ELECTION 2016:
Identifying Strengths of an Effective Leader
Identifying Strengths of an Effective Leader
WEEK OF OCTOBER 24, 2016
Homework due Thursday, October 27, 2016: None.
Classwork, Wednesday, Thursday, and Friday, October 26, 27, and 28, 2016: Identifying Strengths of an Effective Leader
Classwork, Wednesday, Thursday, and Friday, October 26, 27, and 28, 2016: Identifying Strengths of an Effective Leader
- Activate Prior Knowledge:
- Election 2016. Need I say more? The students' attention has been focused on this election for the last few weeks. I have heard clusters of students whispering (and not whispering!) their opinions about this election to their classmates during various times throughout the day.
- When we see the words "Election 2016" how do we feel? Not opinions, but feelings.
- How many people are running for president in the 2016 election? http://www.politics1.com/p2016.htm
- ***In order to get to BrainPop and other fantastic BOCES resources and videos, CLICK HERE http://snap.caboces.org/
- Then type in the username and password that is in your agenda.
- After you type in the username and password on the snap.caboces.org website, click on the BrainPop icon.
- Then click on to this BrainPop video. BrainPop: Presidential Election https://www.brainpop.com/socialstudies/usgovernment/presidentialelection/
- Learning Objectives: (Concept and development)
- Concept Development:
- Before we begin, we will talk about focusing only on verbalizing strengths and positive language regarding the election during this unit of study.
- Definition of "effective."
- We will spend some time coming up with a definition of "effective."
- When you hear "effective leader" who comes to mind?
- Students that are able to use the internet at home, will find some facts that support attributes of the "effective leader" that comes to their mind.
- Critical attributes: As a class we will brainstorm a list of attributes that an effective leader possesses.
- Examples: We will also list examples of "effective" leaders.
- Nonexamples: We will also list examples of attributes of leaders who are not "effective."
- Skill Development:
- Students will analyze a video that is an example of attributes of effective leaders.
- Students will identify attributes of effective leaders.
- Students will list the attributes of effective leaders.
- Students will choose one attribute of an effective leader and find a quote that relates to the attribute.
- Academic Importance/Personal Importance/Real Life Importance:
- Does anyone have any other reasons why this lesson is important academically? Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- What are the leadership qualities to be a good president? https://www.youtube.com/watch?v=kcLHeE6-fvE
- Good Leadership qualities Branches of Government Presidents https://www.youtube.com/watch?v=35q2HqCrDwU
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
- Students will work in pairs to expand their list of attributes of effective leaders.
- Gradually, students will begin to do the steps individually.
- Students will begin to look at and annotate four articles. One article is about leadership strengths of Donald Trump. Another article is about leadership strengths of Hillary Clinton. The third and fourth articles are about Jill Stein and Gary Johnson. See below for the articles. As students annotate the articles, they will be focusing on attributes (characteristics/character traits) of effective leaders.
- Each student will make a poster with one quality of an effective leader. The poster will include a quote about the chosen quality.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before I hand it out. Are students able to correctly describe the concept that was just taught? Are students able to tell why it is important to learn the information that they have just been taught? Are students able to complete the skill that has just been taught to them?
- Independent Practice: None.
Strengths of Effective Leaders: Articles
"5 Things Donald Trump Can Teach Entrepreneurs About Success"
"5 Things Donald Trump Can Teach Entrepreneurs About Success"
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"5 Leadership Secrets of Hillary Clinton"
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Information: Jill Stein and Gary Johnson
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Homework due Tuesday, November 1, 2016: Student were given the "Creative Writing" assignment on Friday. I have encouraged them to turn in at the end of class on Monday so they don't have to worry about it and Halloween festivities at night. They have two class periods to work on this. If they aren't talking or fooling around there is not reason why they can't get this done in class. It is due on Tuesday, November 1.
Classwork, day, October 31, 2016: There will be a substitute teacher.
Creative Writing:
Classwork, day, October 31, 2016: There will be a substitute teacher.
- Students were given the "Creative Writing" assignment on Friday.
- I have encouraged them to turn it in at the end of class on Monday so they don't have to worry about it with the Halloween festivities at night.
- They have two class periods to work on this. Writing and Social Studies classes.
- If they aren't talking or fooling around there is no reason why they can't get this done in class.
- It is due on Tuesday, November 1.
- Directions:
- Write a creative essay on a topic of your choice.
- This is a time to be creative and enjoy your time writing.
- You may choose one or two topics from the list.
- Be sure to include an introduction that has a strong hook.
- Write as much as you can, as quickly as you can. You may use several sheets of loose-leaf paper or write in your notebook.
- If you choose to write in your writing notebook, be sure to write at least four pages.
- You will have the entire writing period and the entire social studies period to enjoy your writing.
- Anyone who is fooling around, whispering, laughing, talking, or not writing silently will be given a different assignment to complete.
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Ideas for Writing Topics: Students may choose any topic or idea of their choice. Stories that include any violence will not be accepted. Below you will find ideas for creative writing. - Choose any two topics in your social studies text book and compare and contrast the topics. Use your RACE organizer.
- What I value most in my life
- My favorite animal: facts, traits, characteristics, why
- My favorite interests, hobbies
- Debate any two sides of an issue
- Favorite place: what 5 senses do I experience at this place
- Write a realistic fiction or nonfiction story
- Write a fantasy or hero’s journey story (no violence)
- My favorite book, my favorite movie, my favorite _______________
- Dream vacation
- Person I admire most, why
- If I could be a pair of shoes, what would it be, why
Creative Writing:
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WEEK OF NOVEMBER 1, 2016
Homework due Thursday, October 27, 2016: Election 2016 Essay due on Monday, November 7th. This is due on loose-leaf. Students were given the directions to this assignment last Friday.
Classwork, Tuesday, Wednesday, Thursday, and Friday, November 1, 2, 3, 4, and 5, 2016: Identifying Strengths of an Effective Leader
Classwork, Tuesday, Wednesday, Thursday, and Friday, November 1, 2, 3, 4, and 5, 2016: Identifying Strengths of an Effective Leader
- Activate Prior Knowledge:
- Think of someone that you know who is an effective leader. Jot down the names of effective leaders.
- Election Countdown Clock: http://www.270towin.com/2016-countdown-clock/
- New York State Presidential Election Voting History Informational Charts: 270 to Win http://www.270towin.com/states/New_York
- Electoral College Projections Informational Charts: 270 to Win http://www.270towin.com/news/#.WBtL264scxw
- 2016 Presidential Election Results: http://www.politico.com/2016-election/results/map/president
- New York State 2012 Presidential Election Results by County: http://www.politico.com/2012-election/results/president/new-york/
- Learning Objectives: (Concept and development)
- Concept Development:
- We will continue to talk about the characteristics of effective leaders.
- Skill Development:
- Students will analyze a video that is an example of attributes of effective leaders.
- Students will identify attributes of effective leaders.
- Students will list the attributes of effective leaders.
- Students will choose one attribute of an effective leader and find a quote that relates to the attribute.
- Academic Importance/Personal Importance/Real Life Importance:
- Does anyone have any other reasons why this lesson is important academically? Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- What are the leadership qualities to be a good president? https://www.youtube.com/watch?v=kcLHeE6-fvE
- Good Leadership qualities Branches of Government Presidents https://www.youtube.com/watch?v=35q2HqCrDwU
- Bio: Mother Teresa http://www.biography.com/people/mother-teresa-9504160
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
- Students will work in pairs to expand their list of attributes of effective leaders.
- Gradually, students will begin to do the steps individually.
- Students will begin to look at and annotate four articles. One article is about leadership strengths of Donald Trump. Another article is about leadership strengths of Hillary Clinton. The third and fourth articles are about Jill Stein and Gary Johnson. See below for the articles. As students annotate the articles, they will be focusing on attributes (characteristics/character traits) of effective leaders.
- Each student will make a poster with one quality of an effective leader. The poster will include a quote about the chosen quality.
- Helpful Websites:
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before I hand it out. Are students able to correctly describe the concept that was just taught? Are students able to tell why it is important to learn the information that they have just been taught? Are students able to complete the skill that has just been taught to them?
- Independent Practice: None.
Directions: Election 2016. This essay is due on Monday, November 7, 2016.
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YouTube Videos: Qualities of an Effective Leader
WEEK OF NOVEMBER 7, 2016. ELECTION COUNTDOWN!!!
Homework due Tuesday, Wednesday, November 8, and 9, 2016:
Classwork, Monday, Tuesday, November 7, and 8, 2016:
Classwork, Monday, Tuesday, November 7, and 8, 2016:
- Activate Prior Knowledge:
- Election Countdown Clock: http://www.270towin.com/2016-countdown-clock/
- New York State Presidential Election Voting History Informational Charts: 270 to Win http://www.270towin.com/states/New_York
- Electoral College Projections Informational Charts: 270 to Win http://www.270towin.com/news/#.WBtL264scxw
- 2016 Presidential Election Results: http://www.politico.com/2016-election/results/map/president
- New York State 2012 Presidential Election Results by County: http://www.politico.com/2012-election/results/president/new-york/
- Learning Objectives: (Concept and skill development)
- Concept Development:
- We will continue to discover how the electoral college works.
- Skill Development:
- Students will predict which how the electoral college in each state will vote.
- Concept Development:
- Academic Importance/Personal Importance/Real Life Importance:
- Does anyone have any other reasons why this lesson is important academically? Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Before we begin analyzing the results of the electoral college in past elections, we will watch a few short video clips about the electoral college.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
- On the SmartBoard, Mrs. Looney will show the students how The Electoral Decoder works. The Electoral Decoder: http://www.pbseduelectioncentral.com/electoral-decoder
- Students will work in pairs to analyze the electoral college and past elections.
- Students will predict how each state will vote in this 2016 election.
- Each student will make a poster with one quality of an effective leader. The poster will include a quote about qualities of effective leaders. This poster is due on Thursday, November 10, 2016.
- Videos:
- In order to be able to access the following videos, click here http://snap.caboces.org/
- Then type in the username and password found in your agenda.
- Then click on BrainPop, Learn 360, and/or Discovery Education.
- After you have completed the above steps, click on the following links:
- Helpful Websites:
- The Electoral Decoder: http://www.pbseduelectioncentral.com/electoral-decoder
- The U. S. Electoral College Presidential Election Laws: https://www.archives.gov/federal-register/electoral-college/provisions.html
- Scholastic News: http://election.scholastic.com/vote/
- Every Kid Learns Foundation: http://everykidlearns.org/vote/candidates/
- Student News Daily: https://www.studentnewsdaily.com/2016-presidential-election/#thecandidate
- http://www.infoplease.com/us/government/presidential-election-campaign-2016.html
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before I hand it out. Are students able to correctly describe the concept that was just taught? Are students able to tell why it is important to learn the information that they have just been taught? Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- Students will predict how each state will vote in this 2016 election.
- Students will predict how each state will vote in this 2016 election.
VIDEOS: Get Out and Vote!
VIDEO: BRANCHES OF GOVERNMENT
Homework due Thursday, and Friday, Monday, Tuesday, Wednesday, November 10, 11, and 15, 2016: Reaction to the Election Essay due on Thursday, November 10, 2016.
Classwork, Wednesday, Thursday, and Tuesday, November 9, 10, and 15, 2016:
Classwork, Wednesday, Thursday, and Tuesday, November 9, 10, and 15, 2016:
- Activate Prior Knowledge:
- Election Countdown Clock: http://www.270towin.com/2016-countdown-clock/
- 2016 Election Predictions: http://projects.fivethirtyeight.com/2016-election-forecast/?ex_cid=rrpromo
- New York State Presidential Election Voting History Informational Charts: 270 to Win http://www.270towin.com/states/New_York
- Electoral College Projections Informational Charts: 270 to Win http://www.270towin.com/news/#.WBtL264scxw
- 2016 Presidential Election Results: http://www.politico.com/2016-election/results/map/president
- New York State 2012 Presidential Election Results by County: http://www.politico.com/2012-election/results/president/new-york/
- Learning Objectives: (Concept development)
- Concept Development:
- We will continue to discover how the electoral college works.
- Concept Development:
- Academic Importance/Personal Importance/Real Life Importance:
- Does anyone have any other reasons why this lesson is important academically? Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
- Students will work in pairs to expand their list of attributes of effective leaders.
- Gradually, students will begin to do the steps individually.
- Each student will make a poster with one quality of an effective leader. The poster will include a quote about the chosen quality.
- Videos:
- In order to be able to access the following videos, click here http://snap.caboces.org/
- Then type in the username and password found in your agenda.
- Then click on BrainPop, Learn 360, and/or Discovery Education.
- After you have completed the above steps, click on the following links:
- Helpful Websites:
- The Electoral Decoder: http://www.pbseduelectioncentral.com/electoral-decoder
- The U. S. Electoral College Presidential Election Laws: https://www.archives.gov/federal-register/electoral-college/provisions.html
- Scholastic News: http://election.scholastic.com/vote/
- Every Kid Learns Foundation: http://everykidlearns.org/vote/candidates/
- Student News Daily: https://www.studentnewsdaily.com/2016-presidential-election/#thecandidate
- http://www.infoplease.com/us/government/presidential-election-campaign-2016.html
- The Electoral Decoder: http://www.pbseduelectioncentral.com/electoral-decoder
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before I hand it out. Are students able to correctly describe the concept that was just taught? Are students able to tell why it is important to learn the information that they have just been taught? Are students able to complete the skill that has just been taught to them?
- Independent Practice: Reaction to the Election Essay due on Thursday, November 10, 2016.
WEEK OF NOVEMBER 14, 2016
Homework due Wednesday, November 15, 2016: REFER TO THE SOCIAL STUDIES PAGE FOR THE HOMEWORK DUE ON WEDNESDAY.
Classwork, Monday, and Tuesday, November 14, and 15, 2016:
Classwork, Monday, and Tuesday, November 14, and 15, 2016:
- Monday: Parent/Teacher Conferences
- Tuesday: Substitute teacher. Refer to the social studies page for the homework due on Wednesday.
Homework due Thursday, and Friday, November 17, and 18, 2016: None.
Classwork, Wednesday, and Thursday, November 16, and 17, 2016:
Classwork, Wednesday, and Thursday, November 16, and 17, 2016:
- Activate Prior Knowledge: There will be a sub on this day. The students will already have the directions for this essay.
- Learning Objectives: (Skill Development)
- Skill Development:
- Students will recognize issues that have room for improvement in our country.
- Skill Development:
- Academic Importance/Personal Importance/Real Life Importance:
- Does anyone have any other reasons why this lesson is important academically? Does anyone have any other reasons why this lesson is important in your life?
- Independent Practice: None.
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http://2016election.procon.org/view.source.election.php?sourceID=13603
http://www.pbseduelectioncentral.com/we-the-voters
https://support.newsela.com/hc/en-us/articles/211505546-Students-Vote-2016-Teacher-Guide
https://letters2president.org/
http://learn360.infobase.com/p_Collection.aspx?seriesID=119939
Learn360.infobase.com/p_Search.aspx?rd=a&q=clinton trump
https://app.discoveryeducation.com/learn/search?q=clinton%20trump
http://www.pbs.org/video/2365801349/
Scholastic News: http://election.scholastic.com/vote/
Every Kid Learns Foundation: http://everykidlearns.org/vote/candidates/
Student News Daily: https://www.studentnewsdaily.com/2016-presidential-election/#thecandidates
PBS Election Central: https://d43fweuh3sg51.cloudfront.net/media/alfresco/u/pr/PBS/Creating%20Your%20Ideal%20Presidential%20Candidate_3fffdcd9-2094-456d-ae0c-ece902f673a5/Creating%20Your%20Ideal%20Presidential%20CandidateFINAL.pdf
http://www.infoplease.com/us/government/presidential-election-campaign-2016.html
https://www.edutopia.org/blog/US-election-teaching-resources-matt-davis
Homework due day, October , 2016:
Classwork, day, October , 2016:
Classwork, day, October , 2016:
- Activate Prior Knowledge:
- Example first. Question: Prior life experience(concept or skill). Sub-skill review(concept or skill). Students will write their answers on white boards. Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Objective: (Concept development)
- Concept Development:
- Definition of concept: Critical attributes:
- Examples: Nonexamples: How can we remember this concept? RAJ (pg. 129) Restate the concept. Apply the concept to examples. Justify your examples using the definition taught. Think/Pair/Share, note-taking, etc.
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it).
- Students will compare.
- Students will describe.
- Students will explain.
- Students will identify.
- Students will evaluate.
- Students will list.
- Step-by-step process: What is the general approach for solving this kind of problem? What is the first step? Why is this step important?
- Why do we...? Why did I...? Why is this...? How did I know if...? How did I know...?
- Academic Importance/Personal Importance/Real Life Importance:
- Does anyone have any other reasons why this lesson is important academically? Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain.
- Mrs. Looney will model. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
- Gradually, students will begin to do the steps individually.
- As a class we will complete a graphic organizer.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before I hand it out. Are students able to correctly describe the concept that was just taught? Are students able to tell why it is important to learn the information that they have just been taught? Are students able to complete the skill that has just been taught to them?
- Independent Practice:
Homework due day, October , 2016:
Classwork, day, October , 2016:
Classwork, day, October , 2016:
- Activate Prior Knowledge:
- Example first. Question: Prior life experience(concept or skill). Sub-skill review(concept or skill). Students will write their answers on white boards. Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Objective: (Concept development)
- Concept Development:
- Definition of concept: Critical attributes:
- Examples: Nonexamples: How can we remember this concept? RAJ (pg. 129) Restate the concept. Apply the concept to examples. Justify your examples using the definition taught. Think/Pair/Share, note-taking, etc.
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it).
- Students will compare.
- Students will describe.
- Students will explain.
- Students will identify.
- Students will evaluate.
- Students will list.
- Step-by-step process: What is the general approach for solving this kind of problem? What is the first step? Why is this step important?
- Why do we...? Why did I...? Why is this...? How did I know if...? How did I know...?
- Academic Importance/Personal Importance/Real Life Importance:
- Does anyone have any other reasons why this lesson is important academically? Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain.
- Mrs. Looney will model. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
- Gradually, students will begin to do the steps individually.
- As a class we will complete a graphic organizer.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before I hand it out. Are students able to correctly describe the concept that was just taught? Are students able to tell why it is important to learn the information that they have just been taught? Are students able to complete the skill that has just been taught to them?
- Independent Practice: