We cannot take it for granted that our students understand what they hear relating to the upcoming election, especially our ELL students. Vocabulary is acquired though both exposure and explicit instruction. Vocabulary instruction involves review, repetition, and word-learning strategies. It also involves getting students actively engaged in using and thinking about basic election word meanings. By using formative assessments (teacher observation, classroom discussion, analysis of student work, etc), teachers can see if they need to make any instructional adjustments such as re-teaching, giving students more opportunities to practice, or holding more classroom discussions.

Formative assessment is achieved by observing students as they respond to questions, ask questions, and interact with other students during activities. During this unit, I will monitor my students' progress and modify the instruction accordingly. The students will be able to monitor their own progress as they get feedback from their peers, as well.

Lesson 1: Explicit Vocabulary Instruction

Lesson 2: Applying New Vocabulary

Lesson 3: Campaign Time!

Culminating Activity

Students will campaign for one of the presidential candidates. If you have enough students for four groups, assign two groups the Democrats and the other two groups the Republicans. Each group will present to the class. For example: posters, speeches, campaign slogans, songs, raps, commercials, etc. After the group presentations, the students will cast their secret ballots and the votes will be tallied.

Supporting Books

Books for Presidential Elections

Reading in the Content Areas: Strategies for Reading Success by Dr. Kate Kinsella