Curriculum / ELA / 4th Grade / Alternate Unit 4: Politics and People: U.S. Government / Lesson 29
ELA
Alternate Unit 4
4th Grade
Lesson 29 of 29
Jump To
Lesson Notes
There was an error generating your document. Please refresh the page and try again.
Generating your document. This may take a few seconds.
Are you sure you want to delete this note? This action cannot be undone.
Research a local or national election and decide who you would vote for and why.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Imagine you are allowed to vote in an upcoming election. In order to make an educated decision about who to vote for and why, you’ll need to do some research. Use a variety of sources to research and answer the following questions.
Once you have enough information, decide who you would vote for and why.
Upgrade to Fishtank Plus to view Sample Response.
Bring your most engaging lessons to life with comprehensive instructional guidance, detailed pacing, supports to meet every student's needs, and resources to strengthen your lesson planning and delivery.
SL.4.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
W.4.1 — Write opinion pieces on topics or texts, supporting a point of view with reasons and information
W.4.1.a — Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.
W.4.1.b — Provide reasons that are supported by facts and details.
W.4.2 — Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.2.a — Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
W.4.2.b — Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
W.4.2.c — Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
W.4.2.e — Provide a concluding statement or section related to the information or explanation presented
W.4.7 — Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.8 — Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
Standards that are practiced daily but are not priority standards of the unit
L.4.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.1.b — Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
L.4.1.f — Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
L.4.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.4.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
RI.4.9 — Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
W.4.4 — Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1—3 above.)
W.4.5 — With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W.4.6 — With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
W.4.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Describe federalism and why the United States chose it as a form of government.
Standards
RI.4.2RI.4.3
Explain what plan the Constitution made for the government of the United States.
Describe a few of the rights protected by the Bill of Rights.
Write a paragraph explaining what the Constitution of the United States is and why it is important.
W.4.2W.4.2.aW.4.2.bW.4.2.cW.4.2.e
Explain what the sections "What Does the Government Look Like?," "The Three Branches," and "Checks and Balances" are mostly about.
RI.4.2RI.4.7
Describe why the executive branch is important and why the President's Cabinet is important.
RI.4.3RI.4.8
Describe the difference between the Senate and House of Representatives and why they are both important.
RI.4.2RI.4.3RI.4.8
Explain how bills become laws and why there are so many steps.
RI.4.3
Explain what the Supreme Court is and why it's important using reasons and evidence from the text.
RI.4.2RI.4.8
Analyze and debate unit Essential Questions using details and understandings from the text.
SL.4.1W.4.2W.4.2.aW.4.2.bW.4.2.cW.4.2.e
4 days
Write an informational report about an act or amendment that is important in U.S. history.
L.4.1.fL.4.2W.4.2W.4.2.aW.4.2.bW.4.2.cW.4.5W.4.6W.4.7W.4.8
Explain what candidates do to try and win an election.
RI.4.3RI.4.7RI.4.8
Debate if everyone has always had the right to vote.
Describe the evidence the author gives to support the point that "to be a woman in 1840 was to be less than a man."
Explain how an author uses reasons to show that a "once-promising strategy had reached a dead end."
Explain why the opposition to women's suffrage was so difficult to overturn.
Explain why the New York Times called the parade "one of the most impressively beautiful spectacles ever staged in this country"?
Explain who Harry Burn was and why he was important in the Women's Suffrage Movement.
Create a mini-poster highlighting the key contributions of a radical.
Explain why Dennis "Dioniso" Chavez was important.
Explain the role that Thurgood Marshall played in Brown v. Board of Education and what we can learn about him from his involvement in the case.
Explain how Thurgood Marshall wove equality into the fabric of American justice.
Explain who and what inspired Shirley Chisholm to get involved in politics and fight for change.
Explain who and what inspired Sonia Sotomayor to get involved in justice and fight for change.
Analyze how Barack Obama showed that "holding fast to hope despite obstacles is the first step to making any dream come true."
Debate and analyze unit Essential Questions.
SL.4.1
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
5 days
SL.4.1W.4.1W.4.1.aW.4.1.bW.4.2W.4.2.aW.4.2.bW.4.2.cW.4.2.eW.4.7W.4.8
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
We've got you covered with rigorous, relevant, and adaptable ELA lesson plans for free