Lesson 4I. 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 - Writing SOL 2.12: The student will write stories, letters, and simple explanations b) Organize writing to include a beginning, middle, and end for narrative and expository writing · Students will write a letter a detailed letter describing a specific action intended to improve the school or community. The student will include a beginning, middle, and end in their letter. II. Materials for Learning Activities · Teacher: It's Our World, Too!: Young People Who Are Making a Difference: How They Do It - How You Can, Too! By Phillip Hoose, Observational Notes Outline · Students: Writing Journal III. Procedures for Learning Activities · Introduction – COLLECT DONATIONS. Ask students what the video they watched yesterday was about. Why is it important? Give students 2 minutes to discuss with shoulder buddy something that was important to them from the video. Ask students to then share some of the stories that stuck out to them. Remind students that even though they are young, they are still able to make a difference. Whole group - 5 minutes · Read the book It's Our World, Too!: Young People Who Are Making a Difference: How They Do It - How You Can, Too! Ask students what they thought of the real stories that were shared within the book. Again, remind student that they are able to make a difference in the world as well. When students return to their seats, give them 3 minutes of silence in which they are to think about a specific action that can improve their school or community. Allow students to close eyes, etc. so that they are fully focused on thinking of an idea. Once 3 minutes of silence are up, students will create a journal entry in which they will discuss their specific action in a letter to a person of their choice. Remind students to choose a topic that is interesting to them. Students’ letters must include a beginning, middle, and end. As students are writing, teacher will go from student to student taking note of the specific action chosen and will later create groups. Independent – 30 minutes · Summary – Teacher will close by telling students that they will be exploring their selected topics further with others who have a similar topic. Students will be able to create a work of art illustrating their topic tomorrow. Whole group - 5 minutes IV. Assessment · Students will be assessed using observational notes as the teacher walks around the room to write down the student’s chosen topic. V. Differentiation and Accommodations Differentiation · Advanced students: Students can begin another journal entry in which they free write about anything related to citizenship. · Struggling students: Students will be provided with a template as a means of organizing their letter with a beginning, middle, and end. Accommodations · Student with ADHD: After writing agreed upon number of sentences, student can take a 2 minute break. VI. Technology Integration · Computers will be available for students to type their journal entries. |
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