Interdisciplinary Lesson Plan
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School
Central Texas College *
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Course
101
Subject
Arts Humanities
Date
Jan 9, 2024
Type
Pages
3
Uploaded by rramirez158
Current Event:
Voting and the Presidential election is the current event that this lesson plan
will focus on. Early voting is happening in record numbers this year, as the Presidential election
is set to take place on Tuesday, November 3, 2020.
https://www.cnbc.com/2020/10/30/texastops-2016-total-voter-turnout-with-more-than-9-million-b
allots-cast.html?recirc=taboolainternal
This current event is likely to interest students and relate to their daily lives because parents are
heading to the polls and politics is a widely talked about topic right now.
Grade and Content Area:
I am pursuing a K-6 teaching license. I will be focusing this lesson
plan on the content areas of Social Studies and ELAR in the 2nd grade classroom. Voting and
the presidential election are closely related to Social Studies as students in first grade are
learning about the role of public officials and roles of citizenship. ELAR is related because
student will use oral language, writing and comprehension to explain their understanding of
roles of the president and the importance of voting.
Learning Objectives:
1.
Students will explain the role/job of the President and how it compares to the roles of
Mayor and Governor
2.
Students will write a persuasive paragraph for their chosen candidate showing character
traits important to being president
3.
Students will articulate the importance of voting and its role in good citizenship
TEKS Subchapter
113.13. Social Studies, Grade 2, Adopted 2018
.
(9) Government. The student understands the role of public officials. The student is expected to:
(B) compare the roles of public officials, including mayor, governor, and president.
(C) identify ways that public officials are selected, including election and appointment to office.
(10) Citizenship. The student understands characteristics of good citizenship as exemplified by
historical figures and other individuals. The student is expected to:
(A) identify characteristics of good citizenship, including truthfulness, justice, equality, respect
for oneself and others, responsibility in daily life, and participation in government by educating
oneself about the issues, respectfully holding public officials to their word, and voting.
(16) Social studies skills. The student communicates in written, oral, and visual forms. The
student is expected to:
(D) use social studies terminology correctly.
(E) express ideas orally based on knowledge and experiences; and
(F) create written and visual material such as stories, maps, and graphic organizers to express
Ideas.
TEKS 110.4.
English Language Arts and Reading, Grade 2, Adopted 2017.
(7) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The
student responds to an increasingly challenging variety of sources that are read, heard, or
viewed. The student is expected to:
(B) write brief comments on literary or informational texts that demonstrate an understanding
of the text.
(C) use text evidence to support an appropriate response.
(D) retell and paraphrase texts in ways that maintain meaning and logical order.
(E) interact with sources in meaningful ways such as illustrating or writing; and
(F) respond using newly acquired vocabulary as appropriate.
(8) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--
literary elements. The student recognizes and analyzes literary elements within and across
increasingly complex traditional, contemporary, classical, and diverse literary texts. The student
is expected to:
(B) describe the main character's (characters') internal and external traits.
Warmup
: I will begin the lesson with a group discussion to gauge what students already know
about public officials and elections/ voting. I will ask students if they know who the current
president, governor, and mayor are? Ask them what an election is? I will have children raise
their hands for some of the questions and have them speak to me to convey their prior
knowledge. I will go over vocabulary words that will come up in the book and lesson. Then, I
will read aloud, “My teacher for President” by Kay Winters.
Instructional Strategies:
●
Make anchor charts as a group comparing the roles of President, Governor, and Mayor,
add photos of current President, Governor, and Mayor with names.
●
Ask questions: What is a leader? Why do we need leaders? Who is the leader in your
family? Our school?
●
I will break the class into groups. There will be photos of the President, Governor, and
Mayor on the wall. I will have roles of public officials on papers. As a group, they will
decide where to put each role, and one of the students will tape it under the
corresponding photo. I will listen and observe conversations of the groups. We will all
discuss if the roles are in the right place, and why or why not.
●
We will break into smaller groups and students will compare similarities and differences
between the teacher in the book and the President. They will work together on a list of
character traits that are important.
●
Come back as a group, talk about how leaders are chosen. Watch a video:
https://youtu.be/GrG7zBUDiqQ on Why is voting important.
●
Ask questions: What makes a good citizen? What are our responsibilities as a citizen of
our family? Our School? Our community?
●
Model writing persuasive paragraph. Show how to write a topic sentence, how to take
the character traits they talked about in groups to create the supporting details of the
paragraph, and to how to compose a concluding sentence. Read aloud the paragraph
we wrote as a class.
●
Handout an organizer worksheet for students to complete. I will explain that they need to
come up with a topic sentence to engage their reader, add 2 detail sentences explaining
what would make the teacher a good president, and then a sentence concluding why
people should vote for the teacher in the book.
●
Students will have time to independently write their persuasive paragraph in class, while
I walk around and observe.
Materials:
●
Book: “My Teacher for President” by Kay Winters
●
Anchor chart paper, pens, photos of President, Governor and Mayor
●
Paper and pencils
●
Computer with projection, YouTube video https://youtu.be/GrG7zBUDiqQ
●
White board and pens
●
Persuasive paragraph organizer worksheet
●
Markers, poster board
Closing and formative assessment
: In closing, we will come back together as a group, I will
have students raise their hands as I ask for a role of president, role of Governor, and role of
Mayor. This will allow me to assess how well the students are understanding the differences
between President, Governor, and Mayor. I use popsicle sticks to choose students to answer
questions about the importance of voting, and to read their persuasive paragraphs to the class.
Using these strategies will allow me to see if students are grasping the concepts that were
taught during this lesson and what I need to spend more time on.
Summative Assessment:
1.
Students will create a campaign poster which includes their edited persuasive paragraph
(with topic sentence, two detail sentences, and concluding sentence), traits of a good
leader in bullet points, and a drawing of the “teacher”. There will be a rubric that is
shared with the students before they start the assignment.
2.
Quiz: Students will match roles of President, Governor, and Mayor and answer
TRUE/FALSE statements about importance of voting.
Homework/ Plan to reinforce learning:
The students will take their campaign posters home
and tell a family member about them.
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