for further information contact… michaela walker€œso you want to be president? prove it!” n...

“So You Want To Be President? Prove It!”

n PROGRAM OVERVIEW This program was designed to add

some spice and grow excitement of the writing process. The procedure was getting a little mundane so they needed a twist and this was it!

Students use the writing process to compose a “Campaign Speech” of why s/he should be the president of our class. We take time prior to writing to discuss qualities and character traits that make a strong leader and an all around good citizen. The students also create a campaign button, slogan, draw a self portrait, and present the finished product to the class. We follow that up by holding an election to vote for a “class president for a day.”

As enrichment, students may choose a past president to research and report back to the class. This can be made more complex depending on the age of the students.

I use this during the President’s Day holiday, but it would obviously also be wonderful in an election year. It’s easy to build on to add more social studies to the program.

The writing portion was designed for a split group of 34 2nd grade students. The presidential research activity was left for high achieving students that were ready for an enrichment activity to accompany this. It can easily be adapted to higher grade levels.

For further information contact…

Michaela WalkerDale R Fair Babson Park Elem

Route D 815 N Scenic Hwy

Babson Park, 33827

(863) 678-4664

[email protected]

2007 - 2008 Idea CaTalog of exCellenCe

n OVERALL VALUE They are using the writing format

they have learned, but by adding other activities, a new found love for writing emerges! The students took time to examine themselves and discover their best qualities while we discussed leadership traits.

I also found that many of the children were intrigued by the presidential position and historical information surrounding past presidents.

n LESSON PLAN TITLES• Character Leads

• Do You Want To Be President?

• Presidents - Tell Me More!

n INTERNET RESOURCES

www.whitehousekids.gov and Scholastic’s Grolier online

n MATERIALS vCharacter Ed Posters

vPicture of current US president

vPoster of past presidents

vChart paper

vBook: So You Want To Be President? by Judith St George and David Small

vLined paper

vPencils

vButton maker or blank mailing label stickers

vResearch tools (books, internet, posters) with information on past Presidents

n ABOUT THE DEVELOPER Michaela Walker has a B.A. in Early

Childhood and Elementary Education from Evangel University in Springfield, Missouri. She is currently working as a 2nd grade teacher at Dale R. Fair Babson Park Elementary.

H H H

“So You Want To Be President? Prove It!” Michaela WalkerLesson Plan No 1: Character Leads

n SUBJECTS COVEREDCharacter Education andSocial Studies

n GRADESTwo - Six

n OBJECTIVES 1. Discover and discuss qualities of

good citizens and leaders.

2. Review who our current president is and what his job is.

n SUNSHINE STATE STANDARDS

SS.C.1.1.4

The student recognizes major elected officials

SS.C.2.1.1

The student knows the qualities of a good citizen

n MATERIALS• Character Education posters

including: honesty, integrity, courage, patriotism, responsibility, caring

• Picture of our current president

• Poster of past presidents

• Chart paper

n DIRECTIONS 1. First, make a list of leaders on a

piece of chart paper. (principals, presidents, teachers, pastors, etc.)

2. What character traits are important for leaders to have? Make a list next to the leaders list. (You will add to this list in lesson 2.)

3. Now transition into talk about the president. Show them a picture of our current president and ask if they know who he is? What’s his job? Can he do anything he wants?

4. Do you know the names of any presidents that came before the one we have now? Are any of these presidents known for having these character traits? (“Honest Abe”) Show them the poster of our past presidents and explain the numbers and years.

n EVALUATION/ASSESSMENT As this is a lesson to prepare for

lesson 2, a full assessment will be made at the completion of lesson 2.

H H H


n SUBJECTS COVERED Social Studies Language ArtsCharacter EducationArt

n GRADESTwo - Six

n OBJECTIVES 1. Continue discussion on qualities of

good citizens and leaders

2. Listen to gain information on past presidents

3. Express personal traits that would make the student a good president through writing

4. Use art tools appropriately to draw a self portrait


SS.A.5.1.1

Student knows significant individuals in US history since 1880

LA.B.1.1

The student used writing processes effectively

VA.A.1.1.4

The student understands and applies media, techniques, and processes

n MATERIALS • So You Want To Be President? by

Judith St. George and David Small

• Character Education posters for review including: honesty, integrity, courage, patriotism, responsible, caring

• Character trait chart from lesson 1

• Paper and pencil for rough draft of campaign speech

n DIRECTIONS 1. Review the list of traits and leaders

compiled from Lesson 1. The students will remember that these are all excellent traits for leaders.

2. Read So You Want to Be President? and have students listen for more traits to add to the list when complete. Ask the students to listen for past presidents who were known for their strong character and those who were known for bad character.

3. Discuss what they learned about the qualities that make a good president.

Do you possess any of those qualities now?

What would make you a good president?

4. Using the fol lowing handout, students are then to write a speech giving two reasons they would be a good president supported with details.

5. Students must draw a self-portrait to accompany their speech on the wall display. Also, they are to design a button or sticker to wear on election day.

“So You Want To Be President? Prove It!” Michaela WalkerLesson Plan No 2: Do You Want To Be President?

n EVALUATION/ASSESSMENT Students present speeches after

revisions are complete. The class votes on a president and the elected person gets to be line leader, have a special designated desk, and help with decision making for the day. The following rubric is used in grading each speech.

H H H


“So You Want To Be President? Prove It!” Michaela WalkerLesson Plan No 3: Presidents - Tell Me More!

n MATERIALS • Research tools including:

- Internet

- (Groiler online) encyclopedias

- non-fiction books

• Presidential questionnaire “Facts to Find”

• Large cardstock for posters/book pages

n DIRECTIONS 1. Each student will select a president

to research.

2. Using various resources, students will answer questions about his/her president on the “Facts to Find” worksheet.

3. When all information is gathered and presentations are made, the work will be bound in a class book.

n EVALUATION/ASSESSMENT Student will be graded on the number

of questions answered and inclusion of president’s picture on the poster. After all presentations are made, students will be given the following journal prompt: Tell me which past president is most interesting to you and why. What were the most interesting things you learned about him?

H H H

n SUBJECTS COVERED Language ArtsSocial Studies

n GRADESTwo - Six

n OBJECTIVES To enrich and expand on knowledge

about past presidents (This can be given as a whole class assignment or for enrichment for ALPHA students.)


LA.A.2.1.3

The student reads informational texts for specific purposes

SS.A.5.1.1

The student knows significant indi-viduals in US history since 1880


Materials Budget SuPPLier iTeM DeSCriPTioN CoST QuaNTiTY ToTaL CoST

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

Teacher’s Name __________________________________

School: _________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

Subtotal

Tax if applicable

Shipping if applicable

TOTALBUDGETAMOUNT

“So You Want To Be President? Prove It!” Michaela WalkerLesson Plans Materials Budget

buybuttonparts.com 2 1/4 bench press button maker system 79.95 1 79.97

Amazon.com Time for Kids: Theodore Roosevelt 4.00 1 4.00

Time for Kids: JFK 10.00 1 10.00

Andrew Jackson by Mike Venezia 7.95 1 7.95

George Washington by Robin Nelson 22.60 1 22.60

Ghosts of the White House by Cheryl Harness 4.90 1 4.90

Time for Kids: FDR 4.00 1 4.00

Time for Kids: Ronald Regan 4.00 1 4.00

Classroom Direct Character Education Posters 9.99 1 9.99

Patriotic Charts Bundle 11.99 1 11.99

Famous Faces: US Presidents 24.99 1 24.99

Michaela WalkerDale R Fair BabsonPark Elementary

$201.86

$201.86



“So You Want To Be President? Prove It!” Michaela WalkerRubric for Presidential Speeches

Name: ____________________________ Date: _____________

Objective Beginning1

Developing2

Accomplished3

Exemplary4

Introduction paragraph includes opening

statement and two main ideas

The main ideas and opening statement are

not clearly expressed.

Two main ideas are listed

without a clear opening

statement.

A clear opening statement is made

with only one main idea listed.

Two main ideas are stated with a clear opening statement.

Transitional words with commas are

used to begin paragraphs.

A transition word is used

in only 1 paragraph.

Transition words are used

in 2 out of 4 paragraphs.

Transition words are used in each paragraph but commas are

missing.

Transition words are used correctly in all paragraphs

with commas included.

Two main ideas are stated

in separate paragraphs

with a supporting

detail for each.

Main ideas are not clearly

stated and details do not support them.

Main ideas are stated, but details are not

very supportive.

Main ideas are stated and details

are stated with each.

Main ideas are both clearly stated

as a character trait with strong,

personal details to support each main

idea.

Descriptive words are used

in writing.

Descriptive words are

lacking in all paragraphs

Descriptive words are being used consistently but not in all paragraphs

Descriptive words are used in

paragraphs

An abundance of descriptive words are used in every

paragraph

Paragraph structure is used with indenting.

Paragraphs are not grouped

appropriately or indented.

Paragraphs are indented,

but proper information is not grouped

in correct paragraphs.

Paragraphs are not indented, but the

proper information is grouped together in each paragraph.

The paragraphs are clear with main idea and

details in the same paragraph. All paragraphs are

indented.

The conclusion restates the

opening paragraph

with a “wow” ending

Conclusion is written without re-stating the

introduction and no ownership/

“wow” sentence is included.

Introduction is not clearly re-stated, but

the ownership/ “wow” sentence

is included.

Introduction is clearly re-stated

in the conclusion, but the ownership/ “wow” sentence is

missing.

Introduction is clearly re-stated

in the conclusion. Speech ends with a sentence that gives them ownership/ “wow” sentence

NAME _____________________________

FACTS TO FINDPlease use the following questions to help you research about your chosen president. You then get to draw a picture of the president to include in our class book. J

President researching: _________________________

What number president was he? When did he live?

Where was he born?

When was he president?

What did he do before becoming president?

Who lived in the White House with him?

What did he like to do for fun?

Which modes of transportation did he use?

What were his greatest accomplishments while president?

What other interesting facts did you learn?

“So You Want To Be President? Prove It!” Michaela WalkerAdditional Information


We have had many great presidents in the past and I know it’s not an easy job. I’m here to tell you

today why you should vote for me, ___________________, to be your next president. I would make a

great president because __________________________________________________________

__________________ and _______________________________________________________

_____________________________________________________________________________.

First of all, I would be a wonderful president

because _____________________________

____________________________________

____________________________________

____________________________________

____________________________________

Secondly, I would be an excellent president

because ______________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

One time I ____________________________

____________________________________

____________________________________

____________________________________

____________________________________

One time I ____________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

Finally, I am ready for the challenge of being your President. Please vote for me because ________

________________________________________________________________________ and

____________________________________________________________________________.

I am ready to be your president and thank you for your vote!

“So You Want To Be President? Prove It!” Michaela WalkerAdditional Information


for further information contact… michaela walker€œso you want to be president? prove it!” n...

Documents