lesson plan SS
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School
Old Dominion University *
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Course
432
Subject
Communications
Date
Feb 20, 2024
Type
docx
Pages
8
Uploaded by alexadazaa429
Lesson Overview
Lesson Author: Alexandra Daza
Date: 02/08/2024
Grade Level: 4
th
Subject Area: Civics
Demographics of the Classroom:
The classroom is a general education class in the second grade. It is part of the Stafford County Public School System in Northern Virginia. The school consists of many different cultures, mainly Hispanics, which make up 32% of the school's population. 22% of the students in the school are English learners.
The 4th-grade classroom is diverse in the Stafford County Public School system in Northern Virginia. The student population features students of African American, Caucasian, and Hispanic origin. Special education services comprise approximately 15% of the students, while 20% are English language learners.
Time Allotment: 3 days, 45 mins each day.
Short Description (50 words max): Students learn 4th-grade civics in this lesson about civic responsibility and how they contribute to the community created by their school. With the infusion of literature, discussion, and activities, this appealing lesson enlightens students with comprehensive knowledge of the responsibilities of an active citizen.
Rationale
The objective of this lesson is to instill knowledge and skills in students that will make them responsible and active citizens within the context of the school community. Civic responsibility empowers students with the necessary approaches to making positive changes within their immediate environment and greatly enhances social cohesion.
Standards
Curriculum Standards met in this lesson:
Civics
4.7 The student will demonstrate good citizenship by
a) practicing honesty and trustworthiness.
b) Demonstrating responsibility and dependability.
c) Participating in classroom and school governance.
d) respecting and protecting the rights and property of others.
C3 Standards:
D2. Civ.2.3-5. Explain how the U.S. Constitution establishes a system of government with powers, responsibilities, and limits that have changed over time and are still contested.
Instructional Outcomes:
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Students will be able to identify the qualities of a responsible citizen.
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Students will actively participate in group discussions and activities.
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Students will understand the concept of civic responsibility.
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Students will recognize their role in promoting a positive school community.
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Students will reflect on how their actions contribute to the well-being of the school community.
Big Idea (or Compelling Question):
How can students demonstrate good citizenship in their school community?
Essential Questions (or Supporting Questions):
•
What does it mean to be a responsible citizen?
•
How can students actively contribute to their school community?
•
In what ways can students show respect for others' rights and property?
Procedures
Staging the Question:
On the first day, I will introduce the lesson by asking, "What does it mean to be a responsible citizen in our school community?" I will create a mind map on the board to capture students' initial thoughts. We will then discuss and refine these ideas as a class.
Techniques and Activities: I’d like you to plan activities and tasks for at least
three days (Minimum 50 minutes for each day). Depending on the nature of activities and tasks, plan your time wisely.
Essential/Supporting Question #1:
What does citizenship mean?
Featured Sources and Activities
Day 1
I will begin by reading the book "Building Community in Schools" by Sergiovanni TJ. This book illustrates various ways students can be responsible citizens in their school community. Following the reading, students will engage in a class discussion to identify key qualities of responsible citizens. We will create a class mural depicting responsible citizenship to reinforce these concepts.
Formative Performance Task
Students will work in small groups to brainstorm and create posters showcasing responsible behaviours in the school community. These posters will be displayed around the classroom.
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Essential/Supporting Question #2:
Day 2
Featured Sources and Activities
Students will reflect on the previous day's lesson and discuss how they can actively contribute to the school community. We will explore scenarios through a role-playing activity, allowing students to practice making responsible choices. Afterward, we will create a class "Responsibility Pledge" that each student will sign. Formative Performance Task
Each student will write a short paragraph about how they can contribute to the school community. These paragraphs will be shared with the class.
Essential/Supporting Question #3
Day 3
Featured Sources and Activities
I will read the book "Optimizing Students' Success in Schools Using The Three R's: Respect, Rights, and
Responsibility" by Sternberg, Robert J., and Rena F. Subotnik. We will discuss the importance of respecting the rights and property of others. Using scenarios, students will identify situations where responsible actions are needed. We will conclude with a group activity where students create skits depicting responsible behavior. Formative Performance Task
The students will work individually on creating "Civic Responsibility Reflection," describing their understanding of this concept and outlining personal goals for being a responsible citizen within the school community.
Summative Performance Task and Extension
Summative Assessment Task: The students will write an essay reflecting on how they have become good, responsible citizens. The reflective essay should bring out the growth from personal experience and what they do to make their school community positive. They can even present their essays to the class as well.
Individual Extension: The students would then be free to interview the school staff members to learn about their roles in ensuring a positive school environment. The information derived from the interview would then be put together in a short report or a visual display.
Taking Informed Action
Understand: Students will review the characteristics of a responsible citizen through class discussions and reflections.
Assess: An open discussion will be conducted to add more characteristics to the list of responsible citizen qualities. Students' suggestions will be noted on the board. Act: Students will work in groups to identify particular parts of the school where responsible behavior is one of the critical behaviors. The group will devise a list of rules for these parts of the school, which will be presented to the school community.
Supplemental Activities
Accommodating for Special Learners:
Extension
: Students will pick one place within your school (i.e., library, cafeteria) and write a detailed set of rules for that site.
Remediation:
Some students would need special assistance in some areas, and thus, there would be small group sessions for such students. In these small group sessions, the students would learn responsible behaviors and a few scenarios to improve their learning.
Differentiated Instruction:
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Instructional strategies shall be differentiated to accommodate children in special education. In cases of special needs, material would be provided in different formats, and pictorial representations would be used as visual aids for learning. Communication will be done with parents to address the specific needs of every child through individualization.
Collaboration:
Parents will receive newsletters outlining learning targets, lesson plans, and materials for each unit. A class communication platform (e.g., ClassDojo) will allow parents to dialogue with the teacher. Students will also have access to an online forum (e.g., Google Classroom) for communication with peers.
Resources
Materials used:
Whiteboard and markers
Books: "Building community in schools" by Sergiovanni TJ, “Optimizing students' success using The Three R's: Respect, Rights, and Responsibility" by Sternberg, Robert J., and Rena F. Subotnik.
Construction paper
Markers and crayons
Role-playing scenarios
Responsibility Pledge Template
Class mural materials
Civic Responsibility Reflection Worksheet
Essay writing materials
Interview materials for individual extensions