Standards Correlations

R.1, R.2, R.3, R.4, R.7, W.1, SL.1, L.4, L.6

Learning Objective

Students will read and summarize an article about a movement to lower the voting age.

Key Skills

summarizing, text features, vocabulary, detail, interpreting text, cause and effect, critical thinking, argument writing

Complexity Factors

Purpose: The article explains why some teens believe the voting age should be lower and what they’re doing about it. 

 

Structure: The text is informational.

 

Language: The language is straightforward. Domain-specific terms are defined in the vocabulary box.

 

Knowledge Demands: The article mentions climate change, taxes, and Congress. 

Levels

Lexile: 700L-800L 

Guided Reading Level: T

DRA Level: 50

SEL Connection

This story and lesson plan promote social awareness.

Lesson Plan: Let Us Vote!

Essential Questions

  • Why are elections important?
  • How do the actions of elected officials affect the lives of teens? 

Literature Connection

  • Novel: Running by Natalia Sylvester
  • Nonfiction: We the People!: Big Ideas That Changed the World by Don Brown

1. Preparing to Read 

Preview Text Features (15 minutes)

Have students open their magazines to page 4. Guide them to preview the text features by asking the following questions:

  • Read the article’s title and subtitle (the text beneath the title). How do you think a lower voting age might affect you? Answers may vary. Some students might note that a lower voting age would allow them to vote sooner. Others might say that allowing younger people to vote might result in a greater number of elected officials who are focused on the needs of young people.
  • Read the sidebar “Why Is the Voting Age 18?” Based on this sidebar, when was the voting age changed to 18? Why was it changed? The sidebar says the voting age was changed from 21 to 18 in 1971. Eighteen-year-olds were being sent to war, and it seemed unfair that a person could be seen as old enough to risk their life for their country but not old enough to vote.  

Preview Vocabulary (10 minutes)

  • Point out the vocabulary box. Read the words (input, movement, values, federal, Congress, civics) aloud and discuss their definitions.
  • Play the Vocabulary Slideshow.

Make a Plan for Reading 

Before students start to read, walk them through a reading plan:

  • Set a purpose for reading by telling students that the article “Let Us Vote!” will tell them why and how teens across the country are working toward a lower voting age.  
  • Point out the Pause and Think boxes. Tell students they can check their understanding of what they’ve read by answering these questions.
  • Point out the activity at the end of the article and tell students they’ll complete it after reading. Encourage them to briefly scan the questions and to keep them in mind as they read.

2. Reading and Unpacking the Text

Read the article. (Higher- and lower-Lexile versions are available on the Story page at Action Online. Click Presentation View to access an audio read-aloud.) Then discuss the following close-reading and critical-thinking questions.

Close-Reading Questions (15 minutes)

  • Based on the article, what does a school board do? (detail) The article says that school boards make decisions about local schools: what’s on cafeteria menus, what classes are offered, and more. 
  • Nathaniel says, “I want young people to have a seat at the table.” What does he mean? (interpreting text) The expression “a seat at the table” means a chance to take part in the conversation around a certain subject. Nathaniel is saying he wants young people to have a chance to help decide how schools are run.
  • What was the effect of Nathaniel’s speech to Newark City Council? (cause and effect) The speech was effective; the city council decided to lower the voting age for school board elections as Nathaniel had asked them to. 

Critical-Thinking Question (5 minutes)

  • DJ Yearwood supports the idea of allowing 16-year-olds to vote in local elections. Do you find his reasons convincing? Why or why not? Answers may vary. Some students might say yes; people who are currently studying civics are likely to understand the issues well, and voting early in life leads to better voting habits. Others might say no; 16-year-olds simply don’t have the life experience to grasp some of the issues that are at stake in elections. 

3. Skill Building and Writing

  • Have students work in pairs to complete the Spotlight Skill activity at the end of the article.
  • Go further: Assign students to work independently on our Summarizing activity, available in higher- and lower-level versions. (Click here to view all your Skill Builders for this article.)
  • Writing Prompt: The article says that only 16 percent of Americans think 16-year-olds should be allowed to vote. What do you think? Write a short essay stating your opinion and supporting it with details from the article (and from other sources if you like).

Learn-Anywhere Activity

An enrichment activity to extend the learning journey at home or in the classroom

Project the task below on your whiteboard or share it with students in your LMS.

Get Out the Vote!

The teens mentioned in the article “Let Us Vote!” aren’t the first people to work to change the rules about who can vote. Throughout history, many groups of people have fought for the right to help choose their government leaders.

Learn more by watching our inspiring video “The Fight for Voting Rights.” Then use that inspiration! Connect with your community by reminding neighbors that their voices count. No matter who you vote for, elections are a chance to help shape our world. 

Make a poster (which you’ll place in your window or somewhere else where people will see it) to remind your friends, family, and neighbors that their votes matter. There’s no need to say which candidate you want people to vote for; just let them know that their voices need to be heard. You can also include information about where and how to vote in your area.

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