Indiana Wesleyan University

Elementary Education Lesson Plan Template

Social Studies: DSS Lesson Plan
2007 ACEI Standards

McKenna Maynard School: Riverview Elementary

IWU Supervisor: Karla Karr Co-op: Mrs. Faulkner
Teaching Date: December 1st Grade Level: 3rd grade
Lesson Title: How To Be A Good Citizen

READINESS
I. Goal(s)/Objective(s)/Standard(s)
A. Goal: Students will describe the term citizen.
B. Objective: Students will be able to describe the role of a citizen and identify different
ways that a responsible citizen can help in their home, school, and community.
C. Standard:
NCSS: Civic Ideals and Practices
IAS: 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 AND MANAGEMENT

A. Materials:
-Citizenship worksheet
-Crayons/colored pencils
- My Citizenship Rap blank sheet
-Large white paper for anchor chart
-Document Camera
-Definition of citizen and citizenship papers
-Citizenship rap

B. Time: 45 min.
C. Space: Students will be sitting at their individual desks during instruction and while they
fill out their individual worksheet. They will then be placed around the classroom while
they work in their small groups and create their raps. I will self select groups of 3 based
on what students are in class.
D. Behavior: Give expectations for listening, using materials, and volume level. If students
are not using materials appropriately they will be taken away from them. If they get too
loud while working I will get their attention by clapping and ask them to lower their
voices. Before groups present their raps I will take time to discuss expectations of
listeners and presenters. If individual students are misbehaving they will lose points on
class dojo.
E. Technology: Document Camera
III. ANTICIPATORY SET: This morning when I was walking into the school, someone held
the door open for me. They didnt have to hold the door open for me. They could have let it slam
shut and then I would have had to open it myself, but they did it anyways because they wanted to
help me. I want someone to raise their hand and give me an example of something nice that they
have done for someone else, or give an example of something nice that someone has done for
them? *Allow students time to answer* Those are all really good examples. Why do you think
people do nice things for us and we should do nice things for other people? *Allow students time
to answer*

IV. PURPOSE: Today we are going to be learning about what it means to be a good citizen at
home, at school, and in our community because we are all citizens and it is important to know
how we can be responsible and help those around us.

PLAN FOR INSTRUCTION

V. ADAPTATION:
A. Remediation: If students are struggling they can ask a student around them for help. I
will also be walking around the room to repeat instruction and give assistance when
needed. If students are still confused on the idea of a citizen or things that they can do as
a good citizen, I can continue to give them more relatable examples.
B. Enrichment: Students who finish their worksheet early can draw pictures of examples of
good citizenship on the back of their worksheet.
C. ELL- N/A
D. Exceptional Needs: Some students process slower and need things to be repeated multiple
times. I will put the definitions and anchor chart up on the board during work time so
that they can refer to them during work time when needed.

VI. LESSON PRESENTATION

PART 1:
We all have a role to play in being a good citizen. A good citizen does his/her part to make your
home, school, and community a better place. A good citizen cooperates with others, follows the
rules or laws, shows respect and is kind to others, tries to be a good student and classmate,
volunteers to not only help others, but also takes care of the house, classroom, or earth around
them. Good citizens do all of these things without anyone asking them to. They go out of their
way to help others and make the world a better place. On the board I have an anchor chart that
we are going to fill in as a class. I want you guys to give me words or sayings to fill in under
each category. *Fill out the different sections of the anchor chart while calling on students*

Now that we have finished the anchor chart I want you guys to fill out this worksheet. There are
four different sections: In my classroom, during lunch, at home, and in my community. I want
you guys to write down 2 examples of ways that you can be a good citizen in each other these
categories. When you finish writing your examples bring it to me so that I can check your work.

I will allow students to draw pictures to go along with each category if they finish early.

PART 2:
Now that you guys have come up with some of your own examples of how to be a good citizen, I
am going to split you into small groups and you guys are going to come up with a rap or write a
poem that talks about what it means to be a good citizen. For example,

We are good citizens,

You know its true.
We are good citizens in all we do.
We work hard and respect every rule, Helping the community and our school. We listen, share
and always care,
We show good citizenship everywhere!

Once you are finished with your rap or poem, your group is going to get to perform it in front of
the rest of the class. Your whole group has to read it together.

Does anyone have any questions? While you are working you may talk to each other but you
should be focused on what you are doing and not use a shouting voice. Once I call out the people
in your group I want you to come up and get a paper from me. You guys will need to decide who
the writer is going to be because each group is only getting one paper. When you finish writing
your rap bring it to me so that I can check it! When I give you your paper I will tell you which
area of the room you will be working in.

*Split students into groups and give them time to work on rap*

I need everyone to head back to their seats and show me that they are ready to start presenting
their raps. I want our voices on zero. *Give students time to get back to their seats* Before we
present lets go over how to be a good listener and a good presenter. When groups are up here
presenting, the audience needs to have their voices off and listening ears on. Presenters, when
you are up here you need to use loud voices so that the audience can hear you. Which group
would like to present first? *Allow all groups to present*

V. CHECK FOR UNDERSTANDING

-During the lesson I will be asking questions about what it means to be a good citizen and asking
for examples.
-I will listen to students responses, both verbal and nonverbal to determine if students are
understanding the material.
-I will walk around the room and look at students worksheet to determine if they are
understanding the content and completing the task correctly.
-Completed a rap about citizenship with their group will demonstrate their understanding.
-Closure is a check for understanding.

VII. REVIEWING LEARNING OUTCOMES/CLOSURE

Now that you have finished your citizenship worksheet and made a rap with your group, try to
remember what the definition of a good citizen is. When you know what it is give me a thumbs
up. *Call on two students to give me their definition of a good citizen* When you can give me an
example of something that you can do either at home, in this classroom, or in the community to
be a good citizen touch your nose. Call on three students to give me examples
PLAN FOR ASSESSMENT
Formative: Asking questions before and after the lesson; who can tell me what a good citizen
is? Who can give me an example of something a good citizen would do? What a good citizen
does? Who can give me an example of something they would do to be a better citizen?

-I will also be observing students complete their personal worksheet and rap in small groups. I
will walk around and have them explain the things that they wrote to me
Summative: N/A

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?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
Student worksheet
Anchor chart will have these 4 sections
 Definition to hang on board:

WHAT IS A GOOD CITIZEN?

A good citizen does his/her part to make

their home, school, and community a
better place. A good citizen cooperates
with others, follows the rules or laws,
shows respect and is kind to others, tries
to be a good student and classmate,
volunteers to not only help others, but
also takes care of the house, classroom,
or earth around them. Good citizens do
all of these things without anyone asking
them to.
 Names:_____________
_____________
_____________
_____________

Our Citizenship Rap!

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