Lesson Planning Form for Differentiating Instruction Education 305

Teacher Emily Veenstra and Anna Claire Lambers

Grade level and theme 4th Grade/Elections/ US Voting History Thread/crossover History
I. Objectives
What is the main focus of this lesson?
This lesson focuses on US voting history.
How does this lesson tie in to your Big Idea
This lesson shows students how much people have fought to have a vote in electing their government in the US.
What are your objectives for this lesson? (Students will be able to.) Indicate connections to applicable national or state
standards (glces). Indicate themes from any threads addressed in this lesson (ex-Geography-human environment interaction)
1) Students will learn that not everyone has been or is able to vote in our country.
2) Students will reflect on the value of voting and consider who should be allowed to vote.
3) Students will share opinions on whether they think kids should have the right to vote.
Threads:
PoliticalStructure of Government
PoliticalPower
PoliticalDecision Making
SocioculturalClass
SocioculturalRace/Ethnicity/Gender
GlobalConflict
GlobalChange
Grade Level Content Expectations
4 C2.0.2 Identify situations in which specific rights guaranteed by the Constitution and Bill of Rights are
involved (e.g., freedom of religion, freedom of expression, freedom of press).
4 C3.0.6 Describe how the President, members of the Congress, and justices of the Supreme Court come
to power (e.g., elections versus appointments).
4 C5.0.1 Explain responsibilities of citizenship (e.g., initiating changes in laws or policy, holding public office,
respecting the law, being informed and attentive to public issues, paying taxes, registering to vote
and voting knowledgeably, serving as a juror).
4 C5.0.4 Describe ways citizens can work together to promote the values and principles of American
democracy
II. Before you start
Prerequisite knowledge and skills.
What are you assuming they know
or have already done.
Assessment
(formative and summative)

Key vocabulary for this lesson

(include key concepts from
individual threads ex- economicsopportunity cost etc)

Students need to be able to read at a fourth grade level.

Formative:
Watch to see which students are engaging in discussion and call on students who are
hesitant as well. Listen to their answers and try to gage the depth of their
understanding.
Summative:
Read students reflections in journals.
Amendments (History)

Materials-what materials (books,

handouts, etc) do you need for this
lesson and do you have them?

Cards with voting profiles written on them. I have made 12, as an example for this
lesson. A teacher of more students could create more profiles or have some students
share the same card and read in unison.
White board and markers.
ELMO
Elizabeth Leads the Way: Elizabeth Cady Stanton and the Right to Vote by Tanya Lee
Stone
Pictures from Womens suffrage movement (included at the end of this document.)

Opportunities for differentiation

III. The Plan

Time
Parts
Motivation
(Opening/
Introduction/
Engagement)
10
min.

Development
10
min.

Closure

Students are being read to aloud which supports a variety of learners.

All students are reading a voting profile card. The teacher can modify language to match an
individual learners needs.

The description of (script for) the lesson, wherein you describe teacher activities and student
activities
Begin by reminding students of what happened the last time, So last time we met, what did we
talk about? Allow students to respond.
Next, call students attention to voting by asking, Who remembers, how our leaders are elected
in the United States? (Supreme Court is appointed by President. President and Congress elected
by US citizens). Allow students to respond.
Are you all allowed to vote? Are kids allowed to vote for who they think should become
President? Do you think it is fair that you arent allowed to vote? On the board write a YES and
NO and underneath each write students reasons that they offer. Do you think everyone should be
allowed to vote? Allow students to share their opinions.
When it was first written, the US Constitution said that only certain people were allowed to
vote. Over the years, people have worked hard to change the constitution so that more people can
vote. When the constitution has been changed, it is called an amendment. Say that with me:
Amendment.
Underneath your chair there is a card. Look at the number on the card. Everyone sit down.
When I say your number, you can stand up and read your card. Once youve read your card stay
standing.
Call students numbers. Students read their voting profiles aloud.
How do you think the constitution got changed? Allow students to answer or guess.
People changed the constitution. People who saw that it wasnt fair and stood up for what was
right. They told their neighbors it wasnt right, they wrote papers to prove it wasnt right, they
marched in the streets to tell the government wasnt right. I know you all have heard of Martin
Luther King and Rosa Parks. They worked to make things right. But, Show students a picture of
Elizabeth Cady Stanton on the ELMO, Have you seen this little old lady before? Does anyone
know who she is?
Read students Elizabeth Leads the Way: Elizabeth Cady Stanton and the Right to Vote.
After you finish show students photographs from the womens suffrage movement.
As an exit ticket, students will reflect in their journals based on the following prompt:
Why is voting so important? Who do you think should be allowed to vote? Why?