Edel453 Spring2013 Amybranstetter Unit 3 Civics Day 1

Title of Unit: Stars and Stripes Forever Title of Lesson: Rights and Responsibilities Submitted By: Amy Branstetter
A. Summary of the Lesson Plan: This social studies lesson is designed for 3rd grade students to learn about the rights and responsibilities of citizens. This lesson uses the 3rd Grade Houghton Mifflin Social Studies textbook Communities(p. 212-215). B. Target Population: Grade Level: 3rd grade Skill Level: students at all learning levels Grouping: whole group & partner for reading and discussion, partnered & independent for activity, independent for assessment C. Materials: 3rd Grade Houghton Mifflin Social Studies book, Chapter 7: Rights and Responsibilities (p. 212-215) Artifacts: a copy of pictures/posters of the U.S. Constitution and the Bill of Rights Reading Skill & Strategy (Unit Resources p. 60) one per student see last page of lesson plan for example Vocabulary & Study Guide (Unit Resources p. 61) one per student see last page of lesson plan for example Student journals pencils D. Objectives: o NV State Social Studies Standards o C13.3.1 Identify and discuss examples of rules, laws, and authorities that keep people safe and property secure.
Student-Friendly Standards I can name some rights and responsibilities of citizenship.
E. Procedure: 1. Read the objective on the board to students and have them repeat it again with you. 2. Refer to notes on TE 212 Get Set to Read. Pass out & explain the Study Guide students will complete as we read. Call students attention to p. 214, ask them to briefly look over the rights and responsibilities list. Identify & discuss some classroom jobs and responsibilities students have. Ask what the classroom would be like if no one did their job.
Nevada State College
EDEL 453 - Spring 2013
Karen Powell- Instructor
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Introduce vocabulary words (right, responsibility, vote) and review the meaning of citizenship.
3. As a class read p. 212. Stop and read the background information on the bottom of TE p. 212, Many Constitutions. 4. As a class read p. 213-215. Stop and ask the questions in the margins of the TE (p. 213214). 5. Ask questions from margins of TE (p. 213) Know Our Rights to check comprehension: (TE 213) Where can rights of Americans be found? A: Some are listed in the Bill of Rights, which is part of the U.S. Constitution. (TE 213) What is the right of assembly? A: It is the right to meet with other people to discuss ideas and opinions.
6. Read More About It on the bottom of TE p. 213. 7. Students should take notes and record information on their Study Guide while we are reading. 8. Continue reading, ask questions from margins of TE (p. 214) Knowing Our Responsibilities to check on comprehension: (TE 214) What can happen if a person breaks the law? A: The person may have to pay a fine or go to jail. (TE 214) Why do people vote? A: To choose leaders for their community, state, or national government and to vote on and change law.
9. Break-up students into partnered pairs. Have students discuss and review 2 rights and responsibilities that they have in the classroom. Have them write them in their journals. 10. Students will finish the Vocabulary/Study Guide and complete the Reading Skill/Strategy: Compare and Contrast worksheet together. 11. Review the rights and responsibilities that the students came up with. Call on random students (draw name sticks) during summary. 12. Discuss the Compare and Contrast and review Study Guides. 13. Call students attention to Character Traits on p. R8 - R9. Review: Courage, Patriotism, Responsibility, Respect, Fairness, Civic Virtue, and Caring. Pick random students (draw a stick name) to read each character trait.
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14. CLOSURE: Have students reread the objective on the board. Objective: I can name some rights and responsibilities of citizenship. Ask students if they believe they met the objective. Have them show you with okay, thumbs-up, or thumbs-down sign up near their hearts.
F. Assessment: What will you use to measure student understanding? I will use students Study Guides/Vocabulary, Reading Skill/Compare and Contrast (p. 195E-F), and student discussion responses from questions to check for understanding. Explain how you will know students understand the concepts from the lesson. I will check student comprehension of this lesson by their critical thinking responses, journal entries, and objective review. Students should be able to differentiate between rights and responsibilities at the end of this lesson and it should be clear. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? Reading to students will be the easiest part of this lesson to teach. Implementing the TE (p. 213-214) discussion questions in the margins should also be simple enough. 2. Which part will be most challenging for you to teach? I think students could struggle with the Constitution concept if they are not familiar or have any background information. We will address this more in tomorrows lesson. Students might have some difficulties with their compare/contrast summaries; work the floor during this time. 3. How will you follow up or extend this lesson? An extension I would do with this lesson would include the Extended Lesson: Class President (p. 217-218). Have students read and decide who they would vote for and discuss traits of a good president. 4. What will you do for students who dont grasp the concepts? For students who dont understand the concepts of the lesson, I would use the Reaching All Learners support ideas from p. 195G. I would have students Write Review Questions and/or do the Understanding Rights and Responsibilities supportive activity.
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5. Which part of the lesson, if any, do you think might need to change? I really liked this lesson and think its pretty straightforward. It makes for a good lesson for students and a nice background builder for the Unit lesson in general. I would of course, always want to extend a lesson longer.
6. When you were writing this lesson plan, what was the most difficult part? The hardest part of this lesson was making sure it was thorough and within the timeline. Also, finding exactly how I wanted students to be assessed was challenging. I could have chosen to measure a few different things to check their understanding.
Artifacts:
Student Journal:
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Reading Skill & Strategy (p 60):
Vocabulary & Study Guide (p 61):
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Title of Unit: Stars and Stripes Forever Title of Lesson: Rights and Responsibilities Submitted By: Amy Branstetter

Student-Friendly Standards I can name some rights and responsibilities of citizenship.

Nevada State College