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A Lesson on My New President Export Lesson as PDF | Save As Favorite

A Lesson on My New President Grade: Grade 4
Subject: English Language Arts
Created by: Ashley Schallert
Lesson Length: 2 hours
Keywords/Tags: Reading, Vocabulary,A lesson on my new president
Lesson Description: The goal of this lesson is to give students the opportunity to use the reading habits they have been practicing in the classroom and using it to be able to grasp the depth of the lesson about a young buy seeing a president get elected that was of the same ethnicity as him. By reading and rereading the passage to be able to find the main idea and focusing on the order of the story. We will be focusing on the reading and through a series of questions that help students understand the meaning of words and help the student understand the text clearly. The student will also learn how this boy saw one of his dreams come true. When combined with reading and vocabulary the students will discover how much they learn from their story.
Common Core Standards Covered with This Lesson
  • CCSS.ELA-Literacy.RL.4.4: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
  • CCSS.ELA-Literacy.RL.4.7: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
  • CCSS.ELA-Literacy.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
  • CCSS.ELA-Literacy.RF.4.3: Know and apply grade-level phonics and word analysis skills in decoding words.
  • CCSS.ELA-Literacy.W.4.2c: Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
  • CCSS.ELA-Literacy.W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • CCSS.ELA-Literacy.SL.4.1c: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
 
     
     
 
Lesson Content: Reading
Instructions: Please read the following reading passage as many times as needed (aloud and silent) before starting to go through other lesson pages. Understanding the content of this passage is very important since the lesson activities will be all about this content. Feel free to print the passage if needed.

My New President

I remember reading US history. I thought it was boring. Lots of facts. Lots of dates. Lots of names. Lots of maps. I liked the pictures. That was about it.

We had to take a Constitution test. I failed it. I didn’t know which was which. I mixed up the executive branch and the legislative branch. I knew what the judicial branch did. It’s got part of the word “judge” in it. So I knew it was about judging. I knew that the President was the head of the executive branch. But I didn’t know what he did. It took me three times to pass that exam.

Then this year I paid attention. There was an election. I was proud. Someone like me was running for President. I didn’t think he would be elected, though. I couldn’t imagine that I could be President. There never was an African-American President.

My mother said, “Don’t be too sure. It could happen. We once elected an African-American mayor of Chicago.”

I thought about that. But I didn’t expect Barack Obama would win. I hoped he would.

My mother said, “Nothing happens if you do nothing. Why don’t you help with the election.” I said, “How can I help? I am only 14.”

“You can help get people registered to vote. You can help his campaign office. Go and ask.”

So I did. I went to downtown Chicago that Saturday. The only other time I had been there was to go to museums or Niketown. This time I went to a building where there was a big office. It was very open, lots of people at desks on the phone. I said, “Can I help?”

A young man at the front desk said, “Yes you can, can you start now?” I said, sure.

So he asked me to help with mailings. I put letters into envelopes. I must have stuffed at least 300 envelopes by the end of that day.

I went downtown every Saturday after that. I made phone calls. They showed me how to use the Internet. I logged emails. That means counting how many come in from different people.

I also watched the news and read the newspaper. I read about the election. I read what Barack Obama said. I went to a speech

he gave in Chicago. I figured out that the Executive Branch does a lot. They are in charge of the army. They are in charge of a lot.

I got hopeful. I kept saying, “Yes we can” to myself. And we did. Now the head of the Executive Branch is My President. I am part of US history.

 
     
     
 
Task 1: Vocabulary Activity (40 points)
Instructions: Please complete the following vocabulary activity by choosing the correct meaning of each word selected from the passage and use of each word correctly in a sentence.

Vocabulary Questions

Word/Phrase: Constitution | Tier: 2 | Points: 10
Q1 "We had to take a Constitution test. I failed it..." What does the word "Constitution" mean in this sentence?
A. The fundamental beliefs of a country. *
B. School
C. family
D. letter

Which one of the sentence below uses the word "Constitution" correctly?
A. The school has a monthly constitution to send to the parents.
B. Constitution is a test that students need to take to pass law school.
C. The Constitution is a great book.
D. The Constitution was written by the founding fathers. *

Word/Phrase: I knew that the President was the head of the executive branch. But I didn’t know what he did. It took me three times to pass that exam. | Tier: 2 | Points: 10
Q2 The author in our story says "I knew that the President was the head of the executive branch. But I didn’t know what he did. It took me three times to pass that exam."? What does Executive mean?
A. Lawyer
B. Chief *
C. Police Officer
D. Banker

Which one of the sentence below uses the word "Executive" correctly?
A. You're the best advertising executive this company has ever had. *
B. Sam had executive hits in his baseball game.
C. Leah chose music as her executive in school.
D. The teacher did an executive job planning our field trip.

Word/Phrase: I went to downtown Chicago that Saturday. | Tier: 3 | Points: 10
Q3 The author in our story says "I went to downtown Chicago that Saturday..." What does the word Chicago mean in this sentence?
A. An country
B. An Continent
C. An City *
D. An Ocean

Which one of the sentence below uses the word "Chicago" correctly?
A. The sink is filled with Chicago dirt.
B. Andy bought the best Chicago deep dish pizza. *
C. Sally went to the store to buy a Chicago ball.
D. Mom used Chicago to clean her windows.

Word/Phrase: election | Tier: 3 | Points: 10
Q4 The author in our story says \"I read about the election. I read what Barack Obama said. I went to a speech\" What does the word Election mean in this sentence?\r\n
A. Choosing a book in the libary *
B. Writing a letter
C. Choosing what to eat for lunch.
D. Choosing someone for public office by voting.

Which one sentence below uses the word \"election\" correctly?
A. Elections usually get free airline tickets from work.
B. Many teachers use election to find names in the phone book.
C. In schools students choose to run for the election of class office *
D. Sam gave me a great election sandwich.

Standards Covered with This Lesson Activity: CCSS.ELA-Literacy.RL.4.4, CCSS.ELA-Literacy.RI.4.1, CCSS.ELA-Literacy.RF.4.3,
 
     
     
 
Task 2: Discussion Activity (25 points)
Instructions: This discussion forum will have questions for students to respond. Read the posted questions, and respond to each. Students are responsible for posting one initial and and two peer responses for each topic.

  Topic Title Replies

Message What makes this student want to learn more about the election?
"Then this year I paid attention. There was an election. I was proud. Someone like me was running for President" Explain what is mean't by this sentence?
Sent on: Oct 13, 2014 by: Ashley Schallert
0

Message Do you think this student encouraging students to vote will make a difference?
"You can help get people registered to vote. You can help his campaign office. Go and ask.” Do you think that this fourteen year old boy could make a difference even though he is not eligible to vote?
Sent on: Oct 13, 2014 by: Ashley Schallert
0

Message Do you think being the president is a difficult job?
"I figured out that the Executive Branch does a lot. They are in charge of the army. They are in charge of a lot." Do you think that the president who is charge of the executive branch is a challenging job?
Sent on: Oct 13, 2014 by: Ashley Schallert
0

Standards Covered with This Lesson Activity: CCSS.ELA-Literacy.RL.4.7, CCSS.ELA-Literacy.SL.4.1c,
 
     
     
 
Task 3: Writing Activity (35 points)
Instructions: For your writing assignment, pick one of the examples from the story that the author uses about ways to help to get people to vote and in 2-3 paragraphs ( minimum 300 words) explain both the example and the lesson that the author is trying to convey and why is the author trying to get people to try to vote. Submit your assignment using the box below.
Standards Covered with This Lesson Activity: CCSS.ELA-Literacy.W.4.2c, CCSS.ELA-Literacy.W.4.9,
 
     

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