Assessments:

The audiences answers after the groups performs their skits

Procedures:
1. Students will have the opportunity to continue exploring and demonstrating their
understanding of good citizenship in their community. This lesson will incorporate the
arts.
2. Place students into small groups. Pass out the scenario cards or allow the groups to
choose a card from a hat. Their task is to prepare a skit, similar to how they did on day
two of this unit. Their scenario card gives them a topic and it is their job to figure out
how to present the story to their classmates. They must also determine an ending for
the scenario as its left open-ended. Encourage them to ask themselves: How would a
good citizen handle the scenario?
3. Give the students time to prepare their skit.
4. Before students perform their skits, they will read aloud the scenarios on their cards to
the audience. The job of the audience members is to watch and observe how a good
citizen would solve the problem.
5. After the performance, ask the audience members:
a. What problem needed to be solved?
b. What did the good citizen(s) do?
c. What would a bad citizen do in this situation?
d. Can you make a connection to this scenario?
e. What is another solution to the problem?

Materials:
Scenario Cards
ESOL Accommodations:
I would supply the ESOL student with ample visuals to help ensure his/her
understanding on the scenario, as well as depending on their level of English, allow
them to illustrate what a good citizen would do on a paper, rather than get in front of
the class and act out a skit if they are unable to understand.