How Can You Be a Good Citizen?



|Lesson Synopsis: |

In this lesson, students use what they have learned about good citizens to envision themselves affecting the community by exemplifying good citizenship. They write the story of their choice to demonstrate a good citizenship characteristic, record themselves telling the story (using tape recorder or a digital recording instrument), and create illustrations to go along with the story.

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. |

Social Studies Skills TEKS:

|1.17 |Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid |

| |sources including electronic technology. The student is expected to: |

|1.17A |Obtain information about a topic using a variety of valid oral sources such as conversations, interviews, and music. |

|1.17B |Obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, |

| |literature, and artifacts. |

|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 experience. |

|1.18B |Create and interpret visual and written material. |

|Getting Ready for Instruction |

|Performance Indicator(s): |

• Make up, record, and illustrate a story about yourself as a good citizen in the future. Explain how the story models good citizenship. (1.13A, 1.13C; 1.17A, 1.18B)

• 3G

|Key Understandings and Guiding Questions: |

• Las personas impactan a las comunidades actuando conforme a sus creencias y eligiendo actuar de maneras que demuestran buen civismo.

— ¿Cuáles son las características de buen civismo?

— ¿Cómo pueden los ciudadanos impactar a las comunidades actuando conforme a sus creencias?

— ¿Cómo pueden los ciudadanos impactar a las comunidades eligiendo actuar de maneras que demuestran buen civismo?

|Vocabulary of Instruction: |

• buen ciudadano

• verdad

• justicia

• respeto

• honestidad

• igualdad

•

|Materials: |

• Refer to Notes for Teacher section for materials.

(Appropriate materials may be substituted as needed to incorporate district resources and availability.)

Attachments:

• Handout: Story Map (1 per student)

|Resources and References: |

• None identified

|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.

3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.

4. Preview teacher-selected websites according to district guidelines.

5. Create an Anchor Chart: Examples of Citizenship. Divide the chart into six equal sections and label them with the following characteristics of citizenship: truthfulness, justice, equality, respect, responsibility, participation in government. Prepare to list examples of ways people can demonstrate each of the characteristics of good citizenship.

|Background Information: |

Good citizen – good citizens exhibit the characteristics of good citizenship, which include: truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting.

Definitions courtesy of the Social Studies 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 |Notes for Teacher |

|ENGAGE – A look to the future |NOTE: 1 Day = 30 minutes |

| |Suggested Day 1 – 10 minutes |

|Display the pictures of yourself and think aloud about some of your dreams and |Materials: |

|aspirations at each stage of life. |A picture of yourself as a child, as a graduate or young adult, and a |

| |current picture |

|Students use their imagination to think of answers to these or similar questions. | |

|What will you look like as an adult? |Purpose: |

|Will you be a good citizen and exhibit the traits of a good citizen? |The purpose of this section of the lesson is for students to imagine |

|What are those traits? |themselves as a citizen contributing to their community. |

|How will you contribute to your community? | |

|In what ways will you make it a better place in which to live? |TEKS: 1.13A, 1.13C; 1.17A, 1.17B; 1.18A |

|What problems occur in any community? | |

|What problems might occur in your community in the future? | |

|What might you do to help solve those problems and find solutions? | |

|EXPLORE – Examples of Citizenship |Suggested Day 1 (continued) – 20 minutes |

|Display the Anchor Chart: Examples of Citizenship. (See Advanced Preparation.) Review |Materials: |

|the different characteristics of citizenship. |Sticky note (1 per 2 students) |

| | |

|Divide students into pairs and distribute sticky notes. Ask them to think of and record |Purpose: |

|a specific example of a person demonstrating one of the characteristics. |The purpose of this section of the lesson is for students to provide |

| |examples of good citizenship. |

|Invite students to share their examples, and place them into the right category on the | |

|Anchor Chart: Examples of Citizenship. |TEKS: 1.13A, 1.13C; 1.17A; 1.18A |

| | |

|If there are any categories, with few or no examples, facilitate a discussion and add |Instructional Note: |

|examples to the Anchor Chart. |Prepare to use the Anchor Chart: Examples of Citizenship in Suggested Day |

| |2. |

|EXPLAIN – Planning a Story |Suggested Day 2 – 25 minutes |

|Display the Anchor Chart: Examples of Citizenship from Suggested Day 1. Review the |Attachments: |

|examples that were brainstormed on the chart. |Handout: Story Map (1 per student) |

| | |

|Instruct students to close their eyes. Ask them to imagine themselves in the future as a|Purpose: |

|teenager or as an adult. Ask them to imagine how they might demonstrate good |The purpose of this section of the lesson is for students to determine how|

|citizenship. Provide students time to think. |they might be good citizens in the future. |

| | |

|Instruct them to open their eyes. Choose a few students to share what they imagined. |TEKS: 1.13A; 1.13C; 1.17A; 1.18A, 1.18B |

| | |

|Tell students that they are going to write and illustrate a story about being a good |Instructional Note: |

|citizen in the future. |First grade Language Arts standards require students to write brief |

| |stories that include a beginning, middle, and end (TEKS 1.18A). The focus |

|Display and distribute the Handout: Story Map. Instruct students to choose the |should not be on story elements (setting, character, problem, solution). |

|citizenship characteristic they want to highlight in their story. |It might be helpful to model writing a story for students to use as a |

| |resource for writing their own story. |

|Remind students that a story has a beginning, middle, and end. Review the graphic | |

|organizer on the Handout: Story Map. Instruct them to plan each part of their story | |

|using sketches and/or words. | |

|ELABORATE – Being a good citizen |Suggested Day 2 (continued) – 5 minutes |

|Facilitate a discussion that focuses on Key Understandings and Guiding Questions: |Purpose: |

|Individuals impact communities by acting on their beliefs and choosing to act in ways |The purpose of this section of the lesson is for students to review the |

|that exhibit good citizenship. |concepts of good citizenship. |

|What are characteristics of good citizenship? | |

|How can citizens impact communities by acting on their beliefs? |TEKS: 1.13A; 1.13C; 1.17A; 1.18A |

|How can citizens impact communities by choosing to act in ways that exhibit good | |

|citizenship? | |

| | |

|Continue the discussion by encouraging students to think of ways they can affect the | |

|community by exemplifying good citizenship in the present. | |

|Is there a school or community problem the class could investigate and offer to solve? | |

|EVALUATE – Writing and Illustrating Stories |Suggested Day 3 – 30 minutes |

|Make up, record, and illustrate a story about yourself as a good citizen in the future. |Purpose: |

|Explain how the story models good citizenship. (1.13A, 1.13C; 1.17A, 1.18B) |The purpose of this section of the lesson is to write and illustrate |

|3G |stories demonstrating good citizenship. |

| | |

|Students use their completed Handout: Story Map to complete the Performance Indicator. |TEKS: 1.13A, 1.13C; 1.17A; 1.18B |

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