Lesson 6I. 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 · Fine Arts - Visual Communication and Production SOL 2.8: The student will collaborate with others to create a work of art · Students will create a poster describing a local problem and action steps that they might take to solve these problems. II. Materials for Learning Activities · Teacher: Being a Good Citizen at School Survey, Good Citizenship Award · Students: Poster board, markers, rubric III. Procedures for Learning Activities · Introduction – Tell students that this will be the last day they have to work on their posters. Remind students that they need to stay focused to get their work done. Whole group – 2 minutes · Instructional strategies – Students will continue to develop their posters within their groups. They will work on putting the finishing touches on their poster ensuring that they included everything listed on the rubric. Groups - 30 minutes · Summary – The teacher will handout the Being a Good Citizen at School Survey. After students have completed the survey individually, students will be asked to share with a partner something they do well as a citizen, followed by an improvement they need to work on, followed by something else they do well. Then each student who successfully (hopefully all) completed the poster and survey will receive a Good Citizenship Award. A round of applause will be given to the whole class for their participation in the Citizenship Unit. 10 minutes – Individual/Partner/Whole group IV. Assessment · Students will be assessed based on a rubric. A copy of the rubric will be given to the students before they complete their poster. V. Differentiation and Accommodations Differentiation · Advanced students: The rubric allows for any “additional information” to be added by students. · Struggling students: Within their group, they will be given specific instances in which they can contribute, e.g. come up with one reason for choosing problem and write on poster. · Multiple levels of learners intended to help balance group. Accommodations · ADHD student: Student will be placed within a group whose members will be less of a distraction than others. · Struggling readers: Teacher will read the survey aloud to a group of students. VI. Technology Integration · Students can use the internet to print images for their poster. |
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