Teacher Candidate Lesson Planning Sheet

Urban Institute of Teacher Education

Teacher Name Caroline Butters

Grade Level 2nd Grade
Subject Social Studies: Election Day
Date Nov 6, 2018

Part One: Lesson Focus – “The What”

Thinking Points: What am I expecting students to learn? What materials and resources am I
planning to utilize? What will I accept as evidence that my students have learned?
Content Objective: - Students will be able to explain why voting is important.
What do I want my students - Students will be able to know the general process of
to know and be able to do? voting in the United States.
Students will be able to ……

Standard: 2nd Grade Social Studies Standard 2: Students will recognize

What is the CCSS that and practice civic responsibility in the community, state, and
corresponds with this nation.
objective? - Objective 1b: Explain the benefits of being a U.S. citizen

Language Objective:
What will my students do to
learn and/or demonstrate
their mastery of the lesson by
reading, speaking, writing, or
listening?
- Students will be able to express their ideas about voting
their discussions in class and listen to peers.
- Students will be able practice writing for voter’s
registration and their ballot.

Assessment: - Informal assessment done through participation and

What assessments will I ability to complete tasks in lesson.
utilize to determine that my
students have learned and
met the objective?

Materials and Resources: - Ballot box, ballots, “Today on Election Day” by Catherine
What materials and resources Stier, voter stickers, voter registration papers, document
will I utilize to facilitate camera, smartboard
student learning?
Part Two: Lesson Implementation – “The How”
Thinking Points: How will I teach to ensure learning for all students? How will I engage my
students in the learning process? How will I check for understanding throughout the lesson?
How will I make instructional adjustments for students that are in need of additional support?
Lesson Components with
Estimated Timeframe
Lesson Introduction:
_5_ minutes
How will I clearly
communicate the objective
and purpose for learning?
How will I provide
background knowledge? How
will I “hook” the students?
Check for Understanding:
How will I know that all
students know the objective
and purpose of the lesson?
Instructional Strategy:
Teacher Modeling –“ I Do”
_10_ minutes
What will I say and do as I
demonstrate the
demonstrated the concept?
Teacher Expectations: Student
Instructional Strategies/Activities/ Expectations
Questions
- Start lesson by sitting in library - Students will
- Discussion with students: raise their
Remember when we talk about hand to
being a citizen of the classroom, participate.
community, and world? What are
some rights people have as a
citizen of the United States?
(VOTING)- Introduce that today is
Election Day in the United States!
- Voting is a very important right
you have when you are a citizen of
the place you live in. Voting is
when you are given the chance to
pick or choose an option you like
best. By voting you are getting a
say in whatever you’re voting
about (presidents, policies(how
something is run), what activity to
do, etc.)
- Throughout Lesson… Answering
these questions:
1. Why is Voting Important?
2. Who can vote?
3. How do you vote?
4. Voting Process?
- Read pieces from the book: “Today - students will
on Election Day” by, Catherine sit on the
Stier carpet and
- Talk about: raise hand if
- How old you have to be to vote needed.
- polling stations
- secret ballots
- how votes are tallied up
Check for Understanding:
How will I know that the
students have a clear
understanding of the
concept?
Instructional Strategy:
Guided Practice – “We Do”
_10_ minutes
How will I engage my
students instructionally with
the concept?
Instructional Strategy;
Independent Practice
_15_ minutes
How will I provide my
students with the opportunity
to engage in independent
practice? What will the
students who have finished
early do?
Check for Understanding
How will I know that the
students have a clear
understanding of the
concept?
- Comments/questions from
students.
- Students not talking to one
another and listening.
- Students move to their desks. - Students will
- On board or in SS notebooks: write write along
as students and you discuss voting. with the
- Who can vote? : 18 yrs old, US teacher on
citizen--- have to be registered to their social
vote! studies
- Where can you vote? : Polling notebook.
station or through the mail - Students will
- Talk to students about voting answer
process/steps- have to be questions.
registered to vote, get informed
on issues, go to polling station.
- Inform students that they will get
a chance to practice voting right
now!! – but first we have to
register (show students voter
registration and explain)
- Teacher explains voting process - Students will
(fill out registration card, write fill out
vote on ballot and fold up, bring registration
both to poll worker(teacher), drop form, fill out
vote in ballot box, receive “I ballot, come
voted” sticker) to poll
- To illustrate that voting matters worker and
and can make a different on drop ballot in
decisions, students will get to vote ballot box.
for the next chapter book we are
going to be reading as a class!
- Teacher will show each book
‘candidate’ and read the book
summary and display the titles for
students to write on ballot.
- Voter Registration and ballots will
be passed out to students.
- Students will vote.
- Student comments/answers
- Students ability to follow
directions and process of voting
 (registration card, ballot, check
with poll worker)

Lesson Closure - Explain that now the students’

__3__minutes votes will be tallied up and the
How will I review and clarify results will come at the end of the
the concepts taught? day. 

Part 3: Post Lesson Analysis – “The What’s Next”

Data Analysis:
What will I do next based on
analysis of the assessment
results?
Reflection:
What components of the
lesson went well? What
components will I modify?