Phil+Dallmayr+Being+a+good+citizen

Philip Dallmayr Project 2 Connected Lesson Plans

__Becoming a Good Citizen

Lesson Overview In these connected lessons, students will be making an information inquiry into what makes a good citizen. This is a controlled/guided inquiry, with the media specialist providing scaffolding and support for the students. The lesson for the 3rd grade is very controlled, with the media specialist (m.s.) providing a strong framework for students to follow. Yet, within this framework, there is room for students to ask their own questions, seek deeper meaning and connect learning to their lives. The lesson for the 5th grade is guided, with the m.s. selecting the topic and the students having more controll over the assignment. These "signs of maturing in application of inquiry", (Callison 99) will be evident in the student created work for the lesson. Students will focus on questioning skills as they do the lessons. As they question, they will also explore, assimilate and make inferences as well. Students will build upon their existing knowledge as they determine for themselves what makes a good citizen. The goal of both lessons is for students to be able to demonstrate what they have learned, and share their information with classmates.

Indiana Standards for the lessons: 3rd grade Social Studies 3.2.5 Explain the importance of being a good citizen of the state and the nation. Identify people in the state who exhibit the characteristics of good citizenship. Social Studies 3.2.7 Use a variety of resources to gather information about local, state and regional leaders and civic issues. 5th grade Social Studies 5.2.8 Describe group and individual actions that illustrate civic virtues, such as civility, cooperation, respect and responsibile participation. Social Studies 5.2.10 Use a variety of resources to identify and evaluate issues that involve civic responsibility, individual rights and the common good.

Lesson Plan for the 3rd grade Students will learn what makes a good citizen. Students will be able to relate what a good citizen is, write about citizenship, and share what they have learned with the class.

Day One Students have been discussing ciizenship in class. As a group, in the library, the class will begin a K-W-L on citizenship. The m.s. will continue the lesson by showing a Powerpoint slide show. The m.s. will discuss the questions raised in the powerpoint after each slide.

Next, pass out the pre-copied handouts from the 11 coloring and discussing activities at the end of each chapter of "Getting Along with Others" by Ron Herron. Each student recieves one handout. Each handout shows a child showing a good citizen behavior. Each student will color the handout and will write a three to five sentence paragraph on the back of the handout on what the behavior is, why it is important for being a good citizen and when they have seen this behavior in real life. The students will share their work and will tape the product onto a "Good Citizen" wall in the library, hallway, or classroom.

Day Two The students will then go to the computer lab and visit the Good Citizen website at [|http://goodcitizen.org] There students will click on the "Top 10 Most Important Citizen Actions" section and read the list. In groups of three, four, or five, or alone, as they prefer, students will discuss the list and choose the action that they feel is most important. They will write a paragraph stating why they feel the action is most important and share this with the class and will then discuss their choices. The m.s. will ask them if they would add or delete any of the actions on the list and why they would do so. Then in their groups, students will come up with their own Top 5 Most Important Citizen Actions list for young people and will make a poster on large paper listing their ideas. The papers will also be displayed on the "Good Citizen" wall.

After this, students will visit the Good Citizen website at http://parenting.org/archive/discovery/life_lessons/2001-02/Nov02_good_citizen.asp Students will click on the "Discovery Years" portion and read the page. Next, they will do one of the following: 1) choose one of the traits of being a good citizen and write a paragraph, comic strip or poster on how the trait is important to their life 2) write a paragraph, comic strip or poster on one person who they know that exhibits one of the traits 3) choose one of the traits of being a bad citizen and write a paragraph, comic strip or poster on why the trait is bad

Students will return to the library where they will complete the K-W-L and create an "I am a good citizen" poster with lists, artwork or any visual representation of what they have learned a good citizen is and the ways that they are good citizens. These posters will be assessed for content and creativity. On a scale of 1-10 with 10 being the best, students will grade their own posters, grade one other student's poster, the classroom teacher and the m.s. will grade all posters and average the score to determine the grade. Classroom teacher and m.s. will discuss grades and determine how much of the social studies grade the project is worth.

Lesson Plan for the 5th grade Students will learn about civic virtues and individual responsibities. Students will be able to discuss and write about civic virtues and individual responsibilities and create a powerpoint slide show that demonstrates their learning when shown to the class.

Day One Students have been discussing the concepts in class. The following activities are designed to reinforce what they are learning in class. In the library, students will begin a K-W-L. The m.s. will continue the lesson by showing a Powerpoint slide show. The m.s. will discuss the questions raised in the slide show as indicated by the individual slides.

The students will break into groups of four. From the text, "Getting Along with Others" by Ron Herron, each person in the group will read one of the four following chapters: Listening to Others, Following Instructions, Telling the Truth, Offering to Help Someone. Each student will write 1-2 summary paragraphs describing the content of the chatper and listing 3 ways civic virtues are demonstrated in the chapter. Students will then present their findings to their group and will ask each other if they think the findings are clear and understandable. The m.s. will label four large sheets of paper with each chapter title on one sheet. Then the m.s. will have each group report their findings and write students ideas on the sheets and discuss the results. Students can add their own ideas as they are discussed. The class will then talk about how the ideas in each chapter are similar and different and how each applies to real life. Optional--after this activity the m.s. can have the students fill in the certificate of understanding found at the end of the text.

Day Two In the computer lab, students will visit the Good Citizen website at [|http://goodcitizen.org] Students will then view the video "John F. Kennedy's Innaugural Address" Discuss the idea about giving to rather than taking from your society. The m.s. will record students ideas on an overhead transparency. Have the students use their ideas to write what they think Kennedy was referring to when he talked about "Ask not what your country can do for you--ask what you can do for your country." Share with them the following questions to think about as they write. Is this a civic virtue or an individual responsibility? How does this relate to personal freedom? Is the message still important today? What would you be willing to sacrifice for you country? Who do you know that has sacrificed from the country? How does sacrifice benefit others? Encouage them to include their own questions in their writing. 2-3 paragraphs in Microsoft word. Assesment:self grade 1-10, peer grade by one student, m.s. grade average score. On the same site have students visit the blog space. Students should find a blog title that interests them. Have them read the blog, then comment on the blog stating why they agree/disagree with the blog or how it personally effects their life. Length will vary, at least 5 sentences.

Day Three In computer lab, students will do a WebQuest and look at the following websites. They will choose a site that they feel is interesting and relevant to their life. They will then partner up and describe the site, their favorite part of the site, how it relates to their life/why they chose the site. Students will write down the URL address for 5 sites they like. http://listphile.com/A_good_citizen_is.html http://www.yorkville.k12.il.us/webquests/webfreymeier/webqsfreymeier.html http://edhelper.com/ReadingComprehension_34_31.html requires cite liscense http://americanprofile.com/article/4307.html http://goodcharacter.com/ISOC/Citizenship.html http://goodcharacter.com/opportunities.html http://idealist.org/kt [|http://dosomething.org] [|http://kidscare.org] http://secondharvest.org/index.html http://habitat.org/ http://servenet.org/ [|http://cisv.org] [|http://volunteermatch.org] [|www.actsofkindness.org] [|http://www.lawsoflife.org] http://www.giraffe.org/k12_3.html http://www.wireskills.com/samples.html http://www.teachervision.com/lesson-plans/lesson-3038.html http://www.learningtogive.org/

Students should complete the K-W-L

Students will use their knowledge to create a 10 slide Powerpoint presentation to share with the class. Allow student creativity in the project. Students should aim for the following: 1-2 slides on what civic virtues and individual responsibility are 1-2 slides on why they are important to American society and to the students life 1-2 slides on historical figures, professions and people they know who exhibit civic virtues and / or have made sacrifices for the good of the country 1-2 slides on their top 5-10 ways for young people to show civic virtues or personal responsibility 1-2 slides on favorite websites Students then present their show and be prepared to answer questions from the class or the m.s. Assessment on the presentation: self grade 1-10, peer grade by two students, m.s. grade, classroom teacher grade, average the scores. Classroom teacher and m.s. should discuss how much this project will be worth to the social studies enrichment grade.

Sources Cited: "The Blue Book on Information Age Inquiry, Instruction and Literacy". Callison, Daniel and Preddy, Leslie. Libraries Unlimited. 2006. "Getting Along With Others". Herron, Ron. Boys Town Press. 1996.

=Lesson Plan for Grade 7= [By Meaghan Bowman]

I loved Phil's lesson on this topic and thought of what a good topic it would be to use for a middle school class. However, there were no Social Studies standards that mentioned this topic. Even though the topic seems very Social Studies centered, I have created a Language Arts lesson that will go along with it. It is a four day plan, but since 5 academic standards are addressed, I do not feel that it is lost time. In fact, the students will be doing research, asking questions, making decisions about the product of their labors - all wonderful parts of delving deeper into the inquiry process! Although students have not yet reached the "free inquiry" level, this "modeled inquiry" lesson is coming nearer to it.
 * Introduction:**

7.3.4 Identify and analyze themes, such as bravery, loyalty, friendship, and loneliness, which appear in many different works. 7.4.7 Use a computer to create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports. 7.4.8 Review, evaluate, and revise writing for meaning and clarity. 7.4.9 Edit and proofread one's own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of frequent errors. 7.7.11 Deliver persuasive presentations that:
 * Indiana Academic Standards for 7th Grade Language Arts:**
 * state a clear position in support of an argument or proposal.
 * describe the points in support of the proposal and include supporting evidence.

Students will be asked what it means to be a good citizen. They should write down some initial qualities that they think of. They will be able to choose three websites to examine from Phil's list above. This will give them a brief introduction to the topic of good citizenship. Students will then be asked to choose someone who they think is a good citizen, perhaps one of the best citizens. They may be a historical figure or someone currently in the news. Students will then develop questions about their person that correspond to the characteristics of good citizenship and civic responsibility. For instance, they may ask "How did Franklin Roosevelt practice patriotism? "Bravery?" Students will then conduct research to find the answers to the questions that they have posed. They may want to use books, newspapers, online sources, photographs, political cartoons, or even fictional works to examine their person and the attitudes associated with them.
 * Day 1**

Students will use their research to try to convince their peers that their chosen figure is/was a good citizen. They will write a persuasive presentation or speech. They will proofread their speech using the Editor's Checklist and make modifications accordingly. Then they will trade speeches with someone in the room and have them proofread it using another copy of this checklist and make any more changes as needed. Students will need to take their speeches home to practice them, being sure that they do not exceed 3 minutes.
 * Day 2**

Students will make handouts or visuals that will enhance and/or supplement their speeches. Programs such as Publisher, Comic Life, PowerPoint, or even charts created through Excel are acceptable, as well as other mediums students may come up with. These ideas will need to be cleared with the teacher ahead of time, so that proper technology can be secured and paper copies can be made.
 * Day 3**

Students will present their findings to the class. Students will then vote on who is the best citizen, using this Good Citizen Ballot.
 * Day 4**