Good Citizenship - My Community Group

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1 Good Citizenship - My Community Group Grade 1 Unit: 03 Lesson: 02 Suggested Duration: 2 Days Lesson Synopsis: In this lesson, students learn that groups are made of members and people can belong to more than one group. People are important to the groups to which they belong. TEKS: 1.13 Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to: 1.13A Identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting. 1.13C Identify other individuals who exemplify good citizenship. Skills TEKS: 1.18 Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to: 1.18A Express ideas orally based on knowledge and experiences. 1.18B Create and interpret visual and written material. GETTING READY FOR INSTRUCTION Performance Indicator(s): Draw a portrait of yourself as part of a group, such as family or class, performing an act of good citizenship. Explain orally what makes a good citizen of the group and the decision you made to act as a good citizen. 1.13A; 1.13C; 1.18A, 1.18B 3B Key Understandings and Guiding Questions: Good citizens share common characteristics, such as the beliefs in justice, truthfulness, and equality. What groups do I belong to? How can I make a difference in my family, class and community? Do my choices have consequences on the group as a whole? Vocabulary of Instruction: group characteristics community citizen citizenship justice truth equality responsibility for the common good Refer to the section for materials. Attachments: None identified Resources and References: Advance Preparation: 1. Become familiar with content and procedures for the lesson. 2. Refer to the Instructional Focus Document for specific content to include in the lesson. 2012, TESCCC 04/22413 page 1 of 5

2 3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson. 4. Preview available resources and websites according to district guidelines. 5. Prepare materials and handouts as needed Locate math manipulatives or other objects to place into groups. Locate 4 or 5 pictures from magazines, online sources, clip art, or books that show children in groups. (For Day 2 Engage) Locate a book or folktale such as, The Boy Who Cried Wolf or The Mouse and the Lion. A spiral notebook (or other) is needed for each student to use throughout the year. The notebooks should be titled /Good Citizen and other appropriate information (i.e., name, class, year, etc.). This spiral will be used throughout the school year as students add pages about good citizens. Background Information: Citizenship To have citizenship is to be an official member of a politically defined region. A citizen owes allegiance to his or her country and expects to be protected by the government and from unfair use of governmental power. A good citizen supports his or her government, obeys the law, and functions in the interest of all the citizens. The term citizen can have broader meanings. Students can be citizens of their classroom entitled to protection by their student government. Citizens can be natural born or naturalized. In most cases, when naturalized, they vow their allegiance to their adopted country and cease being legal citizens of their homeland. Group A group has more than one person or thing in it, and those people or things have something in common. -Definitions courtesy of the Center [defunct]. (2000). Glossary. Austin: Texas Education Agency. GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the My CSCOPE Tab within the My Content area. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Define the word group 1. Without telling the reason, call students to the front by name, choosing students who meet some criteria (for example, students who are wearing the same color shirt). 2. Ask: What do these students have in common? 3. The students will guess the reason why those students were called to the front. (The students have the same color shirt.) 4. Introduce the word group. Model academic language by explaining that, because they are wearing the same color shirt, these students belong to a group. A group has more than one person in it, and the members share something in common (which means the same). NOTE: 1 Day = 30 minutes Suggested Day 1-10 minutes The purpose is to demonstrate the meaning of the word group. Instructional Note: This may be very similar to a math lesson used to teach sets. Use the vocabulary word group in this lesson instead of set used in math. Students may make the connection to prior learning. EXPLORE Objects can belong together in a group 1. Students sit in clusters of 3 or 4 students on the floor. 2. Introduce the day s activity using words such as Today you will have the opportunity to explore different ways these manipulatives can go together in a group. Suggested Day 1 (cont d) - 10 minutes Math manipulatives or other objects that can be sorted into groups (e.g., Unifix Cubes, attribute blocks, teddy bear counters, etc.). 2012, TESCCC 05/12/11 page 2 of 5

3 3. Distribute to each cluster of students two handfuls of manipulatives. 4. Students sort the manipulatives according to different attributes (color, shape, size, etc.). Students will sort objects into groups according to one or more attributes. 5. Students share with one another the ways in which they made the groups before moving on. (For example: These belong together in a group because they are all yellow. Other attributes might be same shape, have wheels, etc.) EXPLAIN People belong to groups 1. Continue student learning using words such as: Just like the manipulatives, you are a member of (you belong to) many groups. You belong to the group of students who attend Happy Valley Elementary School and You belong to the group of students in Mrs. Smith s first grade class. 2. Ask: What are other groups to which you belong? 3. Students, in pairs, turn and talk about groups to which they belong, groups they have something in common with, etc. (Groups might include family group; religious group, scout group, team groups, etc.) Suggested Day 1 (cont d) - 10 minutes chart paper The purpose is to show that people can belong to groups similar to the manipulatives. People can belong to more than one group. 4. Write the group names students have brainstormed in their pairs. ENGAGE Why does this group belong together? 1. As a review, call students to the floor by different attributes. (For example, the group with long hair, short hair, brown eyes, etc.). 2. Show students a picture of a group of people. Students will try to determine why the people belong together in the group. Repeat this with two or more pictures. Suggested Day 2-5 minutes pictures of a group of people The purpose is to focus on the attribute or common characteristic members of a group possess. Instructional Note: One or two of the pictures should be obvious as to the common characteristic such as a sports uniform. The last one presented to the students should be less obvious and require more thought and effort to determine the common attribute. EXPLORE/EXPLAIN Groups are made of members Suggested Day 2 (cont d) - 10 minutes 1. Hold up a picture or two of groups and explicitly instruct: When you belong to a group, you say you are a MEMBER list of groups to which students belong of that (or community or family or school). You belong to that from Day 1 Explain group. Some groups, including countries, call their Book, story, or folk tale that has a members CITIZEN. People demonstrate good citizenship by contributing to the community. character who does not exhibit good citizenship, or who makes choices that 2. Write on the chart paper from the day before with the list of groups on put him at odds with the community in which he/she lives. 2012, TESCCC 05/12/11 page 3 of 5

4 it. I am a member of the community. 3. Give students an opportunity to express this language to the friends around them. 4. Introduce a book such as The Boy Who Cried Wolf or any other folk tale that has a character who does not exhibit good citizenship, or who makes choices that puts him at odds with the community in which he/she lives. The purpose is to ensure students understand that groups are made up of members, also called citizens, in our country. 5. Read the book aloud. 6. Ask: To what community, or group, did the character belong? Did the character make the community better or not? Why do you say that? 7. Facilitate a brief discussion to help students understand the concept of responsibility using words such as: When you are a member of a community, your choices affect the other people in the community. The choices each person makes either have negative (bad) consequences or positive (good) consequences on other people in the group. 8. Apply the idea to the book read by asking what the character could have done to make the community better. 9. Students think about someone they know that makes the community a better place in which to live. These people are considered good citizens. (parents, teachers, principal, community leaders) ELABORATE How do I help groups to which I belong? 1. Ask students to think, with their eyes closed, about one of the groups to which they belong. Suggested Day 2 (cont d) - 5 min 2. Students indicate readiness to continue by looking at the teacher and smiling (or other signal determined by teacher) when they have the group in mind. 3. Students now think about why they are important to that group. 4. Ask: How do you make the group better? 5. After everyone has signaled, several student volunteers share their thoughts as examples of how people positively contribute to a group. EVALUATE Do I understand the meaning of groups? Suggested Day 2 (cont d) - 10 minutes 2012, TESCCC 05/12/11 page 4 of 5

5 Draw a portrait of yourself as part of a group, such as family or class, performing an act of good citizenship. Explain orally what makes a good citizen of the group and the decision you made to act as a good citizen. (1.13A; 1.13C; 1.18A, 1.18B) 3B 1. Distribute the /Good Citizen Spiral. 2. Students write their names on the front cover. 3. On the first page students draw a picture of themselves belonging to a group and write whom they are with. (the name of the group or a descriptive title) 4. Students rotate and share their picture with 3 partners, using academic language and explaining characteristics that good citizens of that group exhibit. Spiral notebooks that will be the students /Good Citizen Spiral. book where the central character demonstrates bad citizenship The purpose Is to determine mastery of concepts related to the student expectations included in the performance indicator. Do they see themselves as part of a group? To what groups do they belong? How do they positively contribute to each group? 5. Circulate among the students sharing and ask students to name some characteristics of their group or describe what it takes to be a good citizen of the group. 6. Use a rubric to determine mastery. 2012, TESCCC 05/12/11 page 5 of 5

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