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School: STU
Grade: 3
Unit: 3 (Three)
Time or # of Classes Required for this lesson: One (1) 40 minute lesson.
I can
Recognize that the decisions I make affect a larger whole (my class).
Materials/Resources:
Flipchart
Markers
Talking stick - while students are discussing the stick will be passed around so only one
person speaks at a time
Writing journals/duotang
Handout for journal response
Assessment checklist
The overall purpose of this class is to teach students the meaning of a majority vote and
how our personal decisions as individuals affect a larger whole (in this case the whole
class).
In this activity, teaching young learners that they have a say in decision making, and
understanding their decisions have consequences that affect other people, sets them up to
be responsible citizens who take advantage of their right to vote.
o What is majority vote? How does it work? Does it make everyone happy?
o Did the decision make you happy as an individual? Why or why not?
Phase 1: Hook/ Introduction --- I have a problem Deciding on a class pet name.
Time: 15 minutes
Explain to the class that we will be getting a class pet, but do not know what to name it.
On the carpet, in a talking circle, ask the students for suggestions of names. Talking circle
rules and norms will have already been established but it never hurts to have a reminder:
After you narrow the selection down get the students, by raising their hands with their
eyes closed, to vote on the name they want for our class pet.
Time: 10 minutes
Explain that the way we just voted is called majority vote. What does this mean when it
comes to making decisions?
o It is a compromise
Ask the students to write down the definition of majority vote into their notebooks. The
definition will be left on the board so that students can copy it.
Definition of Majority vote: a number of votes in agreement that add to more than half of the
total.
Phase 3: Thinking (Activities) --- Thinking about the Outcome: Writers Workshop
Time: 20 minutes
Ask students to respond to the following statement (or writing prompt): I agree with the
majority vote because It makes me feel OR I disagree with the majority vote
because It makes me feel
Time: 10 minutes
Call the students back to the carpet and ask if there are any volunteers willing to share
their opinions.
Have a small discussion about the benefits and the drawbacks to this voting method.
Majority Vote
OR
It makes me feel
Checklist:
Student understands the meaning of a majority vote
They provide thoughtful reasons why they agree/disagree with the vote
Anecdotal Notes
Natasha John
Tyler Livia
Kassie Taylor
Trent Ethan
Morgan Aaron
Faith Noah
Caleb Lee
Allison Brittany
Kasey Annabelle
Jeremy Pierre