TIE Plan (After) Voting for Toys

After all, I decided to do a spreadsheet. This was the better choice for having the students record their votes. I went with assigning them numbers instead of pseudonyms, since the numbers were already listed on the spreadsheet. I put up a curtain and had the students add their votes on the spreadsheet. I had each student put an x under the toy they wanted to vote for. I added the curtain to give it a more real life feel. They really enjoyed participating. The slinky, of course, beat the other two toys. We were all able to look at the voting spreadsheet together and tally up the votes. It worked out better than I had thought!


Lesson Plan:

Name: Mrs. Sharon Mandley Date of Lesson: Tuesday, April 19th 2011 Time in: ____ Time out: _____ CT Name: Mrs. Blanca Gutierrez CT Signature: ________________ Subject Areas: Social Studies, Math School/Grade level: Zavala Elementary/ 1st Grade
Indicate One Lesson: VIDEO CT1 CT2 TD1 TD2

Overall Daily Goal:
Students will learn how to vote and about the voting process.

Status of this skill: Introduction Extension Re-teach Enrichment
Standards/TEKS:
§113.3. Social Studies, Grade 1.
(13) Citizenship. The student understands important customs, symbols, and celebrations that represent American beliefs and principles and contribute to our national identity. The student is expected to:
(C) use voting as a way of making choices and decisions
(18) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(A) express ideas orally based on knowledge and experiences; and
(B) create visual and written material including pictures, maps, timelines, and graphs.
(19) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
§111.13. Mathematics, Grade 1.
(b) Knowledge and skills
(9) Probability and statistics. The student displays data in an organized form. The student is expected to:
(A) collect and sort data; and
(B) use organized data to construct real-object graphs, picture graphs, and bar-type graphs.

English Language Proficiency Standards:
(D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed;
(E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language;
(I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.

Time Constraints:
Focus: 15 min. Input: 15 min. GP: 20 min. IP: 10 min. Closure: 5 min.

Cognitive Objectives:
· The first grade students will be able to apply the knowledge learned of the process of voting to hold their own election.
· The first grade students will construct a bar graph of the number of votes for each item.
Modifications or Accommodations:
Students will be given a variety of concrete visual aids such as, real ballots and voting booths to help with hands on minds on learning.

Previous Knowledge Necessary:
Students will need to have been in a situation where they have had to make decision on their own or in a group.
Community and Culture:
Students will be able to relate the activity to what they have seen on a video clip of people voting.
Rationale:
The students will understand that all major group decisions involve voting.

Materials Needed:
· The book Duck for President
· 3 ballot shoe boxes
· 3 sets of snacks or toys to be voted on
· Ballots (1 per each student)

Multiple Intelligences:

Interpersonal Intelligence (People Smart”)
Students will be working in groups of two or more which will promote interactions with each other.
Bodily-Kinesthetic Intelligence (“Body Smart”)
Students will be participating in physical movement during an activity.

Linguistic Intelligence (Word Smart)
A book will be read at the beginning of the lesson.
Intra-personal Intelligence (Self Smart”)
Students will have the opportunity to have independent practice.
Spatial Intelligence (“Picture Smart”)
Students will be able to view pictures in the book that show an election.

Instructional Steps:
Focus:
Read the book Duck for President. Discuss with students the vocabulary words election, voting, campaigning and ballots.

Input:
Have a group discussion with the class to see what they think voting is and if they have ever been a part of voting. Discuss why voting would be important and what situations we could benefit from voting.
Model/Demonstrate/Guided Practice:
After having a class discussion, tell students that they will be holding their own election and voting today. Demonstrate to students exactly what they are going to do. This will help them to understand what it looks like to vote. Advise students that they will be voting on which item (candy or toys) out of three they want the class to have. Pick three students, one for each item, to represent that item and why they think the class should vote for it. After each of the three students has finished campaigning, have students go behind the curtain to the computer and cast their vote on the spreadsheet. After students are finished tally up the votes.
Independent Practice:
Students will need to get out a black piece of paper and create a bar graph of the tallied votes.

Extensions/Independent Practice:
Students who finish early may write a short story or poem about what situations voting is useful and helpful. This may also be done while the students are voting individually to minimize distractions.

Closure:
Go over the bar graph with the students and discuss with them what majority and minority mean. Again, go over the vocabulary mentioned in the Input.

Here is the link to the Voting for Toys spreadsheet:

https://spreadsheets.google.com/spreadsheet/pub?hl=en&hl=en&key=0AoPrm9PVcNkfdFVkZ2RPbXlsVHN6cHdJdGVlamJXMkE&single=true&gid=0&output=html

TIE Plan (During)

I was thinking about voting and realized that voting is secretive and private, so therefore the students names would need to be anonymous. I was thinking about giving each student a pseudonym, this way the google doc could still be used. This would help us track the votes and would be great for the students to see their pseudonym listed. We will see how it goes!

TIE Plan (Before)

I am going to try to integrate technology, google doc, using a voting lesson. I think that this would be a great experience for the students. I was thinking about using a google doc as a voting booth. The students could take their turns at the computer putting their votes into the google doc. I could have the students write and list good features about the item they are voting for. This will give them a real world experience and I think that they would have a great time.

Voice Thread

I have never heard of voice thread until this class. I would have never of thought of voice thread either. I do think that it's a great feature and tool for teachers and students. Teachers can use voice thread to collaborate with eachother on a project. All teachers at once can view the project and give their own input through voice or writing. This is great for students to use their higher level thinking skills through talking through a problem to get to a solution. This in turn can help other student with the problem. Students also get to heat themselves think out loud, which is a great exercise for them. Again, this is a great tool for students and teachers if they are exposed to it regularly!

Google Docs

One of the features on Google Docs that I thought was really neat was the diagram and chart features. This is great because it allows you to create unique and personal diagrams such as time lines, organizational charts and/or seating charts. This could help me create a time line of when I started with my students and show the progress that we have made together throughout the semester until the end.

HOTS

I find it hard to believe that my first grade students would be able to use or learn from any blog outside of the classroom. In the classroom, students could use blogs to make entries about observations they make during a field trip or class outing. This will help students to keep track and document their findings and be able to share their responses with the rest of the class.