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Good Citizens In Action ­ Grade Kindergarten

Ohio Standards Connection: Citizenship Rights and Responsibilities Benchmark B Demonstrate personal accountability, including making choices and taking responsibility for personal actions. Indicator 4 Discuss the attributes and actions of a good citizen with emphasis on: a. Trust; b. Respect; c. Honesty; d. Responsibility; e. Fairness; f. Compassion; g. Self-control.

Lesson Summary: Students will learn about seven attributes of a good citizen (trust, respect, honesty, responsibility, fairness, compassion and self-control). One of the attributes will be the focus for a month and reinforced throughout the year. Each day the students will learn about the month's attribute using a variety of instructional/learning strategies. The students will make connections between what they learn about the attribute and their own behaviors and observations in their daily lives. These attributes will be reinforced through the use of a variety of instructional materials such as children's literature. This lesson can be taught all at once or divided into segments throughout the day, week or month. Estimated Duration: One hour

Commentary: Kindergarten students will focus on one good citizen attribute a month and relate class activities, stories and events to that trait throughout the month. Furthermore, studying the attributes of a good citizen is an ongoing process and integrated into everything the class does throughout the year. For instance, the attributes can be integrated into classroom rules for behavior by having students respond to such questions as, "Why do we take turns speaking?" (Respect for others). By reinforcing the attributes and actions throughout the year, students gain a better understanding of good citizenship and how these qualities become life-long behaviors. Students are able to apply these characteristics to real-world situations at home, school and other arenas in society. Using quality children's literature can also be a good way to illustrate, review and reinforce the attributes of a good citizen in the classroom and at home. Field-test feedback about this lesson commented that the format of the lesson works well in a classroom with a wide range of ability levels. One comment about the impact of the lesson stated, "The lesson provided us with a common vocabulary. When situations arose within the class, we could go back to the stories and discussions and resolve difficulties based on the common experience of having

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Good Citizens In Action ­ Grade Kindergarten

talked about being respectful, or honest, or responsible, etc...The discussions were enlightening and sometimes entertaining." Pre-Assessment: · Have the students tell what they think the attribute of the month means. · Record student comments on a piece of chart paper that can look like the example below.

Attribute What does it mean? What might it look like? (Behavior)

Instructional Tip: A new chart should be made each month for the attribute that is being studied for that month. Keep the chart displayed in the classroom for the duration of the lessons, and perhaps throughout the year. Scoring Guidelines: The pre-assessment is meant to help the teacher identify what pre-existing knowledge the students have and to guide instruction. There is no scoring involved. Post- Assessment: · Reread the story again for that day dealing with that month's attribute. · Have the students draw a picture showing the attribute from the story with a description about the illustration. · The information (a sentence or two) can be dictated to the teacher if need be. Scoring Guidelines: Use the following checklist, or something similar, to determine each child's progress on the designated attributes. This checklist can be used throughout the year.

Child's name/date Trust Yes No Comments

Instructional Procedures: 1. Read a children's story that deals with trust to the students as a group. Instructional Tip: You can find quality children's literature about each of the attributes of a good citizen that are listed in the indicator at the library. There are also videos available depicting these attributes that you may be able to find at the library. You may choose to use a video in place of the story in the lesson.

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Good Citizens In Action ­ Grade Kindergarten

2. Students will discuss how trust was shown to others throughout the story. Record responses on chart paper so students will have a visual reminder. The chart will also give students ideas for a story they'll do next. 3. Students will be divided into heterogeneous small groups (four students maximum) to role play a scene from the story to the class. Students can be paired if a small group is too large. After each scene, ask the class, "What did this group/pair do that showed _____?" (Fill in the blank with the attribute being studied). Be sure to have students focus on the behavior and describe it. 4. Throughout the school days of the month, students will notice others showing the various attributes in the school and on the school grounds and share their observations with the class (e.g., hallways, classroom, playground, cafeteria, library, bus, office) The class will keep a running record of observations focusing on the attribute of the month. This can be kept on chart paper or students can write, illustrate or dictate their observations on individual pieces of paper. The running record of observations can be displayed on a class bulletin board or "Good Citizen Wall." The manner and place of the running record will vary, depending on the teacher's preference, resources and space. 5. Reread the story to the students again during the day. As the story is read; have the students point out when the attribute is being portrayed (including illustrations). Double check the chart that was created earlier and add any instances to the chart that the students may not have found the first time the story was read. If students should point out pictures in the book that they think illustrate the attribute, have them explain, "What do you see in this picture that makes you say _____ is being shown here?" (Get students to elaborate about what they're seeing and how that is showing the attribute). 6. To close the lesson, tell students to pick a part of the story to illustrate how _____ (attribute) was shown in the story. You can decide if you want the students to pick a different scene than the one they role played previously. You can also decide the art medium for the students to use for their illustrations (i.e., crayons, markers, paint). 7. Have students write or dictate a sentence to explain what is in their picture and how it shows ______ (attribute). Differentiated Instructional Support: Instruction is differentiated according to learner needs, to help all learners meet the intent of the specified indicator(s) or, if the indicator is already met to advance beyond the specified indicator(s). · Have students who feel intimidated to act out attributes use puppets. · Have peer helpers assigned to students who may need assistance to be successful in role playing the attributes. · Have students use picture symbols (pictures or drawings of related actions or activities) to communicate with others about attributes. · Have students use visuals such as flipcharts and overheads to reinforce instruction. · Have students sing songs that relate to each indicator.

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Good Citizens In Action ­ Grade Kindergarten

Extensions: · Have students draw a picture showing the attribute that is being discussed for the month. For example, "You can trust me to .........." · Have students use puppets placed in centers to be used for real-world connections. · Have students write and perform a play showing the attributes for real-world connections. · Have students make a class attribute book. · Have a classroom jar that is labeled the "Good Citizen Jar" and used as a reward system. · Have the library media specialist use the attributes to teach the students library skills for real world connections. Homework Options and Home Connections: · Have the students look for acts of good citizenship in their family members and friends using these attributes at home. · Have students make take-home books about the attributes. · Have students take a letter home to the parents explaining that trust, respect, honesty, responsibility, fairness, compassion and self-control will be the focus for the next several days in the classroom. Also, explain in the letter that these good citizen attributes will be reviewed and reinforced throughout the year. · Have students go to the public library with their families to find books about the attributes or send home books with the students for family members to read aloud to them. · Have students keep a running record or journal at home to record the attributes (behaviors) they exhibit outside the classroom (e.g., taking turns while playing games to show fairness; walking away from a fight to show self-control). Interdisciplinary Connections: English Language Arts · Acquisition of Vocabulary Benchmark A: Use context clues to determine the meaning of new vocabulary. Indicator 1: Understand new words from the context of conversations or from the use of pictures within a text. · Reading Process Benchmark A: Establish a purpose for reading and use a range of reading comprehension strategies to understand literary passages and text. Indicator 4: Visualize the information in texts, and demonstrate this by drawing pictures, discussing images in texts or dictating simple descriptions. Benchmark C: Draw conclusions from information in the text. Indicator 7: Recall information from a story by sequencing pictures and events. · Reading Applications Benchmark A: Use text features and structures to organize content, draw conclusions and build text knowledge. Indicator 1: Use pictures and illustrations to aid comprehension.

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Good Citizens In Action ­ Grade Kindergarten

· · Literary Text Benchmark A: Compare and contrast plot across literary works. Indicator 3: Retell or re-enact a story that has been heard. Writing Applications Benchmark A: Compose writings that convey a clear message and include well-chosen details. Indicator 1: Dictate or write simple stories, using letters, words or pictures. Communication Benchmark A: Use active listening strategies to identify the main idea and to gain information from oral presentation. Indicator 1: Listen attentively to speakers, stories, poems and songs. Benchmark B: Connect prior experiences, insights and ideas to those of a speaker. Indicator 2: Connect what is heard with prior knowledge and experience. Benchmark E: Deliver a variety of presentations that include relevant information and a clear sense of purpose. Indicator 5: Deliver informal descriptive or informational presentations about ideas or experiences in logical order with a beginning, middle and end.

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The Arts: Drama/Theatre · Creative Expression and Communication Benchmark D: Communicate a story through storytelling or scripted screen work. Indicator 6: Retell or summarize a story after listening to it. · Connections, Relationships and Applications Benchmark A: Demonstrate ways that the principles and content of other school curricular disciplines including the arts are interrelated with those of theatre. Indicator 2: Use drama/theatre to communicate information from other academic content areas. The Arts: Visual Art · Connections, Relationships and Applications Benchmark B: Use the visual arts as a means to understand concepts and topics studied in disciplines outside the arts. Indicator 2: Connect words and images by sketching or illustrating a favorite part of a story. Materials and Resources: The inclusion of a specific resource in any lesson formulated by the Ohio Department of Education should not be interpreted as an endorsement of that particular resource, or any of its contents, by the Ohio Department of Education. The Ohio Department of Education does not endorse any particular resource. The Web addresses listed are for a given site's main page, therefore, it may be necessary to search within that site to find the specific information required for a given lesson. Please note that information published on the Internet changes over time, therefore the links provided may no longer contain the specific information related to a given lesson. Teachers are advised to preview all sites before using them with students.

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Good Citizens In Action ­ Grade Kindergarten

For the teacher: Overhead projector and transparencies, children's literature and/or videos, chart paper and markers, jar and pompoms for "Good Citizen Jar." For the student: Paper, crayons/markers/paint, puppets. Vocabulary: · trust · respect · honesty · responsibility · fairness · compassion · self-control Technology Connections: · Utilize a VCR and videos portraying the attributes. · Have students use a paint and draw software program to make their illustrations. Research Connections: Marzano, R. et al. Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. Alexandria,VA: Association for Supervision and Curriculum Development, 2001. Nonlinguistic representations help students think about and recall knowledge. In this lesson, students are using nonlinguistic representations that include: · Generating mental pictures; · Drawing pictures and pictographs; and · Engaging in kinesthetic activity. Daniels, H. and M. Bizar. Methods that Matter: Six Structures for Best Practice Classrooms, ME: Stenhouse Publishers, 1998. Having students make connections between what is being studied and their own behavior provides relevance and authenticity to their experiences. Authentic experiences help students develop real-world knowledge and skills and apply their learning in ways that prepare them for their careers and lives beyond school. General Tips: · Work with the library media specialist or public library for each month's attribute with stories that are fiction and nonfiction. · Work with the library media specialist or public library to provide materials in a print format for classroom display.

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