Voting (Citizenship Roles)

Grade Level/Subject: 3rd Grade/ Social

Central Focus: Roles of a Citizen (Politically)
Studies
Essential Standard/Common Core Objective:
3.C&G3.2: Exemplify how citizens contribute politically, socially and
Date submitted: Date taught: 10/24/14
economically to their community
Daily Lesson Objective: Using a worksheet, students will identify roles and responsibilities of citizens including voting.
21st Century Skills:
Communication and Collaboration:
Students will be communicating in
their groups to formulate a topic that they
want to vote on for their classroom or
community. They will share ideas and
compare their thoughts.

Academic Language Demand (Language Function and Vocabulary):

Identify (responsabilities of citizens/voting terms)
Election
Ballot
Voting
Candidate
Students will identify these terms and using this knowledge to construct
their own voter registration. They will then be assessed on their
knowledge of voting and other important roles as citizens.

Life and Career Skills

Students will be learning about the
responsibilities of being a citizen. Students
will learn that identification is important for
a lot of things in their lives. This is teaching
them things they will need to know as they
grow up. Also teaching them about how to
vote and why it is important.

Prior Knowledge: Students may know the following:

Citizen
What government is
Their own communities and communities around them

Activity
1. Focus and Review

Description of Activities and Setting

We have been talking about citizens and their multiple responsibilities.

Time
2

2. Statement of Objective
for Student

Today, we will be talking about how, as citizens, we contribute politically to

our community.

3. Teacher Input

Teacher will ask students if there is something they already know about
voting. Teacher will ask students what they think it means to vote. Teacher

5-10

4. Guided Practice

5. Independent Practice

6. Assessment Methods of
all objectives/skills:

7. Closure

will then explain that voting is a very important part of being a citizen.
Teacher will explain that we vote during elections to choose the best
candidate. You have to be 18 years old to vote. Teacher will then explain
what an election is (Time set aside for voting). Teacher will ask students
some of the people we vote for (President, senator, judge, representatives).
Teacher will then explain that the people we vote for are called candidates.
Teacher will tell students that when we vote, we have to choose/decide on
the candidate we think is the best fit.
Now have any of you ever been with a family member to the voting booths?
What are some of the things you may notice? (signs in yard, flyers, faces on
signs). Teacher will say that we can tell who may be running by looking at all
of the signs with peoples names and faces on them. It gives us an idea of
some of the candidates if we do not know all of them. People hand out flyers
to inform the voters while they are waiting in line. Teacher will then tell
students that today they will be registering to vote.
Teacher will then tell students that before you can vote, you have to register
to vote in the state you live in. Teacher will then tell students that they will
be registering to vote today. Teacher will have students sign the registration
form by group while teacher is passing out their registration cards
(construction paper and printed out piece of paper pasted together).
Students will have to present their photo ID before they are able to register
to vote. Teacher will explain that you are not able to register if you do not
have a form of photo ID. Teacher may ask students if they can think of other
5-10
things you need your photo ID for. Teacher will then hand students their
registered voting card. Teacher will ask students to fill in their grade, room
number and then will ask students to sign their name. Once students have
done this, the teacher will explain that these cards come with lots of
responsibility as citizens. Teacher will then have students in their groups
decide on one important issue at their school (in classroom) that they would
want to vote on. Teacher will have groups read them out loud.
Teacher will hand out a worksheet with three questions. Students will
answer questions using complete sentences. When students are finished,
5-10
they will turn in to teacher.
Formative Assessment
Teacher Questioning: Teacher will question students to check for understanding
during teacher input and guided practice
Worksheet with three short answer questions and a picture. Students will show
mastery if they are able to answer all three sentences using complete sentences.
Teacher will have students write down one way they can be responsible
citizens in their community and classroom.

There are 18 students in this class. There were 12 students who showed mastery with this
concept meaning they were able to answer all three question using complete sentences.
There were 2 people absent who did not participate in the activity. Then there were 4
8. Assessment Results of
students who did not write all three in complete sentences or did not answer all three
all objectives/skills:
questions. For these 4 students, I would probably re-group with them individually or in a
small group and go over the assessment with them to see where they may have been
stumped.
Targeted Students Modifications/Accommodations:
Student/Small Group Modifications/Accommodations:
For students who are visual learners, I have a power
Students will work in small groups to come up with something
point presentation of all vocabulary I am going over so they want to vote on at their school or in their community.
that they can hear me say it and see it written on the
These groups will be of all levels so that students can work
smart board. For students who struggle with reading
together and everyone will feel involved.
and writing, I will conference with them if needed
during independent practice.
Materials/Technology:
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/Smart Board slides, etc.) needed to implement the lesson at the end of the lesson plan.)

Assessment Program Worksheet pg.6 (attached to lesson plan) (18)

Registration Sign-up sheet (attached to lesson plan)
IM REGISTERED voting cards (attached to lesson plan)
Powerpoint/smart board (notes for class in teacher input)
References: Mrs. Torrence-Dwiggins assisted me in preparing this lesson plan. I got my assessment from an assessment
book in the teachers classroom for social studies. I prepared vocabulary and questions from the students social studies
textbook teachers edition.
Reflection on lesson: (see below)