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ASSUMPTION COLLEGE LESSON PLAN FORMATDiscipline/Subject: ELA and History/Social ScienceGrade level:SecondLesson Type:class discussion/group skitsApproximate length of lesson:TopicIn this lesson, students will learn about what it means to be a citizen, and what responsibilities they have as a student in our school. Students will discuss examples and non-examples of rights, as well as examples of good leaders/citizens in our community. These topics will be discussed through the prior reading of A Bad Case of Stripes to give students a current example of how to apply these new terms to works of literature. Rationale As second grade students, these children are members of the school community. It is important that students understand what it means to be a good citizen, as well as know what their responsibilities are as students in school. As students grow older, it is important that they know their rights, and who in the community is a respectable role model for what it means to be a good leader and citizen. Massachusetts Curriculum Frameworks state that students need to be able to define and give examples of some rights and responsibilities that students have as citizens in their school, as well as give examples of good leaders and good citizens that have admirable qualities. Because we will have read A Bad Case of Stripes prior to this lesson, we will discuss some of these concepts in terms of the characters and plot in the story before considering them in terms of our own school community. MA Curriculum Framework(s)RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RL.2.2 Recount stories, including tables and folktales from diverse cultures, and determine their cultural message, lesson, or moral.RL.2.3 Describe how characters in a story respond to major events and challenges. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.C.2.6 Define and give examples of some of the rights and responsibilities that students as citizens have in their school (e.g., students have the right to vote in class election and have the responsibility to follow school rules).C.2.7 Give examples of fictional characters or real people in the school or community who were good leaders and good citizens, and explain the qualities that made them admirable (e.g., honesty, dependability, modesty, trustworthiness, courage).Essential Question What rights and responsibilities do you have as students/citizens in our school and in our community?What makes a good citizen?Instructional Objective(s)Students will be able to…narrate and perform the correct meaning of the terms citizen, right, responsibility, and community given a prompt and the terms’ plete the formative assessment on Socrative with at least 90% accuracyWIDA Standard(s) Language of Language Arts, Social StudiesLanguage Domain(s)SpeakingReading/ListeningWritingLanguage Objective(s): Speaking:Students at ELD level 1 will be able to repeat simple words, phrases, and memorized chunks of language in English given a written script and assigned lines for the in-class skit. Students at ELD level 3 will be able to orally present memorized chunks of language in English given a written script and assigned lines for the in-class skit.Students at ELD level 5 will be able to orally present memorized chunks of language in English and initiate conversations with peers while creating the script for the in-class skit.Reading/Listening:Students at ELD level 1 will be able to follow modeled one-step directions for the Socrative quiz given a teacher or aide to read the questions and multiple choice answers to the student in English.Students at ELD level 3 will be able to follow modeled multi-step directions for the Socrative quiz given a teacher or aide to assist in reading the questions and multiple choice answers to the student in English.Students at ELD level 5 will be able to follow directions for the Socrative quiz given a teacher or aid to assist in reading the questions and multiple choice answers to the student in English if needed.Writing:Students at ELD level 1 will be able to communicate their answer to the open response question in the Socrative quiz by drawing and labeling a picture in English.Students at ELD level 3 will be able to form simple sentences in English to answer the open response question in the Socrative quiz with the help of a teacher or aide.Students at ELD level 5 will be able to create a series of sentences in English to answer the open response question in the Socrative quiz.Assessment Measure(s) Students will receive a grade on the A Bad Case of Stripes Socrative quizI will informally assess the students’ understanding of the content terms and definitions based on their narrations and actions in their skitsMaterials & Technologiesvocabulary table and answersstudent pencilsdocument cameraskit prompt slips of paperBeing a Good Citizen videoSocrative quizdesktops in the computer lab/ 1-1 laptop cart rubric for student projectscreencastify tutorial for the student projectquizlet concept reinforcerKey Content Vocabulary? Citizen: a person who… 1) obeys the laws and rules; 2) contributes to society and participates in their community; and 3) follows their responsibilitiesRights: Things you are entitled to or deserveResponsibilities: Things you are expected to doCommunity: a group of people that live, work, and play in the same placeProcedure 1. Initiation (approx. time)In the lesson prior, we will have begun discussing the question “What responsibilities do you think the students in this book have as a student in school?” We will continue this conversation and review what had already been said during the last class period. We will create a list on the board and give examples from the text to strengthen the students’ answers.Each student will receive a table with TERM, DEFINITION, and EXAMPLES written at the top. The terms citizen, rights, responsibilities, and community will already be placed in the left-hand column.As a class, we will discuss the definitions for each of these words with the definitions shown on the document camera so that everyone can see them and copy them into their notes.After writing the definition for each word, we will discuss examples. Students will record their examples in the far right column as a future study tool.Were the students in A Bad Case of Stripes good citizens?What responsibilities do students have in our school community?What’s an example of a ‘right” in A Bad Case of Stripes?I will introduce the development portion of todays lesson: Now that we understand these new vocabulary terms, we are going to SHOW what each ones means rather than just talk or write about it. 2. Development (approx. time)I will have the following scenarios placed in a bucket for a student from each group to blindly choose from:Good Citizen skit: Someone finds a strangers wallet on the floor of the supermarket…Our Rights skit: A cashier doesn’t want to give the customer their coffee because they only like to give coffee to people with brown hair…Our Responsibilities skit: Someone goes 15 miles per hour over the speed limit on the street of our school….After separating students into 3 different groups, each group will blindly pick a skit topic and have 20-30 minutes to create a skit that shows the situation they chose, and what might appropriately happen in that situation, by applying what we have learned about each terms’ meaning.As students are working on their skits, I will rotate from group to group approving the plot of their skit and asking questions about why they chose for certain things to happen and why.What shows that this character is a good citizen? Why? What would they have done if they were not a good citizen?What rights did this character have in this skit? How do you show that?What responsibilities does this character have in this skit? What is a responsibility? What responsibility is being shown in this skit?Students will perform their skits. After each skit, we will have a student led conversation about what they saw and how it shows the terms that we learned about at the beginning of class. During this time, we will give non-examples by describing how the situation would have gone if the person wasn’t a good citizen, etc.We will watch the Being a Good Citizen video that we will watch by explaining that it will go into further detail about the terms that we focused on today: citizen, rights, responsibilities, and community. 3. Closure (approx. time)Students will complete the Socrative quiz on the terms and definitions taught during this lesson on the laptops from the 1-1 laptop cart or by having the whole class going to the computer lab and using the student desktops available (this would be based on availability during this time period and would be scheduled before this class period). After the completion of the test, we will review the correct answers which the students would have already been exposed to while taking the test (this tool tells the students if they selected the correct answer, and what the correct answer is and why).I will introduce the student project that will be discussed during the end of this lesson, but completed/worked on the following lesson (and potentially at home depending on how long it takes for student completion).Students will receive the rubric for this project and I will answer any questions that they may have.For homework, students must watch the Screencastify tutorials (with their parent(s)/guardian; if possible) explaining the steps they will need to take to understand the online tool used for the project. They will be told to write down any questions they may have for me to answer at the beginning of the following class before beginning the projects. Meeting the Needs of Diverse Learners Every student will receive a table with the vocabulary. The columns with the definition and examples with be orally read as well as written and shown on the document camera so all students can see them and them copy down. The examples will also be orally discussed as well as written on under the document camera for students to copy down. If any students have physical disabilities I will provide a scribe for them or I will type up the student answers and give them a copy of the notes the following class.ELL students’ will be accommodated with separate learning objectives based on their ELD level. They will receive teacher or aide help if needed throughout the class period.If students have physical disabilities that prevent them from participating in the skit that student will get a role in the skit that will be accessible to them, and the skit will be performed in the classroom where the student is able to effectively be included.I will turn on the closed captioning of the video if there are students with hearing impairments. Extension/ Back-up ActivityIf there is extra time, students will begin viewing the Screencastify tutorials on the student desktops or on the 1-1 laptops.Students can continue their drawings from the previous class. ................
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