Let’s Vote! Level K Lesson Plan

Activity card WorldWise

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Lesson Plan

Content-based Learning

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Level K (20)

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Let’s Vote! recounts the steps that a class of students took to elect a class representative to the school council.

Informational text types: Recount

WorldWise

Content-based Learning

C3 Social Studies Curriculum links

• D2.Civ.5.K-2 Explain what governments are and some of their functions • D2.Civ.7.K-2 Apply civic virtues when participating in school settings Key concepts

• Holding an election is one way to choose a person to represent a group.

• Giving everyone in a group one vote is a fair way to decide who should represent the group.

Content vocabulary class representative, council, elected, election, fair, flyers, represent, vote, voted

Text features

• Chapters with headings • Text boxes and speech bubbles • Glossary and index Reading strategy

• Visualizing Correlations to State Standards Reading: Informational text

Speaking and listening

Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Follow agreed-upon rules for discussions.

Reading: Foundational skills Decode regularly spelled two-syllable words with long vowels.

Writing Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement or section.

Language Use a known root word as a clue to the meaning of an unknown word with the same root.

First reading session

Second reading session

Getting started

Building understanding

Introducing the book

Ask: What skills do the candidates need to be a good class representative? Discuss as a whole group.

Activate students’ prior knowledge. Ask: What skills does a good leader need? Invite students to share their views. Record students’ ideas on a chart.

Ask: What do you know about elections? What is voting? Have students turn and talk about this with a partner. Discuss as a whole group.

Provide each student with a copy of Let’s Vote! Say: This book is about a class of students who have an election. They vote for the student they want as their class representative at school council. Have students browse through the book.

Exploring vocabulary Ask: What words or phrases might be in this book? Have students work with a partner, then share with the group. List the words on a chart and invite students to make suggestions about what each word means. Where appropriate, have the students add a drawing (for example, a picture or a symbol) to the words on the chart to make the meaning clear. Discuss each word as you list them on the chart. If necessary, introduce the content vocabulary and add these words to the list.

Introducing the reading strategy Say: When good readers read, they can “see” images in their mind.

This is called visualizing. When you visualize, you create a picture in your mind by thinking about what you are reading.

Reading the text Have students turn to pages 4 and 5 and read the introduction independently. Ask: What images do you get in your mind when you read that section?

Have students read chapter 1 independently. Say: As you read, remember to concentrate on visualizing; forming pictures in your mind about what you are reading. This can help you to understand the text better.

Have students read chapter 2 independently.

Ask: What different strategies did the candidates use to try to convince others to vote for them? In your opinion, which student had the strongest argument? Why? Have students turn and talk to a partner about their ideas.

Final reading session Have students read chapter 3 and the conclusion independently. Say: As you read, remember to think about what images you “see” in your mind.

Bringing it all together Ask: What have you learned about elections? Have students turn and talk with a partner. Invite students to share their knowledge and create a group chart by recording their responses.

Ask: What things have to happen for an election to be held? In what order do these things happen? Discuss as a whole group.

Students could complete the Blackline Master about the process of an election.

Reflecting on the reading strategy With a partner, have students discuss the different images they formed in their minds as they read the book. Ask: How do the words in the book help you to visualize? What things do you do when you think about what you are “seeing” in your mind? Invite pairs to share their ideas.

Ask: How does visualization help you as a reader? Discuss as a whole group.

Going beyond the book

Writing

Speaking and listening

Have students write an argument to convince others that they would be a good class leader. Provide the students with a template detailing the structure and elements of an argument.

Have students revisit the students’ speeches on pages 14 and 15. Have them reread the speeches and decide on who they think would make the best class representative. In small groups, students could take turns to give their opinion on who they would vote for and why.

Vocabulary Write the word election on a chart. Ask: What root word can you see in this word? Invite a student to circle the word part elect.

Ask: What other words can you make using this root word? Record these on the chart (elects, elected, elections, electing, elector, elective, re-elect, etc.). Discuss the meaning of each word.

Repeat using the word vote (voter, voting, voted, votes, revote, voteless, etc.).

Visual literacy Ask students to imagine that they are running for a position such as class representative. Have them design and create a poster that would convince others to vote for them.

Encourage students to think about the persuasive nature of this sort of poster. Before they begin, ask: What things do you need to think about so that your poster has the best chance of convincing people to vote for you? What sort of words will you use to convince them? How will you write these words so that they will have an impact? Will you include pictures? Discuss students’ ideas.

Download the template at www.worldwise-reading.com/teacherresources Say: Reread the information in chapter 2 about the students’ campaigns. Think about why each student thought they would be a good class representative. What skills and strengths do they each have?

Encourage students to share their ideas with a partner. Say: Talk about the skills and strengths you have that would make you a good class representative.

Use the template to remind the students about the structure of an argument. Say: Follow the template when you write. Begin by clearly stating your opinion – that you would be a good class representative. Then write about your reasons for having this opinion.

Blackline Master: Election flow chart Name/s: Cut out each card. On another sheet of paper, stick the cards in order to show the steps involved in an election. Use arrows to complete your flow chart.

The winner is announced.

People decide who to vote for.

The candidates run their campaigns.

The candidates are selected.

The votes are counted.

Everyone votes.

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