Lesson 3I. 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 c) describing actions that can improve the school and community · English - Oral Language SOL 2.1: The student will demonstrate an understanding of oral language structure b) Create and participate in oral dramatic activities. · Students will be able to work in groups to act out how they would handle a scenario relating to helping others. II. Materials for Learning Activities · Teacher: Ordinary Mary's Extraordinary Deed by Emily Pearson, Scenarios (1. Judy got a soda from a machine. When she finished, she threw the can on the ground. 2. Tony and his friends experiment with drugs and alcohol. 3. Tricia sees looks out of her window just as she is about to go to sleep and witness a crime. 4. You borrowed a pencil from the teacher’s desk and lost it. 5. You are out at recess and notice a group of older kids picking on a classmate who is crying and asking for his hat back.), YouTube video http://www.youtube.com/watch?v=oROsbaxWH0M · Students: 1 scenario per group III. Procedures for Learning Activities · Introduction – COLLECT DONATIONS. Ask students to remind you of the responsibilities discussed yesterday. When a student mentions actions that can improve the school and community, ask students to think about something nice they have done for others. Read Ordinary Mary's Extraordinary Deed and tell the students how powerful helping others can be. Ask the following questions: How did the whole idea get started? Why did Mary pick blueberries for her neighbor? Why is it good to help others? How do you think it made them feel? Do you all think you can help other people out, just like Mary did? Whole group – 10 minutes · Instructional strategies – Start out by reminding students that we do not live in a perfect world and it may never be perfect, but by helping out as much as we can, we can help to make it a better place. Today we are going to discuss ways that we can contribute to our community and others around us. The teacher will place students into groups of four and give each group a scenario. Students will work together to create a skit detailing how they would respond to the given scenario. After students have rehearsed, they will present their skit to the rest of the class. Group work – 25 minutes · Summary – I will leave students with the following YouTube video http://www.youtube.com/watch?v=oROsbaxWH0M probing them to think about ways they themselves can make a difference in the world (ways they can change the world.) Whole group – 5 minutes IV. Assessment · Students will be assessed through their participation in the group activity. Teacher will place a checkmark after each student’s name as they have participated in the presentation. V. Differentiation and Accommodations Differentiation · Advanced students: Students will be spread throughout each of the groups equally · Struggling students: Students will be spread throughout each of the groups equally Accommodations · Student with ADHD: This student’s group will present in the middle (as opposed to first or last) in effort to keep student’s attention. · Student with Autism: Teacher will help student practice his or her line in an effort to help the student feel comfortable speaking in front of the class. VI. Technology Integration · Students will watch the following video regarding children making a difference in the world http://www.youtube.com/watch?v=oROsbaxWH0M |
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