Indiana Wesleyan University

Social Studies DSS Lesson Plan

Citizenship

Student: Ellie Stemple School: Riverview Elementary

IWU Supervisor: Dr. Soptelean Co-op teacher: Mrs. Faulkner
Teaching Date: 11 April 2018 Grade Level: 3rd Grade

READINESS
I. Goals/Objectives/Standard(s)
a. Goal: Students will learn why it is important to be a good citizen in our world
today.
b. Objective:
i. By completing each of the three learning centers, students will learn
tangible ways to be good citizens in their country, community, school, and
home.
c. Standard:
i. 3.2.5 Explain the importance of being a responsible citizen of your
community, the state and the nation. Identify people in your community
and the state who exhibit the characteristics of good citizenship.

II. Materials & Management

a. Materials
i. Situation cards (20)
ii. “I Pledge Allegiance” book
iii. Pledge template activity
iv. Construction paper
v. Markers/Crayons
vi. Glue
vii. Scissors
viii. Notecards (20)
b. Time: 45 minutes-1 hour
c. Space
i. Students will be walking around the classroom during the anticipatory set
and seated at their desks for the instruction.
ii. Center 1: Students will be at the carpet with another IWU student for the
read-aloud.
iii. Center 2: Students will be by the teacher’s desk to talk to the police
officer, away from the rest of the centers to eliminate distraction and noise
levels getting too high.
iv. Center 3: Students will be at the kidney-shaped table with me for the art
center.
v. Students will be at their desks for the closure.
d. Behavior: Expectations will be set from the beginning for listening, speaking, and
using materials. Grouping will be organized ahead of time and displayed for them
on the screen so that appropriate groups are constructed.
 e. Technology: There will be little technology use for this lesson to eliminate
students getting off track. I have observed my students using technology often
during their class time, especially during centers, and many often misuse the
technology and goof off instead. Therefore, I will not have a separate technology
center. However, I plan on using technology to give my students visuals such as a
timer on the screen for their centers and directions on a PowerPoint slide for the
closure activity. This will especially help visual learners.

III. Anticipatory Set

For my anticipatory set, I am going to play a game with my students. First, I will pass out
a card to each of my students. On each card is either a difficult scenario or a solution that
a good citizen might do in response to the scenario. There are 10 scenarios and 10
solutions. Each card has a match. When I say go, the students will move around the
classroom and find the card that matches theirs. They have to read their cards aloud to
their classmates to find the correct match. When they do, they can sit down where they
are. Then, once everyone has found their match, we will go around the room and
everyone will read their paired cards (scenario and solution) to see what good citizens
would do in difficult scenarios. I will then ask everyone to return to their seats for the rest
of the lesson.

IV. Purpose Statement

Today we are going to learn how we can be good citizens in our country, community,
school, and home.

PLAN FOR INSTRUCTION

V. Adaptation to Diverse Students
a. Remediation: There will be multiple means of receiving the information,
according to the various multiple intelligences and learning styles.
b. Enrichment: For groups that finish early at a center, I will have them elaborate on
their work or ask more questions. If groups really do not know what to do, I will
allow them to talk to one of their group members about what they have learned so
far to begin brainstorming for their closure.
c. ELL: N/A
d. Exceptional Needs:
i. Student with severe ADHD: I have created a lesson that is very interactive
and engaging, particularly for this student who has trouble sitting still and
staying focused on one thing for long periods of time. Due to the nature of
the centers, there is plenty of opportunity for engagement and active
involvement. However, to eliminate any difficulty my student with ADHD
might have because of the potential distractions, I will place him in a
group that will help him stay focused and not distract him from his tasks.
ii. Student with behavior issues: For this particular student who does not
always listen or will create disruptions during class for attention, I will
calmly speak to him and try to quiet him down so that he can participate in
the lesson. If he refuses to listen, I will ask him to sit out for a period of
time until he is ready to join the rest of his group at the centers.
VI. Lesson Presentation
 Brief Instruction: Explain “good citizen” and give examples
o Citizen: someone with rights and responsibilities in a particular community, city,
state or country
o Citizenship: the act of practicing one’s rights and responsibilities as a member of
a community, state or nation
o Examples: police officer, fireman, nurse, doctor, paramedic, student of the month

 Centers
o Center 1: Read-Aloud (America)
 Input: Alex Swink will be helping me out at this station. She will read the
book “I Pledge Allegiance” on the carpet to each of the groups, explaining
the meaning behind some of the phrases and words in the pledge of
allegiance. She will then lead a brief discussion about the importance of
the pledge and ask the students what they learned from the book. She will
also discuss what we can do to be good American citizens.
 Output: As a response activity, students will write their own pledge of
allegiance to America, writing some things that they promise to do as
good citizens of America. I will give them a worksheet with the beginning
of the pledge written out for them as,
“I pledge allegiance to my country, the United States of America.
As a good citizen, I promise to…”
Students will then fill in the rest of the pledge according to their personal
desires to be good citizens of America.
o Center 2: Guest Speaker (Our community – Marion)
 Input: A local Marion police officer is going to come into the class and
lead one of the centers. He will give about a 5-7 minute talk about his
experience as a good citizen in the community and how the students
themselves can be good citizens in our community. He will give tangible
examples for the students to help them see how they can help in Marion.
 Output: Students will then have a chance to respond by asking the police
officer any questions that they might have relating to citizenship and his
job in Marion.
o Center 3: Arts/Crafts (Home/School)
 Input: I will be at this center, helping students understand the importance
of being a good citizen, both at school and at home. Before we begin the
craft, I will talk about tangible ways we can be good citizens at school and
at home. I will then explain the craft to them as a means of being good
citizens in our homes and schools.
 Output: The students will respond to this information by creating their
own thank-you cards. They can choose to either write their card to a
parent/other adult in the home, or they can write it to a staff member at
their school (teacher, principal, librarian, school police officer, etc.). I will
provide construction paper, scissors, markers, and glue for them to create
their own cards for the people they appreciate at home or at their school.
 In their card, they will write to an adult at home that they appreciate,
explaining why they are grateful for them and thanking them for all they
do. If they choose not to write to an adult at home, they can thank a school
staff member as well. This is a way for them to practice being good
citizens in their home and school as they thank the people that do so much
for them.

VII. Check for Understanding

 I will ask questions throughout my lesson presentation to ensure that the students are
following along.
 I will observe students’ facial expressions and behavior at the centers to see if centers are
an effective way of delivering social studies instruction.
 I will collect the students’ personalized pledges to see if they understood the significance
and meaning of a pledge.
 My closure will also serve as a check for understanding.

VIII. Closure
For closure, I will give each student a notecard and put two questions on the board:
Which station was your favorite and why?
What was one interesting thing that you learned today about citizenship?
I will have each student write their response to these two questions and then ask for a few
volunteers to share their response with the class. I will then collect the notecards and use
these as part of my formative assessment.

PLAN FOR ASSESSMENT

 Formative: For my formative assessment, I will start by observing how well students
complete the anticipatory set activity. If they seem to struggle understanding what a good
citizen would do in those situations, I will spend more time in my instruction discussing
what a good citizen is and what they do. If they seem to understand, I will spend less time
discussing this. I will also walk around the classroom as the students engage in the
centers, making sure they are completing the tasks the way they were designed to be
completed. I will observe student behavior and engagement in the activities at each
center. Finally, I will use the notecards that I collected from my students during the
closure activity as a formative assessment. This will show me what the students took
away from the lesson and what they learned.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. How did the centers help and/or hurt the focus of the lesson?
8. What should I change in my anticipatory set and closure that would better bookend my
lesson?

You see a kid push another kid take an eraser out of a
off the swing at recess. The
teacher isn’t looking.
What do you do?
In the cafeteria, your friend
shares her cookies with her
friends, but she does not have
enough for the whole class and
some classmates are upset.
What do you do?
Your friend is making fun of
someone else, calling him
names and making fun of his
clothes.
What do you do?
You see one of your friends
classmate’s desk. He says he’ll
put it back later, but he
doesn’t.
What do you do?
A new kid asks to play with
you at recess. Your friend says,
“I’m sorry, we’re already
playing together. Go find
someone else.”
What do you do?
A classmate’s crayon box
keeps falling and spilling
everywhere and the rest of
your classmates are getting
tired of helping him.
What do you do?
While at recess, you notice a
lot of trash and litter on the
playground. You know it is
wrong to litter but you want to
play and it’s not yours anyways.
What do you do?
You see your friend’s bag of
chips that she has been saving
all day sitting on her desk. It is
the end of the day, she is not
around, and you are starving.
What do you do?

A student next to you does not

have a green crayon. They
have asked everyone at their
table but no one is willing to
share. You really need yours to
color the tree you are working
on.
What do you do?

Everyone else just throws their

books on the ground instead of
putting them away on the
shelves in the library, but you
know where they are supposed
to go.
What do you do?
Tell the teacher that you saw a
student push another student
off the swing on purpose.
Quietly tell the teacher that
you witnessed a student take
someone else’s things from
their desk and let the teacher
handle the issue.

Offer some of your cookie to Tell your friend that you love
the classmates that did not get playing with new friends and
any and kindly suggest that invite the new kid to join you.
your friend bring more cookies
next time.

Stand up to your friend and tell Keep being kind and helping
them that it is not kind to him pick up his crayon box,
make fun of people. Be a even when no one else is.
friend to everyone.
You choose to spend a few
minutes of your recess picking
up the trash on the
playground.
Find your friend and tell her
that she should put her chips
somewhere safe so nobody
steals them.

Share your green crayon with

your friend while you work on
other parts of your picture and
then finish it when he is done.

Pick up the books for my

classmates and put them away
on the right shelves to help the
teacher.
I pledge allegiance to
my country,
the United States
of America,
As a good citizen, I
promise to…
How to
be a
good
citizen
 in
America
 How to
be a
good
citizen
 in our
Communit
y
 How to
be a
good
citizen
at Home
and at
School