Classroom Citizenship

EDIS 5340
Good Citizens
Joe Lindsay
Kindergarten Classroom
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Lindsay 0
Table of Contents
Unit Goal
Unit Rational
Class Profile
3
4
Letter to the Parents
Unit Outline & Curriculum Map6

Lesson One
11
Lesson Two 15
Lesson Three
19
Unit Assessments
Reference/Resource List
23
26
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Unit Goal
The goal of this unit is to teach students some of the expectations and rules of being a
good citizen, specifically in the home and classroom settings. This goal is linked to the Virginia
Standards of Learning K.1 and K.10. Therefore the long-term goal of this unit is that the students
will understand the following essential questions that this unit addresses:
What are some actions that good citizens take?

o Good citizens work well with others. They take turns and share. Good citizens
take responsibility for chores and respect other peoples personal belongings.
Why is working in groups well important for good citizenship and how can students be
good citizens while working in groups?
o We live in community with other people and for the community to function we
have to work well with the other people in the community.
o When working with classmates in groups good citizens listen to everyones
thoughts. They contribute to the group the entire time. They respect other
students contributions.
Why do we use rules and laws?
o Rules and laws are put in place to keep people safe and make sure the community
runs smoothly
In what ways are good citizens involved in their homes, schools, and communities?
o Good citizens do their chores. Good citizens also follow the rules. Good citizens
exercise self-control and kindness.
What actions show examples of being a good citizen at school?
o Follow the rules put in place by the teacher. Do not try to hurt your fellow
classmates. Do not talk over other people. Listen to what other people have to
say. Think before you speak. Do your homework.
What are examples of rules, and what are the consequences of breaking rules
o At home rules include: do not hurt your siblings, obey your parents, go to bed
when you are told to, et cetera. Some of the consequences could be time out,
grounding, loss of certain privileges like T.V. time or dessert after dinner. At
school some rules include: raising your hand before you speak, turn in your
homework on time, follow your teachers instructions, et cetera. Consequences of
breaking the rules at school include lower grades, conversation with your parents
and teacher, detention, loss of recess time, et cetera.
Unit Rationale
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I am teaching this unit because the socio-emotional understanding, being able to work
and grow in community, is important for both continued learning and for life outside of school.
The immediate impact for this unit is that it will help teach the expectations for the classroom. It
is important to explicitly teach the expectations for a classroom, especially an early elementary
classroom. Young students must be intentionally taught how to act in community with others.
The long-term reason for teaching this unit is that the socio-emotional understandings being
introduced in this unit, how to be a good citizen and how to work well with others, are directly
applicable to life beyond the classroom. While class rules may change year-to-year, being a good
citizen is a life-long goal. Learning how to cooperate effectively and show respect is not a one
week project, it extends through school and beyond. This unit will help explicitly introduce these
concepts so that the students can begin to process of learning at the classroom level. In order to
succeed students must be able to work effectively in society, which requires understanding.
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Elementary Social Studies Class Profile

Grade: Kindergarten
First Name
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Sarah
Alejandro
Adeline
Dan
Christine
Dana
Genevieve
Jasmine
Erin
Tom
Zachery
McKayla
Diana
Michael
Whistler
Katherine
Nicole
Patrick
Kwan
Brooke
Keith
Jake
Song
Derrick
Jim
Gender
Female
Male
Female
Male
Female
Female
Female
Female
Female
Male
Male
Female
Female
Male
Female
Female
Female
Male
Male
Female
Male
Male
Female
Male
Male
Nationality/Ethnicity
Caucasian-American
Panamanian-American
Caucasian-American
Caucasian-American
Caucasian-American
Israeli-American
African (Moroccan)
Syrian-American
Caucasian-American
Caucasian-American
Caucasian-American
African-American
Caucasian-American
African-American
Other
Caucasian-American
Caucasian-American
Puerto Rican-American
Chinese-American
Caucasian-American
Caucasian-American
American Indian
Korean
Bi-racial Caucasian /AA
Caucasian-American
Reading
Level
Primer
ELL
Below*
On Level*
Below*
On Level*
ELL
On Level*
On Level*
On Level*
On Level*
1st Grade
On Level*
Below*
Below*
On Level*
Below*
ELL
On Level*
On Level*
Below*
Below*
ELL
On Level*
On Level*
Context/Special Needs/Acc
Gifted, loves to read and talk about book

Father speaks some English. Bilingual (S
Very talkative, young for the grade
Parents are divorced.
Has a difficulty staying on task for extend
Bilingual (Hebrew/English)
Bilingual (Arabic/English). Lives in a mu
Bilingual (Arabic/English). Picked on be
Lives with her mother.
High energy, has difficulty staying focuse
Moved into the area from across town.
Gifted. Shy, teased for being shy. Enjoys
Both parents travel often for business, oft
Visually Impaired. Needs larger font.
Parents are divorcing and in a custody ba
Very energetic
One-parent family. Father left when she w
Bilingual (Spanish/English)
Lives in a multi-generational home.
Shy. Recently moved into the state.
Knows most of the alphabet but often mi
Parents are divorced.
Bilingual (Korean/English). Parents spea
Cannot sit still for very long. Teased for
Very Talkative. Parents are divorced.
*Students are not officially considered to be at or below Reading Level until second semester of
Kindergarten
*Below Level students are behind the average for learning the alphabet, On
level students have a working knowledge of the expected number of letter
September 4, 2015
Dear Families,
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Next week we, as a KL class, will be embarking on a new unit. This unit will focus on
Good Citizenship. As a class we will study the characteristics of good citizens and how students
can be good citizens in class, at home, and in the community.
I am extremely excited to help your children develop their understanding of how they can
participate in the community as active and productive members of society but I do need your
help. I will be sending the children home on Wednesday with a homework assignment. They will
need to draw how they think people should act around each other. I have also asked them to get
their parents/guardians to label the picture for them. This labeling is important for two reasons.
First the labeling will help me remind the students of what they drew and why. The second
reason I am asking you to label these drawings is that at your childs stage of development it
helps to be reminded that texts conveys information. As we are learning to read and write it helps
the students to take ownership of information. By connecting the information from the picture to
the text we help reinforce the childs ownership of in the activity.
Thank you so much for your willingness in this regard. If you have any questions,
comments or concerns feel free to give me a call or shoot me an email!
Sincerely,
Joe Lindsay
563-546-3729
joeiscool@theworld.net
Elementary Social Studies Methods Unit Plan Outline
What is your grade level? Class profile (a general description; complete profile will be in unit
section)?
o Kindergarten
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My class is ethnically diverse with several students who come from homes where English is
not the primary language. As a kindergarten class, the students are not evaluated for being
above or below reading level until the second semester. That being said there are several
students who are already reading at a first grade level and some students who have not had
the same experience with books and reading that others have and only know one or two
letters. There are also several students who come from one-parent families which needs to be
recognized.
What is the title of the unit? [Give it a title that ties the key themes together]
o Good Citizens
What NCSS and VSOL standards are addressed? [List all of the standards in the Unit]
o NCSS Standard VI: Power Authority and Governance
o VSOL K.1(j)
o VSOL K.10
State the essential question or main idea(s) that the unit addresses.
o What are some actions that good citizens take?
o What characteristics make a good citizen?
o Why is working in groups well important for good citizenship?
o Why do we use rules and laws?
o In what ways are good citizens involved in their homes, schools, and communities?
o What actions show examples of being a good citizen at school?
o What are examples of rules? What are the consequences of breaking rules?
o What are ways to be good citizens when working with classmates in groups?
What content websites/books/magazines did you refer to in order to learn more about the content of
this unit? [Start a list of resources]
o http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/2015/stds_histo
ry_social_science.pdf
o teacherspayteachers.com
o http://www.teachthought.com/uncategorized/10-team-building-games-that-promote-criticalthinking/
o The Selfish Crocodile by Faustin Charles and Michael Terry
o No David by David Shannon
o http://www.onlinemathlearning.com/sort-game.html
o
What are your objectives for the unit? [USE THE CURRICULUM FRAMEWORK]
o Students will be able to participate in groups and democratic society
o Students will understand what it takes to be a good citizens and how they can be good
citizens at home and in the classroom.
Rationale: WHY is it important to teach this unit (more than because it is required for testing or core
standard knowledge)
o Teaching students about the aspects of good citizenship is important because ultimately we as
teachers are preparing students to succeed outside of school. In order to succeed students
must be able to work effectively in society, which requires understanding
Students will know:
The rules for their classroom

Definitions: Citizen, Cooperation, Community
Breaking the rules has consequences
Students will understand:
Lindsay 7
That rules exist to keep people safe

Why cooperation is important in a community
Students will be able to:
Demonstrate good citizenship by working together in groups in the classroom setting
Content/Skills to be taught in each lesson (general)
Day1:HookEm
Day2:Lesson1
NCSS/SOL:K.10(a),(c)and
(e)
NCSS/SOL:
SS:K.10(b)and(c)
WarmUp:Introduce
WarmUp:Showandtellof
someoftherulesthatthe
studentshavetodoathome
Activity:TheSelfish
CrocodilebyFaustinCharles
andMichaelTerry
Debrief:Discusshowand
whyweshouldactaround
people(whydoweneedtobe
kindandrespectful).Have
thestudentscomeupwith
waystheycanbekindtoone
another.Plugtheseideasinto
wordletocomeupwithafun
postertoputatdesksduring
groupactivitiestoremind
kidstobekind.
Activity:Teacherwillmodel
thevariousclassroomchores.
Thestudentswillthenrotate
insmallgroupsthroughthe
differentchores
Debrief:Haveadiscussion
aboutwhyeachjob/choreis
necessaryfortheclassroom
torunproperly.
Day2:Lesson2
NCSS/SOL:
SS:K.10(a)and(d)
Math:K.13andK.14
WarmUp:Discussionabout
rulesthatstudentsparents
haveathome.ReadNo
DavidbyDavidShannon.
Activity:Havestudentsdraw
someoftheirfamilyrules.As
aclassmakeachartofsome
ofthesimilarfamilyrules,
tallyingthenumberof
studentswhoalsohavethat
houserule.Thestudentswill
thenbegiventimetogo
aroundtheclassandmakea
tallylistofhowmany
studentshavetheirrule
Debrief:Discussionabout
someoftherulesthatDavids
motherhadforhimandhave
studentscomparethoserules
tosomeoftherulestheyhave
athome,usetermslike
moreandlesstocompare
thedifferenthouserules
studentscompiled.The
teacherwillwalkthroughthe
listofrulesonebyoneand
askthestudentswhyeach
ruleisimportantforthe
classroomtooperate
effectively.
Day3:Lesson3
NCSS/SOL:
SS:K.1(i)andK.10(f)and
(g)
Math:K.15
WarmUp:AShrinking
Vessel:Agamewherethe
entiregroupmustfindaway
tooccupyaspacethatshrinks
overtime.Discusshowwhen
theyareworkingingroups
theyneedtoworktogether
liketheydidinthegame
Activity:Introducethe
conceptsofgroupworkand
cooperation.Giveeachgroup
asetofshapesthatcanbe
groupedinseveralways(i.e.,
bycolor,byshape,bysize)
andtellthegroupthatthey
havetofocusonsortingthe
shapesintodifferentgroups
andthattheyhavetowork
togetherasawholetodecide
onhowtheywanttosortthe
shapes.Allowthestudentsto
rotatetoeachstation(include
onestationusingthesmart
boardwherethestudentstake
turnswithonestudent
actuallyusingtheboardwhile
theotherstudentsinthe
grouphavetogiveinstruction
tothatonestudent.
Debrief:Haveadiscussionon
howtheyworkedasagroup.
Weretherearguments,how
didyousolvethe
disagreements.
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NC
Rev
brin
Con
Cro
No
wor
the
citiz
PreAssessment:
UsethediscussionafterThe
SelfishCrocodiletobeginto
evaluatechildrens
understandingofhowtobea
goodcitizen.Dothey
understandwhyyouneedto
bekind?Etc.
Homework?
FormativeAssessment
Homework?
Useahomeworkassignment
onWednesdaynighttohave
thestudentsdrawhowthey
believepeopleshouldact
aroundothers.Havethe
parentsworkwiththe
studentstogetthedescription
writtenontopaper.The
teachercanthenusethisto
reviewanypartofthelesson
onDay5beforehavingthe
finalassessment.
Homework:
Havethestudentsdrawhow
theybelievepeopleshould
actaroundothers.Havethe
parentsworkwiththe
studentstogetthedescription
writtendownasbestasthe
studentcanontopaper.Ifthe
studentdoesntknowenough
toactuallywrite,allowthe
studenttodrawwhatthey
wanttoandhavetheparent
helplabelthepicture.
End
stud
Res
with
teac
enti
gro
that
incl
Homework?
How are your lesson topics connected, i.e. what critical thinking links ideas together?
I tried to follow the CRA model when planning this unit. I started with the Concrete, developing the
students understanding of chores, an extremely concrete concept for most students, to start to introduce
the abstract concept of citizenship to the students. I then introduced the Representational understanding
by working with students through classroom rules. Rules are less concrete than chores because they are
not specific actions. They are ways of acting/behaving (be kind when you are working with others).
What is your end-of-unit assessment?
My end-of-unit assessment is to have the students will work in groups to come up with the class rules.
The teacher will then bring the entire class together and the groups will present the rules that they think
should be included in the classroom.
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Hom
Elementary Education Lesson Plan #1

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Student Name: Joe Lindsay

Grade Level: Kindergarten
Topic: Good Citizenship and Chores
Enduring Understandings: (What big idea(s) will students understand as a result
of this lesson?)
Taking responsibility for chores is a part of being a good citizen.
Essential Questions: (What question(s) will students grapple with as they learn
through this lesson?)
Why do we do chores?
How do chores help our community?
Primary Content Objectives:

Students
Students
Students
will know:
the different chores assigned in the classroom
will understand:
that classrooms function best when people are doing their jobs (chores)
will be able to:
demonstrate responsibility by completing their assigned chore(s)
Related state or national standards: (Examples include State Standards of

Learning, Common Core State Standards, Next Generation Science Standards or
National Curriculum Standards for Social Studies)
Social Studies K.10: The student will demonstrate that being a good citizen
involves taking responsibility for certain classroom chores;
English K.3 (e): Participate in group and partner discussion about various texts
and topics.
English K.12 (b): Draw pictures and/or use letters and phonetically spelled words
to write about experiences
Assessment: (How (and when) will students be assessed? What evidence will you
collect to determine whether students have met the lesson objectives? Will the
assessment(s) be a pre-assessment (diagnostic), formative (ongoing feedback) or
summative?)
o
I will measure my objectives by having each student demonstrate the

different chores required in the classroom and explain how the chore helps
the classroom community. This will be an informal formative assessment
where I can help students who are struggling to understand the chores.
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o
o
o
o
After my lesson I will be know if students are able to demonstrate

responsibility by completing their assigned chore(s) by monitoring
the chores assignments.
I will be able to figure out how much students know and understand
through discussion with the students
My formal assessment of the students understanding will be to assign the
students a chore to draw about. I will then ask the student how their chore
helps the classroom (I will write their answer below the drawing).
I will have the physical proof of the students chore drawing and
description, as well as physical proof that the students are completing
their assigned chores.
Materials and Resources: (List here all materials that you will need in order to
successfully teach this lesson. Include technology and website links, texts, graphic
organizers, student handouts, physical manipulatives, etc.)
Poster with the chores name, a picture of the chore, and spaces for the
students names.
Velcro backed strips with the students names on them so I can rotate the
students names among the different chores.
Key Vocabulary and Definitions:
Responsible-adj: People know that you will do what you are supposed to do.
They trust you to do what you are supposed to do
Responsibility- n: If something is your responsibility then you are in charge of
it. You need to make sure it is taken care of.
Chore: A task that you are put in charge of.
Lesson Procedures:
1. Introduction and goal orientation/ Connecting to prior knowledge and
experiences (Minutes 1-15):
The students were assigned to draw some of the things their parents have
them do around the house. The teacher will have the students sit on the
rug in a circle with their pictures. The teacher will ask the students, Does
anyone know what the word chore means? (There might be a few
incorrect guesses but this is a word that many students have prior
knowledge of from home) After a response along the lines of, Chores are
things your parents have you do around the house, the teacher will say,
Why do we do chores, allow for response. Guide the students towards
the concept that chores help improve your community (home). Proceed
with, Alright we are going to go around the circle and share what some of
our chores are at home. After the students have shared the teacher will
ask, do you only do chores at home? Allow for student responses. The
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teacher will then say we are going to learn today about some of the
classroom chores that we are going to be performing in school this year.
2. Tasks and activities: (What challenging tasks and activities will students
engage in as they construct knowledge, learn new skills or behaviors and
develop understandings?)
Minute 15-25: Today we are going to be learning about the chores we
are going to do to help keep our classroom nice.
The teacher will do a picture walk through the Chores Poster,
modelling the different chores for the students:
-
Line Leader
Caboose
Supply Manager
Librarian
Special Helper
Mail Assistant
Cubby Monitor
Minutes 25-40: The teacher will then split the class into their desk
groups and each group will take turns doing the chores
3. Closure: (How will you wrap up the lesson and reinforce key ideas? Closure
may include some form of assessment or exit slip)
Minutes 40-50: Bring the students back together on the rug. Now that
we have learned about how to do the different jobs and chores in the
classroom, lets go through why we do each job. Have the students
discuss how each job helps improve the classroom. Does doing our
chores help make us good citizens? What happens if we dont do our
chores?
Accommodations for individual differences: (How will the lesson be
differentiated to support diverse learners? Describe additional supports that can be
used for re-teaching if needed, and a challenging extension for students for
demonstrate mastery quickly or show evidence of a lot of prior knowledge.)
The teacher can accommodate for different students by grouping students
who may have some struggles understanding due to language differences with
students who are more likely to understand quickly. This will allow the students who
demonstrate mastery quickly to improve their understanding by teaching their
fellow students. This will also allow the students who may struggle to have further
support in their groups from the other students in their group. The Chores poster
will also provide some scaffolding for students who are struggling. By providing
pictures of the chores even students who may not be able to read yet can figure out
Lindsay 13
the different chores by examining the photos. The more advanced students, those
who may be beginning to read, can use the words on the poster. When the teacher
is first explaining the chores he/she may ask the more advanced students to read
the name of the job for their fellow students, that way they can practice reading
new words and the students who cant read yet can learn the names of the chores.
The lesson on chores is already scaffolded for further re-teaching if necessary
because the chores occur every day and if the students arent demonstrating
understanding the teacher can take a little more time when announcing who has
what chore to explain parts of the lesson again.
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Topic: Good Citizenship and Rules
of this lesson?)
Rules exist to keep people safe.

Breaking rules have consequences
Counting and tallying can keep track of data
Why do we have rules?

Who decides what the rules are?
How do rules keep people safe?
Why are there punishments when people break rules?

Students
Students
Students
will know:
That tallies are used to keep track of objects or information.
will understand:
Rules exist to keep people safe.
will be able to:
Gather data by counting and tallying
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Social Studies K.10: The student will demonstrate that being a good
citizen involves
o (a) Taking turns and sharing
o (d) following the rules and understanding the consequences of
breaking rules
Math K.13: The student will gather data by counting and tallying.
summative?)
o
o
o
o
o
o
I will have an informal pre-assessment in which we will discuss family

rules and I will be able to use questions to determine whether students
understand rules and their consequences.
My formal assessment of the students understanding will be to have the
students make a bar graph using the information we gathered about the
House Rules families have.
After my lesson I will be know if students are able display gathered data
in object graphs, picture graphs, and tables, and will answer
questions related to the data by assessing the bar graphs that the
students make.
I will also be able to tell if students understand rules through an ongoing
evaluation of students actions throughout the year.
I will be able to figure out how much students know and understand about
rules through the debrief discussion.
I will have the physical proof of the students rules drawing and the rules
bar graph.
No David by David Shannon.

Paper for the drawing and the tally sheets
Markers/Crayons for the students to use.
Tally Marks (n,): A way to count by marking a line for each number and then
counting the total number of lines at the end.
Rule (n.): A set of behaviors that you are expected to demonstrate while in a
certain area.
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Consequences (n.): Consequences are the effects, or results, of something

that you do.
Lesson Procedures:
The teacher will have the students sit in a circle on the rug and engage
the students in discussion about house rules. The teacher will ask, What
are some of the rules that your family has at home? Allow the students
to respond with answers. Make sure that the students understand the
difference between chores (eg. Cleaning their room) and rules (Do not
fight with your siblings). Chores are activities that the students are
expected to complete while rules are guidelines for how to behave in a
certain place. Direct this conversation into an introduction about the book
No David by David Shannon. We are going to read a book called No
David. Listen for some of the rules that you think Davids mother has for
David in this book. Read through the book. Have a discussion about a
few of the rules that the students might have picked out of the book. Ask
a few follow-up questions including: Why do you think Davids mother
had that rule? Do you think Davids mother was being mean? Why or why
not? Does she still love David? Bring the discussion to the conclusion that
rules are meant to keep us safe, not to be mean.
Minute 15-22: We are going to spend the next few minutes drawing a
picture of a rule that your family has at home. Go to your desks and
draw a picture of something that is expected of you at home.
Remember today we are focusing on rules, not chores.
-
Allow the students to spend some time drawing their rule.

Use this time as the teacher to figure out the list of rules the
students are writing, do a walk around and ask. This can help keep
the students on task and will help prepare for the discussion.
Minutes 22-30: Call the students attention back to the front. Explain to
the students that you will be making a list of the different rules using
tally marks. Explain, Each tally mark represents one person, so if
three of you have the same rule then I will make three tally marks.
Have each student stand up and show their rule and give a brief
explanation of their rule while you generate the tally mark list.
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Minutes 30-40: Have the students get up and tell them, You are each
going to be making your own tally sheet. I want each of you to ask the
rest of your classmates if their family also has the rule that you drew.
Help the kids set up a Yes/No Tally chart and give them about ten
minutes to collect their data.
6. Closure: (How will you wrap up the lesson and reinforce key ideas? Closure
Minutes 40-50: Bring the class back together and have each student
report about their rule: what the rule is and compare whether more
people also had the rule or if fewer had the rule. Follow this with a
discussion about why the students families have those rules.
Remember that rules exist to keep us safe and healthy, why do you
think our parents have rules like No fighting or No TV on
weekdays?
This lesson can be differentiated in a couple of different ways. Students who
are reading/writing at a more advanced level can be encouraged to label their
drawing with the actual rule. A further extension that could be used for more
advanced students is to have them represent their data in multiple ways (tallies,
numbers, bar graph). Opportunities to reteach the lesson occur in a few different
places. The rules portion of the lesson can be retaught any point during the year
when introducing a new activity/game as each activity will have its own set of rules.
The data collection method can be retaught through lunch order collection (How
many of you brought your lunches? Who is buying lunch? Et cetera). The activity
also provides a mix of group work and individual work for students who prefer
learning one way or another. The drawing and tally activity should be a good way to
help encourage cultural differences and to engage the students whose family may
not come from the United States (there are several in the class) as they may have
different rules than some of the more traditional American students. This lesson
provides an opportunity for the teacher to allow the students to learn about some of
the cultures that surround them every day.
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Topic: Good Citizenship and Group Work
of this lesson?)
Good citizenship requires being able to work well with others.

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Cooperation, taking turns, and sharing are necessary for successful group
work
Why do we do we work together?

How does being kind and respectful help when you are working in groups?
How can we demonstrate respect in group work?

Students
Students
will know:
That group work is a required part of living in society
will understand:
Working together requires being respectful, listening to others, and active
participation.
Students will be able to:
Work together in groups effectively
Sort and classify groups according to their attributes
Social Studies K.1 (i): The student will demonstrate skills for historical thinking,
geographical analysis, economic decision making, and responsible citizenship by
practicing good citizenship skills while collaborating, compromising and
participating in classroom activities.
Social Studies K.10: The student will demonstrate that being a good citizen
involves
(a) taking turns and sharing
(f) participating in decision making in the classroom; and
(g) participating successfully in group settings.
Math K.15: The student will sort and classify objects according to attributes
summative?)
o
o
I will measure my objectives by having students complete group activities

while focusing on working together as a group and demonstrating the
qualities of a good citizen.
After my lesson I will be know if students are able to work together in
groups effectively by observing their work during the stations and
through the debrief discussion of what went well and what did not go well.
Lindsay 20
After my lesson I will be know if students are able to sort and classify
groups according to their attributes by asking each group at the end
of the rotation what groups they made and how they classified each
group.
o This will be a summative assessment of each groups skills as I will
probably not have time to go back to this specific activity, though other
sorts will occur throughout the year.
o The assessment of the group work will be formative as I have the entire
year to work with students on group work, even if that instruction is not as
explicit as this lesson.
o I will have the physical proof of the students sorting abilities in three of
the four stations: Set, Legos, and the Crayon and marker sort.
o
Copy of the card game Set to use for the sorting activity.
Collection of Legos for the sort
http://www.onlinemathlearning.com/sort-game.html
Crayons and markers for sorting
Smart Board and smart board extension stick (pointer for reaching the
board)
Cooperation (n.): Working together to get something done

Classify (v.): To sort or arrange a group of things or people into categories of
shared features.
Attribute (n.): a feature (part) of an object or person that helps classify that
person/object.
Lesson Procedures:
8. A Shrinking Vessel: A game where the entire group must find a way to occupy
a space that shrinks over time. Discuss how when they are working in groups
they need to work together like they did in the game
The teacher will call all of the students to the rug. Explain that you are
going to play a game called Shrinking Vessel. The rules of the game are:
Everyone has to fit within the area outlined by the teacher, you have to
work together to fit everyone in the area, no pushing or being unkind,
walk at all times, if anyone starts pushing we will immediately stop the
game. Proceed with the game, starting with the vessel being the entire
classroom and continuing until the students have to work together to fit in
the area, cant be too small because it needs to be able to fit 25
Lindsay 21
kindergarteners. Use tape to outline some of the smaller shapes. After

you have reached the limit of closeness end the game and have the kids
sit down. Have a discussion about how the students cooperated in the
game. Did you need to talk to each other in order to fit near the end?
Did you communicate in any other ways (hand signals, touch)?
Minute 10-20: Today we are going to be learning about good
citizenship in group activities. When we cooperate, work together, with
other people we need to behave like we have the last few days. Start a
discussion of how we should treat each other in groups (Be kind, dont
say mean things, listen to others, be respectful, participate in the
activity). Introduce the stations that we are going to be doing
activities, emphasize that the students need to remember to focus on
working as a group. To teach the sorting go station by station and
model sorting. Emphasize that there are multiple ways to sort each
station and students should fully sort one way and then try another
way.
Station 1: The students will use the card game Set to sort the
cards by category (shape, color, shading)
Station 2: The students will sort a collection of Legos (shape,
color, size)
Station 3: The students will sort a collection of crayons, markers
and colored pencils (type of utensil, color)
Station 4: Students will use the smart board and pointer stick to
play a sort game called Sorting with Hampshire where the
students sort a variety of objects into predetermined categories
but might fit into multiple categories (3 categories per set of
objects). Students will take turn as the person using the pointer
to move objects, one object per turn.
Minutes 20-50: The teacher will then split the class into four groups
and each group will start at one station. The stations will rotate every
five minutes. Spend one minute at the end of each doing a visual
check (take a photo) of each groups sort for assessment purposes.
During the rotations it would be best to start with the group at the
Lindsay 22
smart board until it is obvious they understand and can do the game
on their own.
10.Closure: (How will you wrap up the lesson and reinforce key ideas? Closure
Minutes 50-60: Bring the students back together on the rug. Now that
we have done some group activities lets talk about how the stations
went. Have a discussion on how they worked as a group. Were there
arguments, how did you solve the disagreements?
This lesson can be differentiated in a couple of different ways. None of the
students in the class have been identified as having an Emotional Disorder, but as
this is kindergarten there is a possibility that a student or two has an undiagnosed
disorder. If this is the case an alternate activity for the class instead of the Shrinking
Vessel, which could trigger someone with an ED, would be to have table groups use
sets of pattern blocks to try and make certain shapes (there are pattern block
templates available online). This would introduce the topic while including all of the
students in the activity. The stations provide a few different ways to extend the
lesson for students who demonstrate mastery. If a group of students, or an
individual student shows mastery relatively early on you can ask the students to
make their own sort at the station. This would require the students to understand
the concept behind the sorts as well as be able to identify commonalities between
objects. Additional supports for re-teaching would include giving students the
features that they need to sort before they begin.
Lindsay 23
Assessments
Pre-assessment: My pre-assessment is not something I can complete and present as
it is a discussion with kindergarteners about what it means to be a good citizen. I
plan to use the discussion after The Selfish Crocodile to begin to evaluate childrens
understanding of how to be a good citizen. Here are the planned questions for the
assessment along with possible responses:
How was the crocodile an unkind community member?

o He was being greedy taking all of the water
o He was being mean and not letting other animals swim in the water
o He was being selfish and not sharing with the other animals
How should the crocodile have behaved to be a good community member?
o He should have let the other animals in the water.
o He shouldnt eat any of the animals
o He should share with the other animals
How did the mouse benefit from being kind to someone who was unkind to
him?
o After the mouse helped the crocodile the crocodile let the other
animals use the river
o The crocodile stopped being mean to all of the other animals
Did the crocodile benefit from being a generous community member in the
end?
o The mouse promised to take care of his teeth for him whenever they
started to hurt
o He realized that the others could help him if he responded with
kindness and helped them too.
How can we be good community members at school? At home? With your
friends?
o We can be nice to others even if they arent nice to us.
o We can share and be nice.
o We can listen to what the teacher says
o We can do what our parents tell us
o We can play with our siblings
Lindsay 24
Formative Assessment: Use a homework assignment on Wednesday night to have the students
draw how they believe people should act around others. Have the parents work with the students
to get the description written onto paper. The teacher can then use this to review any part of the
lesson on Day 5 before having the final assessment.
Lindsay 25
Summative Assessment: The students will work in Response groups to come up with the class
rules. The teacher will then bring the entire class together and the groups will present the rules
that they think should be included in the classroom. The teacher will write these down as the
students talk so that the students will take personal ownership of the rules. The students will then
sign the rules list with their handprint.
Photo credit: https://www.pinterest.com/pin/553802085407798794/
Assessment Tools: As most of the kindergarten assessments are based upon

observation, not on written work, the best assessment tool for this would be a
Running Record in which the teacher notes his/her observations concerning student
Lindsay 26
learning after each activity. I did not provide a copy of this as it less of a rubric and
more of a journal.
Reference List
Charles, F. and Terry, M. (1998). The selfish crocodile. London: Bloomsbury.

Hosler, A. (2015). 10 team-buliding games that promote critical thinking.
Retrieved from http://www.teachthought.com/critical-thinking/10-team-buildinggames-that-promote-critical-thinking/
Pilars adventures: Sorting with Hampshire [Online Software]. Retrieved from
Shannon, D. (1998). No David. New York: Blue Sky Press
Virginia Board of Education (2015). History and Social Science Standards of
Learning for Virginia Public Schools. Retrieved from:
http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/201
5/stds_history_social_science.pdf
Virginia Board of Education (2009). Mathematics Standards of Learning for
Virginia Public Schools. Retrieved from:
http://www.doe.virginia.gov/testing/sol/standards_docs/mathematics/2009/stds_
mathk.pdf
Virginia Board of Education (2010). English Standards of Learning for Virginia
Public Schools. Retrieved from:
http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/stds_english
k.pdf
Lindsay 27

Classroom Citizenship

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EDIS 5340

Letter to the Parents

Unit Outline & Curriculum Map6

What are some actions that good citizens take?

Elementary Social Studies Class Profile

Gifted, loves to read and talk about book

Elementary Social Studies Methods Unit Plan Outline

The rules for their classroom

That rules exist to keep people safe

Elementary Education Lesson Plan #1

Student Name: Joe Lindsay

Taking responsibility for chores is a part of being a good citizen.

Primary Content Objectives:

Related state or national standards: (Examples include State Standards of

I will measure my objectives by having each student demonstrate the

After my lesson I will be know if students are able to demonstrate

Key Vocabulary and Definitions:

Elementary Education Lesson Plan #2

Rules exist to keep people safe.

Why do we have rules?

Primary Content Objectives:

Related state or national standards: (Examples include State Standards of

I will have an informal pre-assessment in which we will discuss family

No David by David Shannon.

Key Vocabulary and Definitions:

Consequences (n.): Consequences are the effects, or results, of something

Allow the students to spend some time drawing their rule.

Elementary Education Lesson Plan #3

Good citizenship requires being able to work well with others.

Why do we do we work together?

Primary Content Objectives:

I will measure my objectives by having students complete group activities

Key Vocabulary and Definitions:

Cooperation (n.): Working together to get something done

kindergarteners. Use tape to outline some of the smaller shapes. After

How was the crocodile an unkind community member?

Photo credit: https://www.pinterest.com/pin/553802085407798794/

Assessment Tools: As most of the kindergarten assessments are based upon

Charles, F. and Terry, M. (1998). The selfish crocodile. London: Bloomsbury.

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