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Big Unit Lesson Plan Donna Havron ElEd 4366 10/27/05

"What Makes a Good Citizen?"

1. Descriptive Characteristics Title: "What Makes a Good Citizen?" Grade Level: Fourth Grade Estimated Time Required: Ten 45-minute lessons Rationale and Overview: It is important for students to gain an understanding of citizenship, and how they fit into their classroom, community, and world. This unit will focus on citizenship, and how it varies throughout communities, cultures, and time periods, and will encourage the students to identify what makes them a good citizen in their classrooms and communities. This unit will also encourage students to be critical of certain situations in which "good citizenship" threatens social justice issues, and why that may occur. Standards Addressed: National (Citizenship) The student will identify the importance of good citizenship (Geography) The student will identify how people are different in different U.S. regions Minnesota (Historical Skills) The student will begin to use historical resources (Historical Skills) The student will present and explain the findings of a research project (Geography) The student will give examples that demonstrate how people are connected

to each other and the environment (Government and Citizenship) The student will recognize the importance of individual action and character in shaping civic life (Government and Citizenship) The student will explain the importance of law in the American constitutional system Duluth (Citizenship/Government) Understand the characteristics of the local community and participate in an activity which contributes to the improvement of his/her local community (Citizenship/Government) Recognize and define the rationale for the existence of governments by examining the following: Why societies need laws Overall Goals: 2. Specific Objectives Students will identify the term "citizen" by using a variety of resources and creating a KWL Students will identify what makes a good citizen in their classroom by creating individual and class lists of: what characteristics make a good citizen in their classroom, why it is necessary to be a good citizen in their classroom, and what they do as individuals to be good citizens in their classroom Students will identify what makes good citizens in their community by breaking up into research teams to identify and then teach their fellow students about how different laws, jobs, and acts of community service affect the community and citizenship Students will compare and contrast what makes a good citizen in communities, cultures,

and time periods different from their own, by breaking up into partners to research and present to the rest of the class the varied information they find Students will identify a variety of situations in which "good citizenship" threatens social justice issues, by breaking up into partners to research and present to the class the information they find 3. Inquiry Questions What does the word "Citizen" mean? What makes a good citizen in my classroom? What makes a good citizen in my community? What makes a good citizen in communities, cultures, and time periods different from my own? Are there any situations you can think of in which "good citizenship" may have oppressed some groups of peoples? 4. Resources/ Materials Classroom Textbook Webster's Dictionary Thesaurus Internet Additional Books (See attached list) Journal for each student Paper Encyclopedias

5. Student Assessment Plan The students will assessed for learning throughout the entire unit to determine if adaptations need to be made for individual students or for the entire class. The students

will be assessed for their learning, and will receive a grade for their two presentations and one culminating conference interview. The rubrics are outlined as follows:

Rubric for Presentations

CBAContentThe student provided information on the topic assigned, which included information from one of the three required factorsThe student provided information on the topic assigned, which included information from two out of the three required factorsThe student provided information on the topic assigned, which included information from three out of the three required factorsClarityThe student provided information on the topic which was clear, informative and factual in one out of the three required factorsThe student provided information on the topic which was clear, informative and factual in two out of the three required factorsThe student provided information on the topic which was clear, informative and factual in three out of the three required factorsRepresentative of UnderstandingThe student provided information on the topic which demonstrated his/her understanding and personal opinion in one out of the three required factorsThe student provided information on the topic which demonstrated his/her understanding and personal opinion in two out of the three required factorsThe student provided information on the topic which demonstrated his/her understanding and personal opinion in three out of the three required factors

Rubric for Cumulative Interview

CBAWhat is a Citizen?Student provides either a correct definition or example with little guidanceStudent provides a correct definition or correct example with no

guidanceStudent provides a correct definition and a correct example with no guidance What makes a good citizen in our classroom?Student provides a correct explanation or a correct example with little guidance Student provides a correct explanation or a correct example with no guidanceStudent provides a correct explanation and a correct example with no guidanceWhat makes a good citizen in our community?Student provides a correct explanation or a correct example with little guidance Student provides a correct explanation or a correct example with no guidanceStudent provides a correct explanation and a correct example with no guidanceWhat makes a good citizen in communities, cultures, and time periods different from our own?Student provides a correct explanation or a correct example with little guidance Student provides a correct explanation or a correct example with no guidanceStudent provides a correct explanation and a correct example with no guidanceAre there any situations that you know of in which "good citizenship" may have oppressed a group of people and how does that make you feel?Student provides a correct example or personal opinion with little guidanceStudent provides a correct example or personal opinion with no guidanceStudent provides a correct example and a personal opinion with no guidanceWhat makes me a good citizen?Student provides a correct explanation or a correct example with little guidance Student provides a correct explanation or a correct example with no guidanceStudent provides a correct explanation and a correct example with no guidanceWhat makes a good citizenStudent provides a correct explanation or a correct example with little guidance Student provides a correct explanation or a correct example with no guidanceStudent provides a correct explanation and a correct example with no guidance

These rubrics are designed to assess whether the students grasp the concept or not, they are not designed to identify the varying levels of understanding throughout the class. If a student does not meet the minimum requirements of the unit, I will make some adaptations to help them learn the material and present their understanding to me in a different way. Each student will leave this unit with an understanding and personal opinion regarding the material. 6. Lesson Plans Day One Lesson Plan Big Question: "What Makes a Good Citizen?" Lesson Question: "What Does the Word `Citizen' Mean?" Grade Level: Fourth Grade Lesson Goal: The students will define the term "citizen" using a variety of resources. Resources: classroom textbook, Webster's Dictionary, Internet, thesaurus, additional books Introduction: Present the students with the big question, and ask them to consider the term "citizen." Encourage the students to engage in Think, Pair, Share, and then begin a KWL chart as a class. The initial focus of the KWL chart should be on the definition of "citizen." (15 Minutes) Procedures: Engage the students in a class discussion about resources they could use to find out the definition of "citizen." Make a class list of at least 5 resources such as: the classroom textbook, Webster's Dictionary, a thesaurus, the Internet, and

additional books. (5 Minutes) Put the students into groups, and assign each group a resource for them to use to find the term "citizen." Give the groups time to utilize their resources and collect information. (15 Minutes) Come back together as a class and discuss results. Create a list of "citizen" characteristics that the students identify. Have the students write in their journal about the term "Citizen," including the following information: what they learned, Minutes) Additional Information: All of the resources should be readily available in the classroom. Day Two Lesson Plan Big Question: "What Makes a Good Citizen?" Lesson Question: "What Makes a Good Citizen in the Classroom?" Grade Level: Fourth Grade Lesson Goal: The students will identify a list of characteristics which makes a good citizen in their classroom, why it is important to engage in good citizenship in the classroom, and what each student does to be a good citizen in the classroom Resources: students' minds Introduction: Remind the students of the Big Question, and review the KWL chart created the day before. Provide the students with an opportunity to share any questions, comments, or concerns they may have. (5 Minutes) what they want to learn, and how this information makes them feel. (10

Procedures: Introduce the question "What Makes a Good Citizen in the Classroom," and explain that they will be adding this information to the KWL. Have the students engage in Think, Pair, Share with a different partner than the day before. ( 10 Minutes) Come together as a class and exchange information by adding to the KWL. (5 Minutes) Have each student fold a piece of paper into three sections, and label them "Characteristics of a Good Citizen in our Classroom," "Reasons Good Citizenship is Necessary in our Classroom," and "Things I do to be a Good Citizen in the Classroom." Direct the students to fill out each section using either words or pictures, but to provide as much information as possible. Allow the students time to work on this in class. (15 Minutes) Create a list of the information for each section on the board together as a class. (5 Minutes) Allow the students time to reflect upon this in their journal, including the following information: what they learned, what they want to learn, and how this information makes them feel. (5 Minutes) Day Three Lesson Plan Big Question: "What Makes a Good Citizen?" Lesson Question: "What Makes a Good Citizen in My Community?" Grade Level: Fourth Grade Lesson Goal: The students will demonstrate an understanding of what makes a good

citizen in their community by breaking up into partnerships to research and present information to their classmates about either a law, a job, or community service which affects the community and citizenship Resources: classroom textbook, Webster's Dictionary, Internet, thesaurus, additional books Introduction: Review the KWL chart with the students and provide them with the opportunity to share questions, comments, or concerns. (5 Minutes) Introduce the question "What Makes a Good Citizen in My Community?" Direct the students to participate in Think, Pair, Share with a different partner. (5 Minutes) Come back together as a class to discuss and add to the KWL. Create a list of characteristics of a good community citizen, such as: follows the laws, holds a job, and is active in the community. (5 Minutes) Procedures: Break the students up into three groups, and give each group the responsibility of researching either community laws, jobs, or service. Have the students break up into partners within their groups, and direct each partnership to research a different topic so that they will be able to present to the class how each of these things is necessary to and benefits society. Allow the students to use the resources the in the classroom and school library, and to contact outside resources using

telephone or internet. Use the rest of the class period for research. (30 Minutes) Day Four Lesson Plan

Big Question: "What Makes a Good Citizen?" Lesson Question: "What Makes a Good Citizen in My Community?" Continued Grade Level: Fourth Grade Lesson Goal: The students will continue to research their designate topics Resources: classroom textbook, Webster's Dictionary, Internet, thesaurus, additional books Introduction: The students will be allowed the entire class period to research their topic. Procedures: Described in the introduction. (45 Minutes) Day Five Lesson Plan Big Question: "What Makes a Good Citizen?" Lesson Plan Question: "What Makes a Good Citizen in My Community?" Continued Grade Level: Fourth Grade Lesson Goal: The students will demonstrate an understanding of what makes a good citizen in their community by presenting the information to their classmates about either a law, a job, or community service which affects the community and citizenship Resources: the students' research Introduction: The students will present their information to the rest of the class. (40 Minutes) Procedures: The students will write in the journal at the end of the class period, including information about what they learned, what they found most interesting, and how this information made them feel. (5 Minutes) Day Six Lesson Plan

Big Question: "What Makes a Good Citizen?" Lesson Question: "What Makes a Good Citizen in Communities, Cultures, or Time Periods different from my own?" Grade Level: Fourth Grade Lesson Goal: The students will demonstrate an understanding of how the idea of "good citizenship" varies across different communities, cultures, and time periods Resources: classroom textbook, Webster's Dictionary, Internet, thesaurus, additional books Introduction: Review the KWL chart and the information covered in the previous 5 lessons. Ask the students to share some of their thoughts, opinions, and questions concerning the material covered. (5 Minutes) Present the question "What makes a good citizen in communities, cultures, or time periods different from my own?" Explain to the class that the idea of good citizenship may vary throughout different communities, cultures, or time periods. Have the students engage in Think, Pair, Share, and brainstorm some of these differences. (10 Minutes) Come back together as a class and create three separate lists of the topics provided above. (Some examples may include: A community of senior citizens may value quietness as a characteristic of good citizenship. Some Native Americans may view smoking tobacco as good citizenship. In the early 1800's owning a slave was considered good citizenship). Encourage the students to focus on social justice issues, and identify how "good citizenship" may positively or

negatively affect some groups of peoples. (10 Minutes) Procedures: Divide the class into three groups, and direct each group to focus on either communities, cultures, or time periods. Within the groups, create partnerships, and direct those partnerships to select a more specific topic. Each partnership will research their topic and present their information to the class. Encourage the students to get information on the good citizenship characteristics, why these are characteristics of good citizenship, and how they differ from those that we may be most comfortable with. Provide the students with the remaining class period to research their topics. (25 Minutes) Day Seven Lesson Plan Big Question: "What Makes a Good Citizen?" Lesson Question: "What Makes a Good Citizen in Communities, Cultures, and Time Periods Different From My Own?" Continued Grade Level: Fourth Grade Lesson Goal: The students will continue to research their designated topics Resources: classroom textbook, Webster's Dictionary, Internet, thesaurus, additional books Introduction: The students will be allowed the entire class period to research their topic Procedures: Procedure given above. (45 Minutes)

Day Eight Lesson Plan Big Question: "What Makes a Good Citizen?" Lesson Plan Question: "What Makes a Good Citizen in Communities, Cultures, and

Time Periods Different From My Own?" Continued Grade Level: Fourth Grade Lesson Goal: The students will present the information they found Resources: The students' information Introduction: The students will present their information to the rest of the class. (35 Minutes) Procedures: The students will write in the journal at the end of the class period, including information about what they learned, what they found most interesting, and how this information made them feel. (10 Minutes) Day Nine Lesson Plan Big Question: "What Makes a Good Citizen?" Lesson Question: "What Makes Me a Good Citizen?" Grade Level: Fourth Grade Lesson Goal: The students will demonstrate an understanding of what their classroom and communities value as a good citizen, and the things that they do as individuals to be good citizens Resources: previous knowledge gained, journal reflections Introduction: Review the KWL and additional information from the previous lessons. Allow the students time to share thoughts, opinions, questions, or comments. Provide the students with the question "What Makes Me a Good Citizen." (5 Minutes)

Allow the students to Think, Pair, and Share. (15 Minutes) Procedure: Explain to the students that they will be creating a project which will demonstrate their understanding of what makes them a good citizen. The students can do this in the form of a letter, a written story, or a picture story. However they chose to present the information is fine, as long as the address the following questions: What does the word "citizen" means, what makes a good citizen in our classroom, what makes a good citizen in our community, and how does good citizenship vary across different communities, cultures, and time periods. Allow the students the remainder of the class period to work on this assignment. (25 Minutes) Day Ten Lesson Plan Big Question: "What Makes a Good Citizen?" Lesson Plan Question: "What Makes a Good Citizen?" Grade Level: Fourth Grade Lesson Goal: The students will demonstrate an understanding of the big question unit through a variety of activities Resources: Journal, "What Makes Me a Good Citizen" Project Introduction: Explain to the students that they will be engaging in an end-of the unit celebration, and will be engaging in three different centers. The first center will be a conference with the teacher and a few other students in which each student describes their understanding project they made the day before. The second

station will be the citizenship puzzle station, in which each student will be given a piece of tag board that looks like a puzzle piece. This puzzle piece will connect to the puzzle pieces of the rest of the students in the classroom, to make a picture of world. On each students puzzle piece, they must write what they do that makes them a good citizen. When all of the students are finished with their puzzle piece, the puzzle will be glued together and hung up in the classroom to remind all of the students that each person is a unique citizen that helps the world go round. The third station will be a blanket-making station in which students will be active citizens and will make blankets which will be donated to a local shelter. These blankets will be made out of two pieces of fleece each, and will have pre-cut slits on all four sides. It will be the students responsibilities to tie the pieces of fleece together to create the blankets. (5 Minutes) Procedures: The students will circulate throughout these stations spending ten minutes 10 minutes at each station. (30 Minutes) The students will come back together as a class, in which they will complete t he KWL chart and share their final questions, comments, or concerns (10 Minutes)

What Makes a Good Citizen?

Donna Havron Big Question Unit ElEd4366 10/27/05

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