Citizenship UnitSecond Grade

Sarah K. MeierFall 2015

Citizenship UnitSecond Grade 5 day Unit

Unit IntroductionThis social studies unit is focused on the many different facets of being a good citizen. This unit is important because students need to understand how to become active citizens in their community and government.

General Unit ObjectivesThe student will be able to identify key characteristics of a good citizen.

The student will be able to discuss what it means to be a good citizen and use key vocabulary, as well as ideas, while doing so. The students will be able to realize how individual action truly affects the world. This will hopefully inspire them to think critically about our society today and inspire them to make a change they want to see.

Specific ObjectivesThe students will be able to identify key vocabulary words associated with citizenship:

Citizen: A person who lives in and belongs to a community.Honesty: Telling the truth.Self-discipline: Following the rules although you may not want to because

it’s the right thing to do.Respect: When you treat others how you’d like to be treated.Vote: When citizens make a choice and the most-picked choice wins. Self-reliance: Taking care of yourself.Trustworthy: When people know you will do the right thing and that they

can trust you.

The students will be able to identify some of the choices that a responsible citizen would make in their school or community and draw a picture of the choice(s) they will make as good citizens of their school and community. The students will also be able to better explain what it means to be self-disciplined and self-reliant.

The student will be able to identify the qualities that make them different from one another and draw them. The student will be able to discuss the things that make people different from one another (ethnic origins, customs, and traditions) and that diversity is a positive thing.

The student will be able to identify respect, honesty, and trustworthiness as main characteristics of a good citizen and will be able to think critically about the decisions they make.

SOLSCivics 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;b) taking part in the voting process when making classroom decisions;c) describing actions that can improve the school and community;d) demonstrating self-discipline and self-reliance;e) practicing honesty and trustworthiness.

Civics2.12 The student will understand that the people of Virginiaa) have state and local government officials who are elected by voters;b) have diverse ethnic origins, customs, and traditions, make contributions to theircommunities, and are united as Americans by common principles.

Visual Communication and Production2.4 The student will create works of art inspired by a variety of concepts, themes, and literary

Day 1Title: Introduction to Citizenship Unit

Purpose: This lesson is the first of a five-lesson unit, and it serves as an introduction of citizenship. The goal of this particular lesson is to introduce and familiarize students with key vocabulary and ideas that will be needed to understand the remainder of this unit.

SOLCivics2.10 The student will explain the responsibilities of a good citizen, with emphasis on:a) respecting and protecting the rights and property of others;b) taking part in the voting process when making classroom decisions;c) describing actions that can improve the school and community;d) demonstrating self-discipline and self-reliance;e) practicing honesty and trustworthiness.

ObjectiveThe student will be able to identify and discuss key vocabulary related to citizenship. Students will be able to correctly match words with their definitions and will be able to discuss what it means to be a good citizen.

DevelopmentIntroduction: (5 minutes)1. Have students come and sit on the carpet and explain to students that today we will begin a unit on citizenship.2. Write key vocabulary words on board: citizen, honesty, self-discipline, respect, vote, self-reliance, trustworthy.

Reading (10 minutes)1. Introduce and read the book “Being a Good Citizen” by Adrian Vigliano.

-Prior to reading, ask for a few predictions about what this book may be about.-While reading, probe students’ thoughts and ask:

-“Why do you think (key word) is important?”-“Do you see people doing this? Who?”

2. Tell students to ‘Turn and Talk” to their floor partner about what a good citizen does according to the book and have a few of the partners share what they discussed. Have students return to their desks.

Activity (20 minutes)1. Preview vocabulary on chart paper with students and explain what each word means by asking students for good examples of each or asking them if they know what a word means.

Citizen: A person who lives in and belongs to a community.Honesty: Telling the truth.Self-discipline: Following the rules although you may not want to becauseit’s the right thing to do.Respect: When you treat others how you’d like to be treated.Vote: When citizens make a choice and the most-picked choice wins. Self-reliance: Taking care of yourself.Trustworthy: When people know you will do the right thing and that theycan trust you.

2. Pass out vocabulary matching sheet. -Ask students to write their name on their vocabulary matching sheet.3. Explain to students that we are going to make a sheet of vocabulary to use for this whole week. Show example of how to cut out definitions and glue them next to the corresponding word.

For Advanced Students: Have students write how they can embody the characteristics of a good citizen that they have just learned and/or why they are important.For Struggling Students: -Some students will struggle with reading the words and definitions (particularly Heaven, Wayne, Kaniya, Oreyda, Daniela, and Mark), so have those students work in a small group with the instructional aid and read the words and definitions to them. -Help students in helping them match the definitions to the correct words and give them specific examples to help them understand each word adequately.

Summary (2 minutes)1. Have students wrap up their work and that we will be discussing citizenship the rest of the week. If students do not finish their vocabulary sheet, they may do so at the end of the day. 2. Ask students if there are any questions about what they’ve learned today. MaterialsChart Paper “Being a Good Citizen” by Adrian Vigliano Vocabulary matching sheetsScissorsPencilsGlue

Assessment A:1. When students are discussing with their “turn and talk” partner, listen to hear if they are using key words and ideas that are present in the unit.

2. Have students match the vocabulary words and definitions on their vocabulary sheets.

-Check to make sure they did so accurately.

Assessment B:Did all of the students meet the objectives?

Did the lesson help prepare the students for the remainder of the unit?

Were all of the students engaged?

Did the students enjoy the lesson?

What were the strengths of the lessons?

What were the weaknesses of the lesson?

How would I change the lesson in the future?

Were enough accommodations made for the struggling students?

Were enough accommodations made for the advanced students?

Day 2Title: Characteristics of a Good Citizen: Respect, Honesty, and Trustworthiness.

Purpose: This lesson is the second of a five-lesson unit on citizenship. This lesson will focus on identifying and the importance of several main characteristics and responsibilities of a good citizen.

SOLCivics2.10 The student will explain the responsibilities of a good citizen, with emphasis on:a) respecting and protecting the rights and property of others;b) taking part in the voting process when making classroom decisions;c) describing actions that can improve the school and community;d) demonstrating self-discipline and self-reliance;e) practicing honesty and trustworthiness.

ObjectiveThe student will be able to identify respect, honesty, and trustworthiness as main characteristics of a good citizen and will be able to think critically about the decisions they make.

DevelopmentIntroduction: (10 minutes)1. Have students sit in their seats and explain that today we will continue our unit on citizenship. 2. Place a paper plate and a small tube of toothpaste at every table. Instruct students to squeeze some out onto the paper plate. Once they have, ask them to try and put all of the toothpaste back into the tube. 3. Allow students to try, but once one of them says they can’t, I will explain that when we say something disrespectful or unkind that it’s impossible to take it back and that’s why it’s important to be kind and respectful.4. Have students throw away paper plates and have someone collect toothpaste. Once everything is cleaned up, ask students to come to the carpet.

Discussion (10 minutes)1. Write the key words (Respect, Honesty, Trustworthiness) on the board and ask students what each of them means and looks like.

Honesty: Telling the truth.Looks like: Telling the teacher the truth when she asks if you have your homework.

Respect: When you treat others how you’d like to be treated.Looks like: Talking to your friends in a kind way.

Trustworthy: When people know you will do the right thing and that theycan trust you.

Looks like: Your friends know you will not tell everyone their business.2. Explain to students that to be Trustworthy you must THINK before you speak. Write THINK going vertically on the board.

Activity (20 minutes)1. Have students go back to their seat and pass out a piece of paper to each student. Explain that we are going to make a booklet that reminds us to THINK before we speak!

-Model to students how to fold their paper in half, cut five strips on one half and to write THINK on the strips vertically. Have students write their name on the back.-Explain that inside the flap we will write what it means to THINK before we speak.

T – is it True? (Your comment should be honest.)H- is it Helpful? (If it’s not helpful, our friends may not need your input and chances are, it’s hurtful.)I- is it Inspiring? (Will your comment lift your friend up?)N- is it Necessary? (Is it the right time or place to share what you’re thinking?)K- is it Kind? (Is your comment going to make your friend feel good?)

2. Have students write each question inside the flap of the corresponding letter. For Advanced Students: Have students write an example of how they are going to THINK before they speak on the back once they are finished.

For Struggling Students: -Some students will struggle with writing the questions inside the flaps of our booklet (particularly Heaven, Wayne, Kaniya, Oreyda, Daniela, and Mark), so have those students work in a small group with the instructional aid. -Ensure students understand the concept by providing examples of each element of THINK before you speak.

Summary (2 minutes)1. Whiles students are wrapping up their work, reinforce how important it is to be respectful, honest, and trustworthy by explaining that our thoughts are private, but our words are public so it’s so important to be careful and THINK before we speaking. 2. Ask students if there are any questions about what they’ve learned today. Materials

ToothpastePaper platesPaper (for booklets)ScissorsPencils

Assessment A:1. Listen while students are giving definitions and examples of key words: respect, honesty, and trustworthy. 2. Observe students while they are completing their booklet and ensure they did so accurately.

Assessment B:Did all of the students meet the objectives?

Did the lesson help prepare the students for the remainder of the unit?

Were all of the students engaged?

Did the students enjoy the lesson?

What were the strengths of the lessons?

What were the weaknesses of the lesson?

How would I change the lesson in the future?

Were enough accommodations made for the struggling students?

Were enough accommodations made for the advanced students?

Day 3Title: A Responsible Citizen: Being Self-disciplined, Self-reliant, and Trustworthy.

Purpose: This lesson is the third of a five-day unit on citizenship. This lesson will help students understand what it means to be responsible and learn how their actions impact others.

SOLsCivics2.10 The student will explain the responsibilities of a good citizen, with emphasis on:a) respecting and protecting the rights and property of others;b) taking part in the voting process when making classroom decisions;c) describing actions that can improve the school and community;d) demonstrating self-discipline and self-reliance;e) practicing honesty and trustworthiness.

Visual Communication and Production2.4 The student will create works of art inspired by a variety of concepts, themes, and literary

ObjectiveThe student will be able to identify some of the choices that a responsible citizen would make in their school or community and draw a picture of the choice(s) they will make as good citizens of their school and community. The students will also be able to better explain what it means to be self-disciplined and self-reliant.

DevelopmentIntroduction (2 minutes)1. Have students come and sit on front carpet and explain to students that today we will continue our unit on citizenship.2. Ask students what we learned about yesterday (respect and being kind) and explain that today we are going to focus on learning about responsibility.

Reading (10 minutes)1. Introduce and read the book “If Everybody Did” by Jo Ann Stover

-Prior to reading, ask for a few predictions about what this book may be about.-While reading, probe students’ thoughts and ask questions.

Discussion (10 minutes)2. Ask students “What would happen if everybody….”(use examples of negative choices related to school and community)

-Threw their trash on the floor?-Did not stay in their seat?-Did not push in their chair?

-Talked while the teacher was talking?3. Discuss the concept that it may seem like a small thing when one person makes ‘bad’ choice but what if everyone chooses to ignore the rules? How would this impact our classroom, our school, our community and our world?4. Review the social responsibility aspect of being responsible. Identify responsibilities we have as students in school and as citizens of our community. Discuss what it means to be self-reliant and self-disciplined.

Self-discipline: Following the rules although you may not want to Self-reliance: Taking care of yourself.

Activity (15-20 minutes)1. Have students return to seats and explain that we are now going to do an activity based on what we’ve just discussed and read. 2. Pass out a blank piece of paper and turn it the ‘hotdog’ way (or it’s turned the ‘landscape’ way) ask everyone to write his or her name on the top of the paper. 3. Instruct students to fold a small section on the left side of their paper over (show example). Have students write “If I” on the small section and “If Everybody” on the big section. 4. Ask students for some positive choices we can make everyday (like saying something nice to a friend, picking up trash, following directions quickly, or listening when our teacher is talking) and write a few on the board. Explain students that they are going to choose a positive choice that they want to make related to the class or school environment and draw what would happen if they made that choice and then if everybody would make that choice. 5. Explain to students that they are going to draw what would happen if they were to make that positive choice (the one they chose in #4) in the small section (labeled “If I”) and what would happen if everybody made that positive choice in the larger section (labeled “If Everybody”). Each student should have a different choice than everyone else at his or her table.

For Advanced Students: Have students write how their choice would benefit their classroom or community on the back of their artwork. For Struggling Students: -Some students will struggle with folding the paper properly (particularly Heaven and Wayne), therefore a visual example should be present and assistance with folding should be provided.-Guide struggling students in choosing a positive choice by giving them a few to choose from or helping them brainstorm.

Some brainstorming questions:-How do we know what our teacher wants us to do? We listen.-How do we keep our classroom clean? We clean up our trash.

Summary (5 minutes)1. Instruct students to finish up their picture.2. Have students share and discuss their artwork with someone at their table. 3. Wrap up by explaining that “if we all made good choices and were self-disciplined (pause and ask students what that means) than the our school and community would be a better place! So, next time you are considering making a ‘bad’ choice, think about how our school or community would be if everyone made that choice!” Also explain that, “As citizens it is our responsibility (pause and ask what responsibility means) to make sure we are trustworthy, self-reliant (when we are capable of being so) and self-disciplined!” MaterialsChart Paper/White board “If Everybody Did” by Jo Ann Stover Plain paper (for drawing)CrayonsPencils

Assessment A:

1. When students participate in discussion, check for understanding and for use of key words/ideas of lesson/unit (responsibility, self-reliance, self-discipline). 2. Collect student’s artwork (“If Everybody Did… Drawing Sheet) and check for understanding and use of relevant examples.

Assessment B:Did all of the students meet the objectives?

Did the lesson help prepare the students for the remainder of the unit?

Were all of the students engaged?

Did the students enjoy the lesson?

What were the strengths of the lessons?

What were the weaknesses of the lesson?

How would I change the lesson in the future?

Were enough accommodations made for the struggling students?

Were enough accommodations made for the advanced students?

Day 4Title: Diversity: It’s Awesome to be Different!

Purpose: This lesson is the fourth of a five-day unit on citizenship. This lesson is meant to teach that diversity is a positive thing that is welcomed and celebrated by good citizens.

SOLsCivics2.12 The student will understand that the people of Virginiaa) have state and local government officials who are elected by voters;b) have diverse ethnic origins, customs, and traditions, make contributions to theircommunities, and are united as Americans by common principles.

Civics2.10 The student will explain the responsibilities of a good citizen, with emphasis on:a) respecting and protecting the rights and property of others;b) taking part in the voting process when making classroom decisions;c) describing actions that can improve the school and community;d) demonstrating self-discipline and self-reliance;e) practicing honesty and trustworthiness.

ObjectiveThe student will be able to identify the qualities that make them different from one another and draw them. The student will be able to discuss the things that make people different from one another (ethnic origins, customs, and traditions) and that diversity is a positive thing.

DevelopmentIntroduction (2 minutes)1. Have students come and sit on front carpet and explain to students that today we will continue our unit on citizenship. Explain that today we will be focusing on what makes us different.

Reading (10 minutes)1. Introduce and read the book “It’s Okay to Be Different” by Todd Parr

-Prior to reading, ask for a few predictions about what this book maybe about.

-“What do you think ‘different’ means?”-Throughout book, stop and ask:

-“Do you know anyone who looks like this?”-“Do you like to do this?”

Discussion (10 minutes)2. Ask students to turn to their “turn and talk” partners to discuss their favorite parts in the book.

3. Introduce the word diversity and write it on the board. Tell students that diversity means ‘having a lot of variety, being made up of many different kinds of people.’ Ask students:

-“What are some ways we might feel “different?”-“What is a community?”-“How does diversity help make our community stronger?”

Activity (15-20 minutes)1. Have students return to seats and explain that we are now going to do an activity based on what we’ve just discussed and read. 2. Pass out a blank piece of paper and explain that we are going to make our own page of ‘It’s Okay to Be Different.’ Instruct students to write their name on the back. Tell them that they should use bright crayons to color their page just like the book.3. Have students brainstorm at their table about what makes them different and ask for a few ideas to give the rest of the class an example.4. When students are ready, have them write “It’s okay (and then why they’re different)” in black crayon on their pages. Then, they may color a picture illustrating why they are different.

For Advanced Students:-Have advanced students write a paragraph explaining why they’re different on the back.

For Struggling Students: -Some students will struggle with brainstorming an idea as to why they’re different. Guide those students and help them in coming up with a fun idea.

Summary (5 minutes)1. Have students share their work with their table upon completion. 2. Explain that diversity is necessary because we are all special in our own way, so we make our community a more interesting place.

MaterialsChart Paper/White board “It’s Okay to Be Different” by Todd Parr Plain paper (for drawing) CrayonsPencils

Assessment A:1. When students are participating in the discussion on diversity, listen to ensure they have grasped the concept that diversity is a positive, necessary thing!2. Collect student’s artwork and check over it for understanding.

Assessment B:Did all of the students meet the objectives?

Did the lesson help prepare the students for the remainder of the unit?

Were all of the students engaged?

Did the students enjoy the lesson?

What were the strengths of the lessons?

What were the weaknesses of the lesson?

How would I change the lesson in the future?

Were enough accommodations made for the struggling students?

Were enough accommodations made for the advanced students?

Day 5Title: Citizenship wrap-up

Purpose: This lesson is the last of a five-day unit on citizenship. This lesson is meant to review and tie together all of the information we’ve learned about citizenship.

SOLsCivics2.12 The student will understand that the people of Virginiaa) have state and local government officials who are elected by voters;b) have diverse ethnic origins, customs, and traditions, make contributions to theircommunities, and are united as Americans by common principles.

Civics2.10 The student will explain the responsibilities of a good citizen, with emphasis on:a) respecting and protecting the rights and property of others;b) taking part in the voting process when making classroom decisions;c) describing actions that can improve the school and community;d) demonstrating self-discipline and self-reliance;e) practicing honesty and trustworthiness.

ObjectiveThe students will be able to discuss what it means to be a good citizen and use key vocabulary, as well as ideas, while doing so.

DevelopmentIntroduction: (2 minutes)1. Have students come and sit on front carpet and explain to students that today we will wrap up our unit on citizenship. Explain that today we will be tying all of the information we’ve learned together.

Discussion and Bubble Chart (15 minutes)2. On chart paper, write the words ‘good citizen’ in the middle of the page with a bubble around it. 3. Ask students:

-“What does it mean to be a good citizen?”-“What are the characteristics of a good citizen?”-Encourage students to use vocabulary from this week.

4. Draw arrows from ‘good citizen’ and write down the responses of students in appropriate areas. Keep ideas that are similar together!5. Ask students:

-“What was your favorite activity from this week? What did you learn from it?”-“How will you be a better citizen?”-“Do you know anyone who is a good citizen?”

6. Wrap up discussion by explaining that we all can be better citizens by putting into practice the different things we’ve learned this week!

-Give an example as to what it’s helped you, as the teacher, to remember to do!

Activity (15 minutes)1. Have students return to seats and explain that we are now going to do an activity to wrap up our unit on citizenship.2. Pass out an “I can be a good citizen” sheet to everyone and have students write their names on the front.3. Instruct students that they will draw a picture in each corresponding box of how they can act like a good citizen (at school, at home, and in their community). Students will also caption their pictures.

For Advanced Students:-Have advanced students write a paragraph explaining the pictures they’ve drawn.

For Struggling Students: -Some students will struggle with brainstorming an idea about how they can be a ‘good citizen’. Guide those students and help them in coming up with a good idea!

Summary (5 minutes)1. Have students share their work with their table upon completion. 2. Explain that we will be using what we’ve learned about being a good citizen throughout the year. 3. Ask if there are any questions about anything related to this unit.

MaterialsChart Paper/White board “I can be a good citizen” sheet CrayonsPencils

Assessment A:1. Check for understanding and use of key vocabulary while listening to student discussion.

Assessment B:Did all of the students meet the objectives?

Did the lesson help prepare the students for the remainder of the unit?

Were all of the students engaged?

Did the students enjoy the lesson?

What were the strengths of the lessons?

What were the weaknesses of the lesson?

How would I change the lesson in the future?

Were enough accommodations made for the struggling students?

Were enough accommodations made for the advanced students?

Resources Needed for Unit

“Being a Good Citizen” by Adrian Vigliano

“If Everybody Did” by Jo Ann Stover

“It’s Okay to Be Different” by Todd Parr

Vocabulary matching sheets

“I can be a good citizen” sheet

Toothpaste

Paper plates

Chart Paper

White Board

Plain paper (three sheets per each student)

Crayons

Scissors

Pencils

Glue

EvaluationStudents will be evaluated by observation and work samples. Each work sample will be checked for understanding with objectives in mind.