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Teacher Candidate​: Caleigh Scanlon ​Subject:​ Government ​Grade Level:​ 12 ​Lesson Number​: 3

Central Focus/​Overall Goal:​ Students will be able to analyze (analysis) voting trends and how legislation
impacted voting rights.

Learning Segment​/Unit Language Function: analyze (analysis)

State-adopted New York State Social Studies Framework 12.G3b:

student academic ● The right to vote, a cornerstone of democracy, is the most direct way for
content standards citizens to participate in the government.​ A citizen must register to vote, and
may register as a party member or select the status of independent.

New York State Social Studies Framework 12.G4b:

● Allowing citizens to vote does not ensure that a system is a democracy. ​Open,
safe, and honest elections are essential to a democratic system. Engaged and
informed citizens should know the mechanics associated with voting, including
when major local, state, and national elections are held, how to register to
vote, who currently holds each office, who is running for office, and what the
central issues are pertaining to that election.

21st Century Skills: Communication

● Articulate thoughts and ideas effectively using oral, written, and nonverbal
communication skills in a variety of forms and contexts

Common Core ELA Literacy Standards- Production and Distribution of Writing 4

● Students will produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience​.

Lesson 3a. Students will be able to ​explain​ the three reasons why people do not vote
Objectives/Targets/ through analysis of articles and political cartoons.
Goals

edTPA requirement

3a. Guided questions on political cartoons and articles.

Evidence 3a. Exit Slip

Common A common misconception students may have are the confusion between the
Misconceptions/ term “cannot voter” and non-voters. How this will be addressed is by the
Possible Student
Errors & How they
teacher giving specific examples for each of these categories to help ease
will be addressed confusion, and have them identify these categories through the use of news
article excerpts and political cartoons.
Procedure – Material Recap:
● The teacher will instruct students to take out their powerpoint slide packet, and
Label:​ Instructional turn to the slide that the teacher has on the board.
method(s), learning
● On the board, will be the slide “Why People Do Not Vote” for students to follow
tasks, modeling,
guided practice,
along with.
scaffolding,

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independent practice, ● The teacher will do a quick review on the three main reasons why citizens in
activities and/or other the United States do not vote in elections: time, “cannot voters” and nonvoters.
(​Auditory,​ A
​ L Practiced, ​)
Transition:​ ​After the teacher does a quick recap, the teacher will move forward with a
Label:​ ​Bell Ringer
video.
Also may be called:
anticipatory set, Bellringer Video:
hook, introduction, ● The teacher will pull up a video taken from the ​Washington Post​ website.
review, Do Now, ● The video will be about the issues that occurred during the 2018 midterm
Write Now, Silent election in states such as New York, Georgia, and Indiana. (​Visual,​ ​RBIS #1​)
Starter, warm-up ● After the fifty second video has been shown, the teacher will initiate a quick
discussion about what students saw in the video.

Transition:​ After watching the video, and facilitating a quick discussion on it, the
teacher will move forward.

Political Cartoon Activity:

Label:​ ​Transitions
Label:
Accommodations for
Learning Modalities
visual,​ ​auditory​, and
kinesthetic
Label:​ ​Checks for
Understanding:
directions​, and/or
content​ (formal or
informal)
Label:​ ​RBIS Transition:​ When the activity is completed, the teacher will move forward with an exit
slip.
● The teacher will then hand out the worksheet packets that contain the brief
excerpts of articles from ​NBC News​ and the ​New York Times​, and 3 political
cartoons.
● The teacher will read the directions out loud to students, and explain that this
will be graded when handed in.
● The directions will be to complete the readings on the brief articles, and
analyze the political cartoons. Students will have to answer all the questions
prompted below each section, in neat and complete sentences.
● The questions will have students connecting each section with one of the three
reasons for not voting, and justifying their answer. (​AL Assessed​)
● Students will have the remaining time period of class to complete the activity
and hand in.
● The teacher will have two students repeat the directions for the class.
(​CFU-directions​)
● The teacher will then pull up a slide that has students purposefully grouped on
the board. The teacher will instruct the students to get together with their group
to complete the activity. (​Purposeful Grouping, ​CSE,​ ​RBIS #2)​
● During the activity, the teacher will keep in close proximity to the students to
ensure progress is being made during the activity, as well to help and assist
with any questions.

Exit Slip/Closure:
● The teacher will hand out sheets of paper to the students which will pose the
question: what are the three reasons people do not go out to vote, and name
Label:​ Evidence of
at least one specific reason for each. Students will be required to answer in
Cognitive Student
Engagement​ ​(CSE)
complete sentences. (​CSE,​ ​AL Assessed​)
● The teacher will ask two students to repeat the directions. (​CFU-directions​)
● The teacher will give students two minutes to complete.
Label:​ Academic Transition:​ The teacher warn students when they have thirty seconds to complete.
Language ● The teacher will then announce the homework for the weekend for students to
complete.
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(​introduced/practiced/ ● If students did not complete the political cartoon activity in class, the rest will
assessed​) have to be completed for homework and handed in on Monday.
Label:
​21​St​ Century Skills

Label:​ ​Adaptations/
Accommodations​ for
diverse learning
needs ​(not required)

Label:​ ​Differentiated
Instructions​ ​(content,
process, and/or product
–ability/readiness) –only
required in 1 LP

Label:
Interdisciplinary Skills

Label:​ ​ ​Closure

Formal Assessments

Name the assessment and describe the 1. Evaluation Criteria and 2. Feedback Method
purpose/what is being assessed
(include related objective(s))

1. The way this activity is going to be

1. The Political Cartoons and Articles
packet. The purpose of this activity is to
get students to understand the reasons
why people in the United States who
are eligible to vote, do not during
election years. Through the use of
current events regarding new legislation
in New York State, and the recent 2018
midterm elections, as well as political
cartoon visuals, it allows students to
think critically about those reasons, as
well as self reflect on their own thoughts
as they become eligible to vote.
(Objective 3a)
2. The Exit Slip- The purpose of this
activity is to help reiterate the reasons
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evaluated is through a point system,
between 1-2 points per question depending
on what is being asked, with a total of 32
points. I will be looking for from students is
whether they follow the directions, when it
comes to writing their answers in full and
complete sentences, and how accurately
they answer the questions prompted.
Some questions are opinion based, so I
would be looking for how they justified their
stance to gain full credit for those
questions. I would allow partial credit on
the questions that are worth 2 points, but
not for one point questions. For my on
target students I would allow 27-32 points
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why the people who are part of the
eligible electorate do not go out to vote
in election years across the board.
Students will have to be able to
describe the three reasons in complete
sentences. (Objective 3a)
total, and for my below target students I
would allow for 17-23 points total.
2. The feedback I would give for these
questions and students through comments
written on the packets given. Such
comments would be “write in complete
sentences,” “explain your reasoning more
here”, “add more detail”, etc.

1. The way this activity would be evaluated is

through a point system as well. The
questions would be worth 2 points each,
with a total of six points to be given out. I
will be looking for students to give the three
ways people do not turn out to vote, as at
least one specific example for each. For
my on target students I would allow 4-6
points total, and for my below target
students I would allow 2-3 points.
2. The feedback I would give for the exit slip
would be comments written. Such
comments may be “add more detail”, and
“what specifics go along with this reason?”.
Academic Language Academic Language:​ “cannot voters”, nonvoters
required for the lesson

How​ will the language be

introduced, practiced, &
Introduced: ​The students will be introduced to this language in the lesson prior
assessed? to this one, to lead students into the activity they will be completing. The students
will be introduced through the use of a powerpoint slide and guided notes
provided by the teacher. The teacher will introduce each of these terms, and
explain how they relate to why people who are eligible to vote in elections, do not
turn out.

Practiced: ​The students will practice this academic language through a quick
review session at the beginning of this lesson before they complete the political
cartoon activity. The teacher will quickly go over these terms, and ask students to
volunteer their answers for why people do not go out to vote.

Assessed: ​The academic language will be assessed through the political cartoon
activity, through the guided questions provided at the end of each section of the
packet. Students will have to identify what reason is being shown in each section,
and explain how. Students will also have to be able to explain and give specific
examples of these three reasons in the exit slip at the end of class.

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.
Instructional Resources/
Materials ● SMART Board Slides
● Worksheet Packets
● Washington Post Video:
https://www.washingtonpost.com/politics/broken-machines-reject
ed-ballots-and-long-lines-voting-problems-emerge-as-americans-g
o-to-the-polls/2018/11/06/ffd11e52-dfa8-11e8-b3f0-62607289efee
_story.html?utm_term=.9fe863365df0
Research and/or Theory
Supporting Instructional RBIS #1:​ By completing a recap of the terms students should know, it will be
Decisions (at least 2) following the UDL 1 and 3 guidelines. The teacher is providing options for
perception, buy showing a video which is offering alternatives for visual learners,
as well as supplying some background knowledge that connects to current events
happening around them.

RBIS #2:​ By having students work together during the political cartoons activity, it
follows with one of Marzano’s nine categories (2012), which is cooperative
learning. By purposefully grouping students, it allows them to work together to get
the answers that the teacher will be looking for.

Include key instructional materials and assessments. Provide citations for materials that you did not create.

Formative Lesson Plan Template Hackett 2018 – includes practice for the edTPA Prompts/Language in blue are requirements from the edTPA Secondary Handbooks - Copyright © 2017 Board of Trustees of the Leland
Stanford Junior University. All rights reserved. Reminder: This information can only be used with candidates in programs and courses that are preparing students for the edTPA exam. All materials must remain secure.

Objectives, input, anticipatory set, guided practice, independent practice, checking for understanding, closure

Hunter, M. (1982). ​Mastery teaching: Increasing instructional effectiveness in elementary and secondary schools, colleges, and universities.​ Thousand Oaks, CA: Corwin Press.

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