Standards:



Social Studies 3-5: VotingIntended Audience: Students with significant cognitive disabilitiesStandards: SS.3.C.2.1- Identify groups and individual actions that demonstrate civility, cooperation, volunteerism, and other civic virtues.SS.4.C.2.3- Explain the importance of public service, voting and volunteerism.SS.5.C.2.4- Evaluate the importance of civic responsibility in American democracy.Additional Access Point Standards:LAFS.3.RL.3.AP.9a- Compare the similarities of two or more texts or adapted texts on the same topic or by the same author. LAFS.3.RI.1.AP.1a- Answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. LAFS.3.RI.1.AP.1b- Identify supporting details of an informational text read, read aloud or information presented in diverse media and formats, including visually, quantitatively and orally.LAFS.3.RI.1.AP.2a- Determine the main idea of text read, read aloud or information presented in diverse media and formats, including visually, quantitatively and orally. LAFS.3.RI.1.AP.2b- Determine the main idea of a text; recount the key details and explain how they support the main idea.LAFS.4.RI.3.AP.9b- Identify the most important information about a topic gathered from two texts on the same topic in order to write or speak about the subject knowledgeably. LAFS.4.RI.1.AP.2a- Determine the main idea of an informational text. LAFS.4.RI.1.AP.2b- Identify supporting details of an informational text.LAFS.5.RI.3.AP.9a- Identify key details from multiple sources on the same topic (e.g., what are the important things that you learned?). LAFS.5.RI.1.AP.2a- Determine the main ideas of a text. LAFS.5.RI.1.AP.2b- Identify key details that support the main idea. LAFS.5.RI.1.AP.2c- Summarize the text read, read aloud or presented in diverse media. Learning Objectives:Students will understand the importance of voting in a democratic society.Students will understand the voting process and its impact on the future.Students will learn how to vote.Students will understand how individuals that vote can influence change.Vocabulary:vote: the official choice you make in an electiondemocracy: choosing leaders or making choices by votingcandidate: a person who is trying to be electedpoll: the record of votes that were made by people in an electionelectoral votes: votes made by electors in each state to determine the president of the United States Materials:Grace for President by Kelly DiPucchio, illus. by LeUyen : Voting and the Law by Susan LaBellaPrep prior to instruction: vocabulary with visual supports for both texts (see vocabulary)Prep prior to instruction: comprehension questions related to Grace for President, use sticky notes to tab pages in the bookPrep prior to instruction: comprehension questions related to Voting and the Law Prep prior to instruction: voting sequence cards (see Supported/Guided instruction)Prep prior to instruction: YES/NO cards for each studentLarge paperclips in 2 different colors or popsicle sticks in 2 different colorsEssential/Guiding Questions:Why is it important to vote?What is the voting process?What are some things that can be changed by voting? In your community? In your classroom or school?Lesson Presentation:Activating Prior Knowledge:Ask students “Who is the best choice for class president?” (Instead of president, you can substitute line leader, door holder, class helper, etc.)Students turn and talk to a partner and give their idea of the most preferred. Listen to responses given between partners.Tell students “In listening to you talk to your partner, I heard you mention ______ . Is there a way to know for sure who would be the best person?” Reponses will vary.Tell students that they are going to learn how communities and individuals decide on people to lead and represent us. This is called voting.Modeled instruction:Narrative text: Introduce the book, Grace for President by Kelly DiPucchio, illustrated by LeUyen Pham. Show the title, author and illustrator. Tell students that in Grace for President, students have to decide which child is the best suited to be class president. Let’s read to find out how that is decided and what each student candidate must do along the way. Define candidate as a person who is trying to be elected. Define vote, democracy, candidate, poll, and electoral votes with visual supports.Take a picture walk/sneak peek through the book; allow students to comment on what they see in the book as you move through the pages. Read the book making some pointed comments, i.e. “I wonder why they’re making posters.”, “I wonder why Grace is working so hard.” After reading, tell students that Grace and Thomas had a lot of work to do before running for President. Informational text:Read the Read Works article: Voting and the Law. Display the text on a doc camera or Smartboard. Tell students that the main topic of the article is all about the voting process. Draw students’ attention to the photograph. What does the photo depict? Does the photo help you understand the main idea of the article?Define candidate with visual supports.As you read the article, draw attention to the key details that outline the voting process. Tell students that they’ll learn more about these tomorrow.Supported/Guided instruction:Re-read the book, Grace for President. Below are some suggested questions. Responses may come in the form of turn and talk, think-pair-share, stop and jot or other response strategies used frequently during instruction.What were some of Grace’s thoughts about running for president? What did Grace and Thomas do to encourage students to vote for them?How do Grace’s and Thomas’ actions affect the outcome of the election?Why did Grace win the election? Was it fair?Why was it important that each student voted? Re-read the article, Voting and the Law. Ask students to identify the main topic/idea, key details of text, and the purpose of the photo to support the main idea. (Additional images may be found online and used to further support the idea of voting.)Ask students: “What do these two texts tell us about voting?” “Are there some similarities between the two texts?” (Both texts outline the voting process.)Show students voting sequence cards. In whole group, put cards in the following order:Candidates describe plans, make speeches, and talk to people in the community.Voters listen and decide which candidate is best.Voters go to vote in a public location (i.e. school, library, church).Votes are counted.Winner is announced.With additional support from the book, Grace for President, students can use the illustrations to support the voting sequencing order.After voting sequence cards are placed in order, verify with students if the order is correct. Problem solve correct order, if necessary, and have students retell the order.Whole group activity: Students will participate in a mock vote using the sequenced order above.Students can vote for line leader, door holder, or any other job that you have in your classroom community.Small group suggestions:Students can use sequencing cards to order routine events.Students can read another text with sequenced events. Students write to explain why the sequence was important.Students order numbers or letters in sequence (i.e. letters of the alphabet, letters in their name).Assessment:Students can demonstrate knowledge of and participate in the voting process.Teachers should utilize district created rubrics to score student work. UDL:Multiple means of representation: Students can write in journals about the voting process using information from the text.Students can write a story in journals about voting using fictional characters, setting, and action.Students can dramatize a voting scenario.Students can orally retell the voting process.Students can draw pictures or choose photos that express the voting process.Students can watch a video that explains the voting process and retell or write about what they see.Students can point/gesture/eye gaze to cards to indicate and sequence the correct order of steps in the voting process.Students can work individually, in pairs, or in a small group.Students can work independently with peer or adult supports.Multiple means of expression: Students can use an iPad or other touch device to sequence the voting process.Students may refer back to the article and narrative text Grace for President.Text to speech options are available for computers, iPads and other hand held devices. Google Chrome offers free extensions, such as Selection Reader and Select and Speak-Text to Speech, and apps, such as Text to Speech, Text to Speech with Google Drive, and TTS Reader- Unlimited Text-to-Speech.Speech to text options are also available from Google. Extensions include VoiceNote II-Speech to Text, Online speech recognition, and Co:Writer Universal. VoiceNote II is also available as an app; Speechnotes-Speech to Text Notepad is available as well.Additional information about text to speech and speech to text options are available through your district Assistive Technology Department.Expression may come in the form of verbal responses, signed responses, pointing/gestures, eye gaze, or through the use of a low or high tech device.Multiple means of engagement:Provide students with choices of how to interact with materials.Provide students or small groups with various places in the classroom in which to work, i.e. floor, desks, at the board.Limit distractions in the work areas.Encourage collaboration with peers in partners or small groups.Allow students to work independently.Allow students to be positioned for maximum learning engagement.Provide students with additional materials, if necessary.Assistive Technology Recommendations:All students should have a means of expressive communication and a way to be actively engaged in learning.Response modes may include, but are not limited to: eye gaze, gesturing or pointing to pictures/words/phrases, signing, low tech devices (GoTalks, etc.), or dynamic devices (iPad, etc.)Lesson vocabulary, photos/pictures and graphic representations should be created and/or printed prior to the lesson to provide all students with an opportunity to be engaged in discussion.Technology Needed:Smartboard, iPadAdditional Resources:: Winning the : Elections 101Kid-friendly voting video with Perez Hilton and John Legend: Kids' History of Voting videoOne Vote, Two Votes, I Vote, You Vote by Dr. SuessHelping students understand the Electoral College: The Electoral College for Kids ................
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