What Makes a Good Citizen? - Midland Independent School ...
|Lesson Synopsis |
In this lesson, students learn about good citizens. They learn about examples of good citizens in the local community, the state, and the nation, including veterans and how we honor veterans as a nation. Students also use geographic tools to learn about places veterans served and use timelines to learn more about veterans and patriotic holidays.
TEKS:
|2.1 |History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. The |
| |student is expected to: |
|2.1A |Explain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence Day, |
| |and Thanksgiving. |
|2.13 |History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. |
| |The student is expected to: |
|2.13A |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. |
|2.13B |Identify historical figures such as Paul Revere, Abigail Adams, Women Air Force Service Pilots (WASPs) of WWII, and Navajo Code |
| |Talkers and Sojourner Truth who have exemplified good citizenship. |
Social Studies Skills TEKS:
|2.18 |Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources |
| |including electronic technology. The student is expected to: |
|2.18A |Obtain information about a topic using a variety of valid oral sources such as conversations, interviews, and music. |
|2.18B |Obtain information about a topic using a variety of valid visual sources such as pictures, maps, electronic sources, literature, |
| |reference sources, and artifacts. |
|2.18C |Use various parts of a source, including the table of contents, glossary, and index, as well as keyword internet searches, to locate |
| |information. |
|2.19 |Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: |
|2.19B |Create written and visual material such as stories, poems, maps, and graphic organizers to express ideas. |
|Getting Ready for Instruction |
|Performance Indicator(s): |
• Write a poem about a good citizen whose life is celebrated by a community. Illustrate the poem and explain orally the person’s influence on the community, state or nation. (2.13AB, 2.19B)
[pic] 2.1A; 2.3D; 2.5B
|Key Understandings and Guiding Questions: |
• Las personas de una comunidad con frecuencia celebran las vidas de otras personas que fueron ejemplo de buen civismo.
— ¿Quiénes son las personas que han tenido una influencia en nuestra ciudad, estado y nación?
— ¿Cómo las decisiones que tomaron buenos ciudadanos han influido en nuestra ciudad, estado y nación?
— ¿Cómo celebran distintas comunidades las vidas de personas que fueron ejemplo de buen civismo?
|Vocabulary of Instruction: |
• veterano
• buen ciudadano
• fuente
•
|Materials: |
• Refer to the Notes for Teacher section for materials.
|Attachments: |
• Teacher Resource: Definition of Good Citizenship
• Teacher Resource: WWII Visuals (optional)
• Handout: What I Learned
• Teacher Resource: Women Airforce Service Pilots (WASP)
• Handout: WASP Timeline (1 per student)
• Handout: WASP Scavenger Hunt
• Handout: WASP Scavenger Hunt Questions
• Handout: The Navajo Code Talkers
• Handout: Code Talker Graphic Organizer
• Handout: Navajo Code Cards
|Resources and References: |
None Identified
|Advance Preparation: |
1. Become familiar with content and procedures for the lesson, including characteristics of good citizens, examples of local good citizens, the Navajo Code Talkers, and Women’s Air Service Pilots.
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 available resources and websites according to district guidelines.
5. Prepare materials and handouts as needed, including:
• At least two weeks prior to this lesson, send home a letter inviting families to send in any memorabilia about World War II, including photos, letters, books, or other items they have.
• Invite and schedule (for Day 2) visits by grandparents and other community members who can talk about WWII (especially the Navajo Code Talkers and WASP) and other veteran experiences. The VFW or the American Legion could be a place to contact for speakers if none are known to the teacher.
• Collect materials from the school or public library, including photographs.
• Take pictures of local memorials dedicated to veterans.
• Collect magazines and newspapers for students to cut words and pictures from.
|Background Information: |
The Navajo Code Talkers and Women Air Service Pilots are both examples of groups of people that exhibit good citizenship. The Navajo Code Talkers were U.S. Marines that helped create a cipher that was never broken, and that code is credited with helping the U.S. secure the victory at Iwo Jima. The WASP were female pilots that trained fighter pilots and transported cargo. They were considered civilians, and many of them trained in Texas.
Veteran – someone who has served in the military
Good citizen – someone who lives responsibly within the laws of society. Characteristics of good citizenship include 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.
Source – a book, statement, person, etc., supplying information
|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 – Good Citizen |NOTE: 1 Day = 50 minutes |
| |Suggested Day 1 – 15 minutes |
|Access students’ prior knowledge of good citizenship from prior learning. |Attachments: |
|What is a good citizen? (act responsibly, make good choices, look out for others and the |Teacher Resource: Definition of Good Citizenship |
|community, etc.) | |
|Who are good citizens? (anyone who chooses to act in ways that exhibit characteristics of |Instructional Note: |
|good citizenship) |A good citizen is someone who lives responsibly within the laws of |
| |society. Characteristics of good citizenship include (TEKS 2.13A) |
|Display the Teacher Resource: Definition of a Good Citizen. |Truthfulness |
| |Justice |
|Continue the discussion, adding relevance and requiring students to support their ideas |Equality |
|with evidence. |Respect for oneself and others |
|Who are good citizens that you know? |Responsibility in daily life |
|What evidence do you have that they are good citizens? (example: My grandfather stays |Participation in government by: |
|informed about issues; he just went to city council and talked about how important a new |educating oneself about the issues |
|stop light and crosswalk would be. This also shows his responsibility; he is looking out |respectfully holding public officials to their word |
|for the people of the community.) |voting |
| | |
| |Misconception: |
| |Some children only know of heroes like superheroes. It is very |
| |important for them to see heroes that are ordinary citizens that look |
| |just like them: people who believe in ideals and stand up for and |
| |defend those beliefs. |
|EXPLORE – What is a veteran? |Suggested Day 1 (continued) – 20 minutes |
|Place World War II realia, memorabilia, and other service-related items on display. |Materials: |
| |World War II (and other service-related) realia and memorabilia |
|Students visit the display and discuss the items with a partner. |gathered or sent in by families |
| |chart paper |
|If desired, display and discuss the visuals from the Teacher Resource: WWII Visuals. |dictionary |
| |paper for creating a graphic organizer |
|Write the word veteran on the board. | |
| |Attachments: |
|Begin a brief discussion by asking students if they have heard the word veteran before. |Teacher Resource: WWII Visuals (optional) |
| | |
|If desired, allow students to hunt for the meaning of veteran by looking in the |Purpose: |
|dictionary, the glossary of their Social Studies textbook, online, or by asking |Activate background knowledge and ensure that students understand what|
|classmates. |the word veteran means. |
| | |
|Scribe what students have discovered about the meaning. Fill in with background |TEKS: 2.1A |
|information, including clearing up any misconceptions about what a veteran is. | |
| |Instructional Note: |
|Add academic vocabulary terms to the Word Wall (veteran, etc.). Continue to add words as |Veteran – someone who has served in the military |
|the lesson and unit progress. |Students may need some explicit instruction on the difference between |
| |a veteran and a veterinarian. Since they sound similar, students often|
|Distribute a blank piece of paper to each student. The paper will become a vocabulary |confuse the words. |
|graphic organizer. | |
|Students fold the paper in four equal rectangles. | |
|Top left rectangle: students write the word veteran. | |
|Top right rectangle: students write a definition for veteran (in their own words). | |
|Bottom left rectangle: students write a sentence using the word veteran, such as, | |
|“Mollie’s grandfather is a veteran of the Korean War.” | |
|Bottom right rectangle: students draw a picture that shows what a veteran is. | |
| | |
|Use chart paper to create a K-W-L chart where students share what they Know about | |
|veterans, what they Want to know (questions), and what they have Learned. Refer to this | |
|chart throughout the lesson. | |
| | |
|For homework, students may find evidence of good citizenship being practiced in their | |
|family or community; they can identify veterans in their family or community. | |
|EXPLAIN – Share |Suggested Day 1 – 15 minutes |
|Students write an acrostic poem using the word Veteran to summarize what they know about |Instructional Note: |
|veterans. |V |
| |E |
| |T |
| |E |
| |R |
| |A |
| |N |
|EXPLORE – World War II Realia and Veterans |Suggested Day 2 – 35 minutes |
|Distribute the Handout: What I Learned. |Materials: |
| |World War II (and other service-related) realia and memorabilia |
|Students again walk around the room and examine the printed material, photographs, and |gathered or sent in by families |
|other realia displayed around the room, this time noting on the handout interesting |library books about World War II |
|items, questions, etc., using words or pictures. |local veterans as speakers |
| | |
|Students share their ideas about good citizens and veterans from Day 1 and from their |Attachments: |
|homework. |Handout: What I Learned |
| | |
|Speakers talk with the students, sharing stories and answering questions, emphasizing the |Purpose: |
|connections between veterans and acts of good citizenship as both veterans and community |Provide background knowledge for the students in regards to veterans. |
|members. (If multiple speakers are present, students can rotate through them as | |
|“stations,” including the realia as an additional station.) |TEKS: 2.1A, 2.13A, 2.18A, 2.18B |
| | |
|Students take notes on their Handout: What I Learned as they visit with speakers, noting |Instructional Note: |
|or drawing a picture of what they see and things they learned. |If unable to borrow artifacts from classroom families, photographs can|
| |be found on many websites. |
| |Speakers are desirable but not necessary. If speakers are part of the |
| |plan, make sure to discuss with them the main points to be emphasized,|
| |including the idea that choosing to be a member of the armed forces |
| |was a choice made because they believe in keeping our country safe, |
| |securing our freedoms, being a good citizen, and being responsible for|
| |the community. |
| |Online video clips could provide background information for students. |
| |These include online interviews with veterans. |
|EXPLAIN – Summarize and Thank you |Suggested Day 2 (continued) – 15 minutes |
|Students recall their experiences from yesterday, meeting in pairs to compare the notes | |
|they have taken. They can borrow facts from one another or take their partner to see | |
|something they might have missed. | |
| | |
|Students share a few new things they have learned. | |
| | |
|Help students build an understanding that veterans are also regular people who act in | |
|responsible ways in their daily lives. They especially showed good citizenship when they | |
|chose to join the military to help keep our nation safe and to protect our freedoms. | |
| | |
|Add information learned to the K-W-L chart. | |
| | |
|Students write thank-you notes to the visitors, referencing information they learned. | |
|EXPLORE – WASP Timeline |Suggested Day 3 – 35 minutes |
|If desired, display the Teacher Resource: Woman Airforce Service Pilots (WASP). |Materials: |
| |sentence strips or construction paper on which to affix timeline |
|Provide background information about WASP. |strips |
| | |
|Distribute the Handout: WASP Timeline (1 per student). |Attachments: |
| |Teacher Resource: Woman Airforce Service Pilots (WASP) |
|Read the events aloud with the class. |Handout: WASP Timeline (1 per student) |
| | |
|Allow students to ask questions about the events. |Purpose: |
| |Practice chronology as well as learn more about the WASP. |
|Students cut out the events and place them in chronological order. These could be cut out | |
|in advance if teachers prefer. |TEKS: 2.1A, 2.13B, 2.19B |
| | |
|Students glue the events to a strip of paper or a sentence strip to form a timeline. |Instructional Note |
| |Much information is available online, including videos, clips from |
|Students check with a partner to make sure their events are in the correct order. |which could help students understand. |
| | |
|As a class, discuss why the events go in the order that they do. Note and calculate the | |
|time between disbanding WASP and bestowing them with Veteran status. Discuss attitude | |
|changes over time regarding roles, duties, abilities, acceptance, etc. | |
|EXPLAIN – Share |Suggested Day 3 (continued) – 15 minutes |
|Students turn and talk to a partner, sharing their timeline and telling one thing they | |
|learned about WASP. | |
|EXPLORE – WASP Scavenger Hunt |Suggested Day 4 – 30 minutes |
|Using the Handout: WASP Scavenger Hunt, cut the handout into strips and post the strips |Attachments: |
|around the room. |Handout: WASP Scavenger Hunt (cut into strips and hidden around the |
| |classroom) |
|Distribute the Handout: WASP Scavenger Hunt Questions (1 per student). |Handout: WASP Scavenger Hunt Questions (1 per student) |
| | |
|Read the questions aloud to the students and let them know that the answers to all of the |Purpose: |
|questions on the paper are posted around the room. |Students learn about WASP and practice recording and sharing |
| |information with others. |
|Students search to find the answers to the questions. (Explain to students that this is | |
|not a race; the goal is to do their best rather than finish first.) |TEKS: 2.1A, 2.13A, 2.13B, 2.18B, 2.19B |
| | |
|Monitor students as they answer questions. |Instructional Note: |
| |For smaller classes, students may randomly roam around the room |
|Collect completed Handout: WASP Scavenger Hunt Questions for use on Day 4. |locating the answer strips and completing the activity. For larger |
| |classes, teachers may choose to divide the class into groups and place|
| |those groups in various areas of the classroom so that they “rotate” |
| |to each answer strip. This more structured approach may help with |
| |classroom management. |
|EXPLAIN – WASP |Suggested Day 4 – 20 minutes |
|Show again the Teacher Resource: WASP from Day 2 and re-distribute students’ completed |Materials |
|Handout: WASP Scavenger Hunt Questions from Day 4. |Teacher Resource: WASP from Day 2 |
| |completed Handout: WASP Scavenger Hunt Questions from Day 4 |
|To review Day 3, students participate in a “Stand, Stroll, Stay” activity. | |
|Students STAND with their completed Handout: WASP Scavenger Hunt Questions. |Instructional Note |
|Students randomly STROLL around the room quietly and carefully for 15-30 seconds, until |Like an acrostic, alphabet poems use letters at the beginning of each |
|the teacher says, “STOP!” |line to help guide writing. An alphabet poem uses a section of the |
|Students STAY with the person they are closest to and form a partnership. (Teachers will |alphabet as those first letters and students write a word or phrase |
|need to ensure that each student has a partner.) |that begins with that letter, summarizing what they have learned. |
|Students compare answers to determine if additional information needs to be added for a | |
|more complete response. |Examples: |
|If teachers prefer, and if classroom management allows for it, the teacher may conduct 2 |A = Active |
|or 3 “rounds” of “Stand, Stay, Stroll” where students share with several different |B = Brave |
|students. |C = Courageous |
| |D = Devoted |
|Revisit the K-W-L chart and facilitate a discussion to provide students the opportunity to|E = Eager to serve our country |
|share their answers and ask some of the questions that they have. |F = Friendly |
| |G = Good to the community |
|Provide answers and background information and/or suggest ways for students to gain the |Etc. |
|information to add to the K-W-L chart. | |
| | |
|Students write an alphabet poem to summarize what they have learned about veterans and the| |
|WASP. | |
|EXPLORE – The Navajo Code Talker |Suggested Day 5 – 35 minutes |
|Distribute the Handout: The Navajo Code Talkers (1 per student). |Materials: |
| |chart paper |
|Students buddy read (take turns quietly reading to a partner) about the Navajo Code | |
|Talkers. |Attachments: |
| |Handout: The Navajo Code Talkers |
|After the students read the passage, partners discuss what they have read and match the | |
|actions of the Navajo Code Talkers to the definition of good citizenship. |Purpose: |
| |Students learn about the Navajo Code Talkers, Veterans Day, and |
|Read the passage a second time as a class. |solidify their understanding of good citizenship. |
| | |
|Discuss any connections students make between the definition of a good citizenship and the|TEKS: 2.1A, 2.13A, 2.13B, 2.18B, 2.19B |
|story of the Navajo Code Talkers. | |
| |Instructional Note |
|Guide students to the idea that the Navajo Code Talkers took responsibility for themselves|Good citizen – someone who lives responsibly within the laws of |
|and others by protecting U.S. Marines with the codes they created. Include the ideas of |society. Characteristics of good citizenship include truthfulness, |
|justice and equality. |justice, equality, respect for oneself and others, responsibility in |
| |daily life, and participation in government by educating oneself about|
|The Code Talkers were truthful; they kept the secret of the code to protect others even |the issues, respectfully holding public officials to their word, and |
|though it meant that they did not get recognition. They took responsibility in daily life |voting. |
|for others and the common good. | |
| | |
|Chart these and any other connections the students make. | |
|EXPLAIN – The Navajo Code Talkers |Suggested Day 5 (continued) – 15 minutes |
|Distribute the Handout: Code Talker Graphic Organizer (1 per student). |Attachments: |
| |Handout: Code Talker Graphic Organizer |
|Students complete their organizer by drawing a picture in the center and then providing | |
|information to complete each box of graphic organizer. | |
|Who? (Navajo Code Talkers) | |
|What? (created a secret code) | |
|When? (during WWII) | |
|Where? (Pacific Theater) | |
|Why? (to protect their fellow soldiers) | |
|How? (by substituting Navajo words for English ones) | |
| | |
|Students share their organizer with a partner. | |
|EXTEND – Using the Code |Suggested Day 6 – 20 minutes |
|Distribute the Handout: Navajo Code Cards (1 set per pair.) |Materials: |
| |Navajo Code Talker dictionary |
|Student pairs work together to figure out how the code worked and to write some words | |
|using the code. | |
| |Attachments: |
| |Handout: Navajo Code Cards |
|EXPLORE – Veteran’s Geography |Suggested Day 6 (continued) – 30 minutes |
|Distribute a blank map of the U.S. to each student and display a class map. |Materials: |
| |blank U.S. map (1 per student) |
|Make atlases and other resources available. |atlases |
| |map pencils |
|To review learning so far, lead students to recall information about the WASP and Navajo | |
|Code Talkers. Model marking places significant to the WASP and the Navajo Code Talkers on |Purpose: |
|the map as discussion continues. |Practice map skills, become familiar with U.S. geography, and build a |
|Outline Arizona, New Mexico, Utah and Nevada in yellow. These four states are the home of |visual of where some of these good citizens lived and worked. |
|the Navajo Indians. | |
|Place a red dot on San Diego, CA. The Navajo Code Talkers were US Marines and had their |TEKS: 2.1A, 2.13B, 2.19B |
|basic training at Camp Pendleton in San Diego. | |
|Draw a capital M on Window Rock, Arizona. This is the home of the Navajo Code Talker | |
|Memorial. | |
|Draw a small airplane on Sweetwater, TX. This is the home of Avenger Field and the | |
|National WASP WWII Museum. | |
|Place a blue dot on Houston, TX. Many WASP flew into and out of Houston Municipal Airport.| |
|Draw a star on Washington, D.C. This is our nation’s capital and both the WASP and the | |
|Navajo Code Talkers were honored there. | |
|Mark the local community with a dot in your favorite color. This is to honor the veterans | |
|in your community. | |
|EXPLAIN – Letter to a Veteran |Suggested Day 7 – 50 minutes |
|Allow students five minutes to review the materials they have created about veterans. |Materials: |
| |envelopes |
|Model for students the greeting of a letter to a veteran: Dear Veteran. |notebook paper |
| | |
|Students write a thank you letter to a veteran that is at least three sentences long. It |Purpose: |
|can contain a sentence thanking the veteran and several sentences describing the impact |Students show their appreciation to veterans for keeping us safe and |
|veterans have had on the community. |protecting our freedoms. |
| | |
|Instruct students to sign the letter with only their first name. |TEKS: 2.1A, 2.13A, 2.13B, 2.18B, 2.19B |
| | |
| |Instructional Note: |
| |The Department of Defense has requested that the public not send |
| |unsolicited letters to a general address. Instead, use contacts to |
| |identify specific veterans in your community to whom you may address |
| |the letters. |
| |After students finish writing their letters, students trade their |
| |letters with a partner. In pairs, the students check to make sure |
| |their sentences start with capital letters and end with end |
| |punctuation. They can also check to make sure veteran is spelled |
| |correctly. |
|EXPLORE – Memorial Day and Holiday Timeline |Suggested Day 8 – 40 minutes |
|Display the index card labeled “Memorial Day”. |Materials: |
| |index card labeled “Memorial Day” |
|Ask students if they have heard about Memorial Day. |adding machine tape (1 foot per student) |
| | |
|Remind students that communities celebrate what is important to them. Explain to students |Purpose: |
|that Memorial Day is a patriotic holiday where people remember veterans who have died |Learn about Memorial Day and when it occurs during the year. |
|while serving their country. | |
| |TEKS: 2.1A |
|Ask students if they know of any other patriotic holidays. Guide students to include | |
|Veterans Day (Nov. 11), Independence Day (July 4), Memorial Day (May 30), and Constitution|Instructional Note: |
|Day (Sept 18). Students may also name other days on which we celebrate the actions of |If desired, students use a ruler and mark each month at 1-inch |
|people who are good citizens and take actions to support their beliefs (MLK, Jan.; |intervals along the adding machine tape so students can place holidays|
|Presidents Day, Feb.). |in the correct month. |
| |If desired, play patriotic music while students are working. |
|List holidays that students name. | |
| | |
|Create a class timeline beginning with the first day of school and plot the holidays in | |
|order. | |
| | |
|Give each student 1 foot of adding machine tape to use to create their own version of the | |
|timeline adding illustrations to convey what they know about those holidays. | |
| | |
|For homework, students think about and/or discuss with family members people in the | |
|community who are good citizens who act with responsibility for the community in daily | |
|life. These might include veterans, police officers, firefighters, school volunteers, | |
|teachers, students, paramedics, nurses, and voters. | |
|EXPLAIN – Timeline |Suggested Day 8 (continued) – 10 minutes |
|Students choose a patriotic holiday to share with a partner. | |
|EXPLORE – Local Heroes and Good Citizens |Suggested Day 9 and 10 – 80 minutes |
|Post ten pieces of chart or butcher paper around the room, each labeled with one of the |Materials: |
|following members of the community: veterans, police officers, firefighters, school |Handout: Definition of Good Citizenship from Day 1 |
|volunteers, teachers, students, paramedics, nurses, voters. |old magazines and newspapers |
| |chart or butcher paper (10 sheets) |
|Re-read the definition of good citizenship. (See the Handout: Definition of Good |drawing paper |
|Citizenship from Day 1.) |glue |
| |scissors |
|Distribute or otherwise make available old magazines and newspapers. | |
| |Purpose: |
|Students cut out words and pictures from magazines and newspapers that help show what |Students will apply what they have learned about good citizenship to |
|makes these groups of people good citizens. |members of their community rather than historical figures. |
| | |
|As students find words or pictures, they can paste them onto the appropriate chart. |TEKS: 2.13A |
|Students can also draw their own pictures and then add them to the charts. | |
| | |
|When students have completed the charts, conduct a gallery walk where students rotate | |
|around the room looking at each of the posters. | |
| | |
|Facilitate a discussion where students compare the charts against the definition of good | |
|citizens, provide real-life examples and names, etc. | |
|ELABORATE – Good Citizenship |Suggested Day 10 – 20 minutes |
|Continue the discussion, encouraging students to answer the guiding questions and provide | |
|supporting statements for the Key Understanding. | |
|Members of a community often celebrate the lives of individuals who exemplify good | |
|citizenship. | |
|Who are people who have influenced our community, state, and nation? | |
|How have choices good citizens have made influenced our local community, the state, and | |
|the nation? | |
|How do communities celebrate the lives of individuals who exemplify good citizenship? | |
|EVALUATE |Suggested Day 11 – 50 minutes |
|Write a poem about a good citizen whose life is celebrated by a community. Illustrate the |Purpose: |
|poem and explain orally the person’s influence on the community, state or nation. (2.13AB,|Provide evidence of understanding of the influence of good citizens. |
|2.19B) [pic] 2.1A; 2.3D; 2.5B | |
| |TEKS: 2.13AB, 2.19B |
|Allow the students to look over the materials that they have created in this lesson if | |
|they need to get ideas. This poem is not just confined to good citizens studied in this |Instructional Note: |
|lesson, but can be good citizens from previous lessons, the community, or even students’ |One poem form that can be used is a biographical poem: |
|families. |Line 1: Name of person (or vocation, such as Soldier or Veteran or |
| |Citizen) |
| |Line 2: Four words defining, giving characteristics, etc. |
| |Line 3: Who feels . . . |
| |Line 4: Who needs . . . |
| |Line 5: Who fears . . . |
| |Line 6: Who loves . . . |
| |Line 7: Who thinks . . . |
| |Line 8: Who believes . . . |
| |Line 9: Synonym for "soldier" (or Veteran or Citizen) |
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Sept. 1942
Sentence strip
Timeline strip
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