Design for Instruction (DFI) SSE 3312 Unit Plan

Theme: Citizenship
Grade level: 2nd grade
Group Members:
Victoria Morrow
Elizabeth Capellini
Rebecca Chappell
Rachel diMonda
Pre-Post assessment ideas: 10 question quiz on Citizenship.__________________
Outline below, what will take place on each day and who is responsible for the lesson
plan!
Day 1: Introduction to being a model citizen.
Who:
Rebecca Chappell, Elizabeth Capellini, Rachel DiMonda, Victoria Morrow
What:
Activity:
5 minutes-Welcome to camp!
Hand out welcome kits that include name tag and survival guide. Take students pictures.
Ask students to print their names on the survival guide.
35 minutes- Role Playing and Discussion- what students think it means to be a model
citizen
* You are walking on the beach and you see some trash, what do you do?
* A student next to you drops their pencil on the way to class, what do you do?
* You just finished drinking your water bottle, what do you do?
* You see a coke can in the trash, what do you do?
* A stranger messages you, what do you do?
* If you hear of a friend that is being bullied online, what do you do?
* If you see bullying online, what do you do?
* You see someone stealing from the store, what do you do?
* You dont agree with one of the classroom rules, what do you do?
10 minutes- Read Aloud
10 minutes -Citizen Survival Guide Introduction
1st step- print your name
2nd step- decorate the front page (5 minutes)
3rd step- Complete Day 1 (5 minutes)
Day 2:Community Helpers
Who: Victoria Morrow
What:
1. Gather around the campfire and review the previous lesson . Have students put on
their name tags and hand out Citizenship Survival Guides. (3 minutes) Thinkpair-share
2. Take students for a walk around the school and ask students to pick up any trash
they see. While on the walk describe to students what a community helper does
and why it is important for people to help the community (15 minutes)
3. Complete the K and W from the KWL Chart on community helpers from
www.prometheanplanet.com (5 minutes)

4. Take students for a walk around the school and ask students to pick up any trash
they see. While on the walk describe to students what a community helper does
and why it is important for people to help the community (15 minutes)
5. Video of Disneys Citizen Kid (Vivienne) and Discussion (15 minutes)
6. Read Aloud of Being a Good Citizen: A Book About Citizenship (Way to Be!) (5
minutes)
7. Citizen Survival Guide - complete Day 2 (6 minutes)
questions would include: Describe what a community helper is. Why is it
important to help the community? What are some ways you could impact your
community?
8. Read Aloud of The Kids Guide to Service Projects. Students brainstorm and
choose 1 thing for the class to do to help the community (6 minutes)
9. Students complete L from the KWL Chart (5 minutes)
Note (bullet) technology use below:
*Video/Smartboard
Day 3:Environmental Care (Recycling)
Who:Rebecca Chappell
What:
1. Gather around the campfire and review the previous lesson . Have students put on
their name tags and hand out Citizenship Survival Guides. Think-pair-share (3
minutes)
2. Dramatization: (5 mins.)
(Interactive role play) Teacher has recycling bin filled with trash at the front of
room and dumps all of the trash out onto the floor.
3. Discussion: (15 mins.)
Recycling bin explanation and discussion
What is: reduce, recycle, reuse, trash, and compost
How and when can we do these?
4. Recycling Song (5 mins)
5. Interactive game (15 mins.)
Put reduce, recycle, reuse, trash, and compost signs around the room
Put a picture of an object on each students back
Have students get into pairs in order to help each other by describing what object
is on each others back
Once students have guessed correctly then they will put that object into one of the
categories around the room
6. Citizen Survival Guide - complete Day 4(10 mins)
-Stamp the Citizenship Survival Guide. (3 mins)
Day 4: Rules and Laws

Who:
Rachel diMonda
What:
1. Gather around the campfire and review the previous lesson . Have students put on
their name tags and hand out Citizenship Survival Guides. Think-pair-share (3
minutes)
2. Developing Activity
The teacher would tell the students that this game is to demonstrate how rules and
laws help society. The teacher would ask the students to get into lines and then
the teacher would give select students a piece of candy. The teacher would then
just tell the students that theyre playing a game and that they need to pass the
candy. The directions are supposed to be unclear so that the students are
uncertain of what to do. As the students pass the candy the teacher continuously
adds rules to the game, which would possibly counter some rules and just make
the game pointless and useless. After some rules have been added and slight
chaos begins, the teacher would stop and problems can be reviewed. Students
will most likely point out the changing rules and misunderstanding, which would
represent not having laws in society and how it would affect the community. This
could then lead to creating, voting, and implementing rules for the game. By the
end of the game the connection should be made clear that the rules for this game
are similar to laws for adults in society. (20 minutes)
3. The conclusion of the game would bring in a conversation about rules and laws.
A list by the class can be started of why rules are necessary in various locations,
and this list can be written by the students in a class discussion with answers
written on the front board. What makes a good rule? Students discuss and
observe similarities seen with their created list. (10 minutes)
4. Students then take what theyve discussed about high quality rules and laws and
draw and color a pictures of a rule that they may have to follow at some point
during the day. Possible ideas could be school or home. Students then should
label their picture of the rule being demonstrated (15 minutes)
5. A classroom constitution will then be developed. This should start out as a list at
the front of the board which would list current rules in the classroom but then
allow students to add to the list. This development of the classroom constitution
could then bring the teacher to show an artifake of the U.S. Constitution, which is
a list of laws for the states and government. The students would discuss which
rules were important as well as fair and high quality rules that would be beneficial
to the classroom. At the end when the classroom constitution was formed each
student would go up and sign the constitution. (20 minutes)
6. Final activity, time permitting: Students would get in groups and create their own
town/park/school/business/etc, and would draw out their plans and then create
quality rules/laws for this drawing. Students would work together on drawing and
writing rules. Groups would then share their creations and ideas to conclude the
lesson. (20 minutes)
Day 5: Digital Citizenship

Who: Elizabeth Capellini

What:
1. Gather around the campfire and review the previous lesson . Have students put on their
name tags and hand out Citizenship Survival Guides. Think-pair-share
2. Anticipatory set:
Dramatization of a character who doesnt know how to be a good citizen online.
(Interactive video) Teacher and video interact during the lesson.* (5 mins)
3. Discussion/ Create (30-35 mins)
Artifakes explanation and discussion.
Create Digital Citizenship Survival Kit
Ziploc bag
Digital Citizenship Survival Worksheet: Padlock, Toothbrush, Permanent maker,
toothpaste, and heart. (cut out)
Students will color and write 3-5 sentences on how they will use each item in
their survival kit to be good digital citizens.
4. Pause & Think Sing along and dance.* (10-15 mins)
5. Citizen Survival Guide - complete Day 5 (10 mins)
6. Stamp the Citizenship Survival Guide. (2 mins)
7. End of camp celebration (10 mins)
Note (bullet) technology use below: *Video/Smartboard