Lesson 2I. Objectives
· NCSS Curriculum Standards: Civic Ideals and Practices · Social Studies - Civics SOL 2.10: The student will explain the responsibilities of a good citizen, with emphasis on a) respecting and protecting the rights and property of others. · English - Writing SOL 2.12: The student will write stories, letters, and simple explanations a) Generate ideas before writing. · Students will be able to write and illustrate one of the various responsibilities of a good citizen after brainstorming. II. Materials for Learning Activities · Teacher: BrainPop Video, Exit Tickets · Students: Blank responsibilities page, crayons, pencil III. Procedures for Learning Activities · Introduction – COLLECT DONATIONS. Begin by asking students what we discussed yesterday. Once students have mentioned good citizens, ask students to define what a citizen is. Then have students turn and talk to their shoulder buddy about some characteristics of good citizens. Ask students what a responsibility is. After some discussion, play the Rights and Responsibilities BrainPop Video for the students. Whole group – 5 minutes · Instructional strategies – After the students have seen the video, brainstorm with the students to develop a list of the responsibilities of a good citizen. Be sure to include the following: Respect and protect the rights and property of others, take part in the voting process when making classroom decisions, describe actions that can improve the school and community, demonstrate self-discipline and self-reliance, and practice honesty and trustworthiness. Next have each student create a page that will become a part of a classroom book. Students will work independently choose to write at least one of the responsibilities a good citizen has. The students will also need to illustrate their picture. Whole class followed by independent – 30 minutes · Summary – Students will complete an exit ticket in which they describe at least one responsibility of a good citizen. Once the exit tickets are collected, to prepare students for the following day, tell them they should start thinking about things they can do to improve their community. Individual – 5 minutes IV. Assessment · Students will be assessed on the answer they provided on their exit ticket. They should list at least one of the responsibilities that was discussed earlier. V. Differentiation and Accommodations Differentiation · Advanced students: These students can create multiple pages illustrating different responsibilities. · Struggling students: Allowed to pair up with another student to complete the page. Accommodations · Student with ADHD: Student will be encouraged to take a 2 minute break between the writing and illustration portion of the assignment. · Student with writing impairment: Student will dictate to an aide regarding the words he or she would like to be written down. VI. Technology Integration · BrainPop rights and responsibilities video will be watched online at http://www.brainpopjr.com/socialstudies/citizenship/rightsandresponsibilities/preview.weml |
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