. Pick a child from each group to be the reader for the group. Tell that child what he or she is supposed to do, read to the group. Now pass out envelops filled with various pictures, with identification cards. The reader should read the ID cards to the other students. The other students will match the ID cards to the appropriate pictures.
Guided Practice:
The students will begin to match the proper location to the ID card. The students will then discuss the importance of each locale. They will make a list of reasons why the community needs this place, or if the community does not need this place and why. They will also make a list of what each place does.
Closure:
The groups will then present the places to the whole class. The students will identify the location and tell if it is a needed place or not in the community and why. The students will also present what each place does in the community. Each student will then be given a test using the pictures to identify what the place is and what it does in the community.
Student Assessment
Tool:
Photographs and Identification cards
Criteria:
Test
Bibliography
Chen, Chih-Yuan. (2003). On My Way to Buy Eggs. NY: Kane/Miller Book Pub.
Http://wwwlessonplanspage.com.
Name: Rhonda Yates Date: 11-11-03 Age/Grade: First
Subject: Social Studies & Art # Students 20 # IEP Students: None
Major Content: Civics Unit Title : Relationships
Objective
Given the words “citizenship” and “service to others” the student will define each term, read a piece of literature that includes a strong message of service to others, and discuss how the main characters demonstrated citizenship behaviors, scoring no less that a 3 on the rubric.
Connections
Kentucky Learner Goals
Goal 1 Students are able to use basic communications and mathematics skills for purposes and situations they will encounter throughout their lives.
Goal 2 Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living, and to the vocational studies to what they will encounter throughout their lives.
Goal 4 Students shall develop abilities to become responsible members of a family, a group, or community including demonstrating effectiveness in community service.
Goal 5 Students shall develop abilities to think and solve problems in school situations and in a variety of situations they will encounter in life.
Academic Expectations
1.2 Students make sense of the variety of materials they read.
1.4 students make sense of the various messages to which they listen.
1.13 Students make sense of ideas and communicate ideas with the visual arts.
2.14 Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations.
2.29 Students demonstrate skills that promote individual well-being and healthy family relationships.
4.4 Students demonstrate the ability to accept the rights and responsibilities for self and others.
5.2 Students use creative thinking skills to develop or invent novel, constructive ideas or products.
This lesson applies to Goal 1 by making sense of what one reads and listens to. Goal 2 is addressed by being a good citizen and showing good citizenship. Goal 4 is applied by showing relationship to the world with ones self. Goal 5 is demonstrated by defining and showing how the student can be a good citizen.
Academic Expectations1.2,1.4, and 1.13 are all addressed by the reading material, listening to instructions, and by making a citizenship tree. Expectations 2.14 and 2.29 are addressed by the discussion on how to be a good citizen. 4.4 is demonstrated by the student making choices in real-life. And in expectation 5.2 the student will define and show a good citizen trait.
Program of Studies
SS-P-GC-2 Students will understand and begin to apply rights and responsibilities in relation to the community.
HE-P-3 Students will demonstrate responsibility to ones self and to others.
Both of these are in direct relation to one another and to the student to become a good citizen.
Core Content of Assessment
SS-E-1.3.1 Rights and responsibilities of individuals are determined by specific roles within various groups, including family , peer group, class , school, community , state, and country.
PL-E-1.1.1 Individual behaviors (e.g. etiquette, politeness, sharing, listening) show responsibility and respect to others (e.g. families, peers, teams).
Both of these Core contents addresses the same thing, the lesson addresses this by teaching the student how to become a good citizen. It shows the responsibility of the child to behave in a certain way to be a good citizen.
Real-life Applications
The purpose of this lesson is to present to students the characteristics that define a socially healthy citizen. This lesson covers how to be a good citizen and to be a service to others. These are things that will occur in the students life.
Content
The unit title is relationships. This lesson shows the relationship with being a good citizen and being a service to others. The student will learn what citizenship is and how it relates to them. The lesson will cover many ways the student could be a service to others, such as donating canned food to a class holiday food drive for needy families. The child will be given the opportunity to select an action that he or she will agree to complete during a 9 week period. They will be encouraged to make gift cards that will be stapled to the Class Citizenship Tree.
The room already has posters of good character, such as be polite. These will be used in this lesson.
No modifications should be needed.
Resources
The Berenstain Bears to the Rescue by Berenstain and Berenstain
classroom bulletin board with colored paper backing
green posterboard
writing and colored construction paper
magazines
glue
scissors
markers or crayons
aluminum foil
scraps of yarn and ribbon
buttons
stapler
newspaper stories of service to others
Procedures
Initiation:
Write the words “citizenship” and “service to others” on the board. Have the students to help define the terms, write that down on the board. Read the book Berenstain Bears to the Rescue. Discuss how the main characters in the story demonstrated citizenship behaviors. “What are some ways the bears helped others?” Write all the answers down on the board.
Strategy:
Explain to the students that they will make a Class Citizenship Tree. Ask two students to draw and cut out a large tree shape using the green posterboard. Staple this to the bulletin board that has been labeled Class Citizenship Tree.
Guided Practice:
Write the sentence “I can help others by doing ________” on the board. Ask students to describe, illustrate, or write a completion to the sentence stem. Describe the analogy of service to others as a gift they can give. Invite students to share their ideas for helping others. List student suggestions. Examples may include, helping a friend to talk to an adult when angry, helping a peer with homework, recycling paper or cans at school, picking up trash on the playground, setting the table for dinner, or drawing a get well card for a sick neighbor.
Closure:
Refer to the class list of good citizenship behaviors, gifts to be given to others. Each student will select one action that he or she will agree to complete during this 9-week period. Encourage students to create a “gift” in the format of a greeting card using folded construction paper. Each student will write about, draw, or paste pictures cut out of magazines to illustrate the action he or she has chosen. Offer yarn, markers, crayons, ribbon, foil, buttons, the. for students to use when decorating the front of their gift cards. Label each gift with the child’s name and staple it beneath the Class Citizenship Tree.
Ask the students to define citizenship and service to others once again. Use selected articles from newspapers to illustrate how people help each other for the benefit of the entire community. remind the students of their commitment of give to others and ask each week to discuss the results of their citizenship gifts to others.
Student Assessment
Tool:
“Gifts to others” that were made
Definitions of citizenship and service to others
Criteria:
Scoring Guide
Bibliography
Berenstain, S., Berenstain, J. (1983) The Berenstain Bears to the Rescue. NY: Random House, Inc.
http://askeric.org/virtual
Name: Rhonda Yates Date: 11-2-03 Age/ Grade: First Grade
Subject: Social Studies # of Students 10 # IEP Students: None
Major Content: Voting Unit Title: Relationships
Objective
Given two forms of literature, the student will be able to analyze the stories and the characters to decide which story is true and will be able to participate in the process of voting scoring no lower than a 3 on the rubric.
Connections
Kentucky Learner Goals
Goal 1 students are able to use basic communications and mathematics skills for purposes and situations they will encounter throughout their lives.
Goal 2 Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living, and to the vocational studies to what they will encounter throughout their lives.
Goal 3 Students shall develop their abilities to becomes self-sufficient individuals.
Goal 4 Students shall develop their abilities to become responsible members of a family, a group, or community including demonstrating effectiveness in community service.
Goal 5 Students shall develop abilities to think and solve problems in school situations and in a variety of situations they will encounter in life.
Goal 6 Students shall develop their abilities to connect and integrate experiences and new knowledge form all subject matter fields with what they have previously learned and build on past learning experiences to acquire new information through various media sources.
Academic Expectations:
1.2 Students make sense of the variety of materials they read.
1.4 Students make sense of the various messages to which they listen.
2.14 Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations.
2.15 Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy.
3.6 Students demonstrate the ability to make decisions based on ethical values.
4.4 Students demonstrate the ability to accept the rights and responsibility for self and others.
5.4 Students use a decision making process to make informed decisions among options.
6.2 Students use what they already know to acquire knowledge, develop new skills, or interpret new experiences.
All goals are addressed in the lesson by making choices that effect their lives. They will read material and make judgments using the ideas learned and discussed. The academic expectations addressed are a closer view at what the child will be using in this lesson, their own free will to listen and make choices using their own judgment. Already learned material is addressed in 6.2 and will be addressed in this lesson by using The Three Little Pigs as prior knowledge.
Program of Studies
SS-P-GC-1 Students will recognize and understand the need for rules within the home and school setting.
SS-P-GC-3 Students will begin to understand the basic purpose of government and how citizen participation can affect government
The students will be learning SS-P-GC-1 by learning about voting and using this knowledge to determine how a place is run. Also with SS-P-GC-3 the students will learn how voting is a part of government and how it can effect them.
Core Content for Assessment
SS-E-1.1.2 The purpose of a government’s rules and laws is to establish and maintain order.
SS-E-1.1.3 THe basic purpose of the government of the United States are the establishment of order, security, the protection of the rights of individuals, and the attainment of common goals as specifically listed in the Preamble to the U.S. Constitution.
This lesson addresses SS-E-1.1.2 and SS-E-1.1.3 by bringing into view the way order is maintained and rights are given is by the people, the children will grow up and vote for the person that best suits the issues so the child will be able to live his lifestyle as he or she wants.
Real Life Applications
The relationships we have in the future will determine how we decide to live our lives. Children need the understanding that voting will be a decisive factor in that.
Context
The title of the unit being taught is relationships. This lesson encounters relationships by bringing two forms of literature together to make a decision on which one is right. The student must see the relationship for what it is a choice on what they think is the valuable point, who is right the pigs or the wolf. By voting the students are seeing the relationship between books and making a valuable choice. The students will also learn the relationship between themselves and government, how their vote makes a difference in their lives and the lives of others. We will discuss prior to the lesson what happened on November fourth of this year. How a new governor came to be. Why we were out of school on that day.
The classroom will be decorated with political posters and paraphernalia from local candidates running for office. Also the two books being used in the lesson will be on display,
Modifications for ESL children will be made by making available books in their home language for understanding of the concept. No other modifications should needed.
Technology used will be using the internet to look up the results from a previous campaign.
Resources
The Three Little Pigs by
The True Story of the Three Little Pigs By: A Wolf. by Jon Scieska
Crayons
Paper
Voter’s Box
“I Voted” Stickers
Graph
Wolf and Pig stickers
Procedures
Initiation:
1. Today, class we are going to continue our study on citizenship by conducting a vote. Today I will read two books to you, you will vote on who is telling the truth. Write these answers on the board. Who here remembers the story of the three little pigs? I have another story of share with you about that incident, but this is the wolf’s side of the story. Read The True Story of the Three Little Pigs by: A Wolf.
Strategy:
1. “Do you know what it means to vote? “Write answer on the board). Then I will explain that voting is a chance for them to speak up, share their opinion, and have their opinion counted as one of a whole group. I will ask “Can you think of things that we might vote on or about? (Write these on the board also). “I would like for you to think about the story that I just read to you. Do you believe the wolf’s side or the pig’s side of the story?”
Guided Practice:
1. “Now I would like for you to use your crayons and the voting ballot I have given you to cast your vote. If you vote for the wolf draw a picture of the wolf and write wolf on the ballot. If you vote for the pigs draw a picture of the pigs and write pig on the ballot. I have a ballot box in the back of the room for you to cast your vote. Don’t forget to pick up your ‘I voted’ sticker as you return to your seat”.
2. “Now I would like for you to write a few sentences telling me why you voted the way you did. Explain to me why you believed who you voted for. Tell me why you did not believe the one you did not vote for.”
3. “I will tally the votes and display them on a chart for you to see who won in our election!”
Closure:
1. We will discuss which side of the story won the vote and why. We will combine all the “Ballots” into a booklet and we will review the pictures and the reasons why the children voted the way they did. We will review what is means to vote and what it means to the children, Good citizenship.
Student Assessment
Tool:
Voting Ballot
Sentences written about decision made
Criteria:
Scoring Guide (rubric)
Reflection/Analysis of Teaching and Learning
Each child learned the process of voting and the understanding that voting is a decision making process. Each child participated in the vote. I did not have enough time for the students to write the sentences required in this lesson. The students enjoyed the voting process and they enjoyed the tallying of the votes. I would have liked to have had more time with this lesson to finish it properly.
Lesson Extension /Followup
The next lesson should include a debate of some sort for the children to understand fully the concept of voting for offices such as President. This would bring further understanding.
Bibliography
Marshall, J. (1989). The Three Little Pigs. NY, Dial Books for Young Readers.
Scieszka, J. (1989). The True Story of the 3 Little Pigs. NY. Viking Kestrel