Lesson Plan For Polling Votes

PHASE 1 LESSON PLAN TEMPLATE
Directions:
Use this Template to fill out your lesson plan. (Add more space to any section if you
need it.) Dont forget the reflection at the end (part F), as well. Refer to the rubric to be
sure you have included all elements.
A. Students and Setting:
Students: Briefly identify the age, grade level, and previous English experience of your
students. Include anything that would help other teachers understand who your target
students are.
Age: 18-35 years.
Level: Intermediate.
Previous experience: All the students studied English before in the school or in the
University, and they would like to enhance their writing or speaking ability for work or for
further study.
Setting: Include the type of institution (private school, public school, university, other
institution?) Include the number of students in the class. State how often the class
meets and for how long. Please include anything that will help other teachers
understand the situation where the lesson will be taught.
Venue: Private language school.
Number of students in the class: 10 students.
Class meets three times a week for 45 minutes.
The group is homogenous, L1 is Russian.
B. Background:
Describe briefly what kinds of lessons have immediately preceded this one. Are you
expanding a previously learned/practiced point? beginning a new module? offering
extended practice? Describe briefly what will happen following this lesson. Are you
expanding or continuing practice?
If this is the first or the final lesson, be sure to say so. Include anything that will help
teachers to visualize the lesson context.
Previously, we've started studying political and social issues relevant to Kazakhstan.
Since we have early Presidential elections this spring, we work on the mock elections
project. The topic allows considering numerous situations using historic, geographic,
political and social aspects of Kazakhstani life and building the appropriate vocabulary.
This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template
Page 1
During the lessons, students work as a whole class, individually, and in flexible groups.
We also have two fixed groups working on project. One person in each group is a
candidate for Presidency; others are members of the Presidential team - political and
social team experts, journalist and note taker. Fixed groups have to elaborate the
electoral platforms and hold the presidential debates followed by voting itself. This
lesson is dedicated to elections day and voting process. Next lesson will be the last
one, including the mock elections prepared by the fixed groups a project plus summary
of what have been learned during the whole series..
C. LEARNING OBJECTIVES / EXPECTED RESULTS

Describe how students will improve or change as a result of this lesson. Include what
students will be able to understand and DO as a result of the lesson.
The following reference offers some action words to describe typical lesson plan
objectives:
Lane, J.S. (n.d.). Sample verbs for learning objectives. Retrieved from
http://www.schreyerinstitute.psu.edu/pdf/SampleVerbs_for_LearningObjectives.pdf
This lesson's topic is focused on campaigning and elections themselves- the
preparation, the procedures and the rules. Teacher expects that by the end of the
class, students would be able to describe the unusual situation on the polling station.
They have to create the play based on such situations, and using the thread of the play,
give the explanation of the elections rules using the vocabulary acquired during the
lesson as well as previous lessons.
D. MATERIALS and SOURCES

Materials
List any objects or realia that you need to make or collect. List any authentic materials
that will be used, and whether you need to prepare or enhance them beforehand. List
any needed worksheets or written instructions.
Be sure that any materials you mention in the Procedures section are also listed here.
Include worksheets or handouts as attachments.
Sources
List where your materials or realia came from so that others may find them. A teacher
should be able to make or find the materials easily. Make sure that the source of any
worksheets or handouts is included.
Citing Sources
For web pages, please include the author (if available), date (if available), title of the
page and the full URL, such as the following:
LeLoup, J. & Ponterio, B. (2013). Integrating technology in the foreign Language
Classroom: Identifying pedagogical goals, objectives & outcomes. Retrieved from:
http://web.cortland.edu/flteach/mm-course/goals.html.
Page 2
For a journal article, please include the author, date, title, journal name, volume, issue,
and page numbers, such as the following (APA format):
Ashworth, M. & Wakefield, H.P. (2005). Teaching the world's children: ESL for ages
three to seven. English Teaching Forum, 43 (1), 2-7.
Figure 2. Annotated view of citing a journal article, using APA format.

Materials: Teacher is going to use the real electoral leaflets of our local candidates to
compare briefly their platforms. Teacher is planning to use the pictures of public
buildings, where elections usually take place (like schools in our city, etc.). And it is
suposed to use the self-made images of our students impersonating the candidates
together with their platforms, prepared during previous lessons. Teacher also builds the
booth, using the couple of book shelves and a large piece of fabric between them.
Students made the ballot box out of shoe box. The link to essential vocabulary is
provided below.
Sources:
Leaflets from current Presidential Campaign;

Essential Vocabulary taken from
http://www.learnenglish.de/vocabulary/elections.html#sthash.CIfo2KXV
.dpuf;
E. Procedures / Timing:
List step by step what you will do in class, and what you expect the students to do. How
will you provide opportunities for students to talk to each other, for example with group
or pair work? Make sure that you include the use of authentic materials/realia AND
pair/group work appropriately. Be sure the time that is allocated is appropriate. The
reader needs to be able to visualize how the lesson will proceed.
Your lesson should be about 40-60 minutes long. Try to divide the steps logically, where
the teacher moves to a different activity.
Procedures / Timing: Use the table below. Each new action by the teacher can be
a separate row in the table if you have enough rows. Remember to do Section F,
Reflection, at the bottom of the page.
Teacher does/says . . .
Students do/say . . .
Approximate time
Page 3
needed
Teacher opens the lesson
outlining the task: to learn
more about organizing the
elections. Teacher gives
out the vocabulary sheets
and explain the words.
Students study the vocabulary

and take notes to tell about their
experience (3-5 sentences each)
5 minutes
Teacher invites all

students to share their
own voting experience
with the others.
Teacher is listening and
use the formative feed
back, asking questions.
Students should tell about their

impressions: how and there they
participated in the elections,
where they voting, how they
picked their candidate, did they
volunteer for the campaign and if
they did not vote, then why.
10 minutes
Teacher splits the

students into 5 pairs to
work on lesson's
vocabulary.
Students take turns making up

the sentences using new words.
They also assess each other if
the sentence sense is not clear,
peer will ask to try again and
modify this sentence or create
another one
5 minutes
Teacher explains the

creative task of the day,
splitting students into two
groups of five. Teacher
gives out the topics of the
plays and ask students to
create and present the
plays on the various
situations at the polling
stations.
Students work on plays: One

10 minutes
group present the family where
young girl is going to vote for the
first time, so family members
explained what she would have
to do. Another group are the
election commission at the
polling station and the foreigner
who does not understand why he
cannot vote
Teacher opens the
One group of students presents
10 minutes
Page 4
presentations. After each

play the group of students,
which was the audience
answers the teacher's
question about what they
understood and what they
liked about the play.
the play, another analyze the

play using the teacher's
questions to structure the
analysis.
Teacher wraps up the

Students ask questions
lesson given the written
assignment, including the
lessons' vocabulary, and
writing the very brief essay
(200 words) on necessity
of elections in the society.
5 minutes
New elements in Week 4

F. LEARNER FEEDBACK/FORMATIVE ASSESSMENT
Describe how you will give feedback to your learners Explain how the alternative
assessment is tied to the objectives, and how well it will let you know what students
have learned and can do. The Week 4 readings should give you some ideas for this
section.
Teacher provides feedback/formative assessment asking questions during the first
activity while students describe their voting experience or its absence. This activity
might also be considered as an oral interview (Shaaban, K. (2005). Assessment of
young learners. English Teaching Forum, 43(1), p.37). Other forms of classroom
assessment are the role-plays and peer-group assessments (Shaaban, K. (2005).
Assessment of young learners. English Teaching Forum, 43(1), p.37), while one group
is imitating on the various situations at the polling stations and another tries to describe
their impressions of their classmates work. Role-play is a good activity for students to
relax and show what they learned and how fluently they can use new words and
grammar rules.
G. EXTENDED REFLECTION
Include the following information:
(a) Describe how this lesson plan is similar to or different from the plan in Week 2. What
have you changed or added? Explain why your changes make it better.
Page 5
(b) Your plan must include authentic materials/realia, pair/group work, and
critical/creative thinking, plus learner feedback/evaluation. Explain how this lesson
incorporates all of the required topics.
(a) The current lesson plan includes more details about background, procedures and
timing, and the description of proceaadures and timing looks more structure.
Also, I removed the part with watching and discussing the campaign ads of
presidents Clinton and Nazarbayev, since they have nothing to do with the voting
itself and worked as a distraction;
(b) My plan includes leaflets of real-life elections-runners and the photos of
buildings where elections are held. Also, teacher and students crated polling
booth and ballot box these are authentic materials and realia. I used work
in pairs while working on vocabulary and group work on role-plays. Students
used creative and critical thinking working on vocabulary and role plays and
analyzing the work their peers had done. Learners feedback and evaluation is
based on questions and comments of teacher and peers.
Page 6

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PHASE 1 LESSON PLAN TEMPLATE

C. LEARNING OBJECTIVES / EXPECTED RESULTS

D. MATERIALS and SOURCES

Figure 2. Annotated view of citing a journal article, using APA format.

Leaflets from current Presidential Campaign;

Students study the vocabulary

Teacher invites all

Students should tell about their

Teacher splits the

Students take turns making up

Teacher explains the

Students work on plays: One

Teacher opens the

One group of students presents

presentations. After each

the play, another analyze the

Teacher wraps up the

New elements in Week 4

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