Lesson Title: Becoming a Good Community Member

Lesson Topic: Children’s Literature & Human Rights

Grade Level: 3rd Grade
Group Members: Reanna Holycross, Savannah Slife, Eva Vincent, Anna Wilson, Sydney
Collins 
Social Studies Major Content Area(s): 

Civic: Children will also better understand how to play respectfully with other children at
recess in their school and in their neighborhoods and/or after school clubs and
organizations with the creation of our class agreements when playing with others.
Children in their specific community will understand the resources available to them in
joining organizations and clubs outside of school by researching their community and
creating a list of resources. Being a good community member means being involved in
community organizations and having a positive impact on that organization/group.
Students can contribute to advertising groups within the school and even create groups
within the school if there are none. 

Economics: Children will look at examples of the clubs and after school activities within
their community, specifically looking at the cost and needed materials for the researched
clubs and organizations. If there are no groups, students can find out what materials are
needed for groups in schools that are being created. 

Geography: When looking into community clubs and organizations, we will be having
students pay attention to the specific location of the organization/club, keeping the list as
close to the school/community as possible. Different activities will be popular depending
on where in the world you are and there are different places where organizations meet.
Knowing our students will dictate what organizations/clubs we present to students. 

History: When looking into different organizations, we can include information about
the history of those children’s organizations (boys and girls club, YMCA, girl scouts,
etc.), the history of activities at the specific school, and find a connection to the history of
games as student organizations. 

Community Partner(s) (if any):

 Recess teacher
 YMCA/Boys and Girls club/Girls Scouts (really any organization that works with
children) rep
 Parents, family members
 Aids and Paras

Standards: (3) 
3rd Grade Civics Required GLE 1.1.1 “Understands the key ideals of unity and diversity.”

3rd Grade Civics Required GLE 1.1.2 “Understands and applies the key ideals of unity and
diversity within the context of the community.”
 
3rd Grade Social Studies Skills Required GLE 5.4.2 “Prepares a list of resources, including the
title and author for each source.”

Objectives/Big Ideas:
Students will be able to participate in group discussions about their desired class expectations of
participating in clubs/organizations and their diverse community. They will also be able to
identify their rights and the rights of others.

Know/Understand:
 Students will know/understand their own rights to meet with other children and join
groups and organizations.
 Students will understand the rights of their peers and see how they can respect the rights
of others. 
 Students will know/understand how their peers desire to be treated.
 Students will know/understand the different organizations they are able to join and will
be provided with resources about how to join these groups. 
 Students will know/understand how to create a group (club, organization, etc.)

Be Able to Do:
What skills and habits of mind will this lesson help develop? 
 empathy 
 collaboration
 applying past knowledge to current situations 
 social emotional learning
 community building

Eco-Citizenship Focus Area(s) – Highlight which apply:

 Human Rights
(Children’s Rights)
 Animal Habitat
 Arts
 Food Security/Sovereignty
 Land
 Water
 Other(s)
 Children's Organizations 
Children’s Right(s) Emphasized 
Article 15: Children have the right to meet with other children and young people and to join
groups and organizations, as long as this does not stop other people from enjoying their rights.

Essential Question
Should all children have the right to join groups and organizations? 
Should all children have the right to enjoy their groups and organizations? 
What should we do to ensure students have access to groups and organizations? 
What does unity and diversity look like in organizations?

Sub-essential Questions
What organizations are you involved in?
How do you feel when you are at these different activities?
How do you want to feel participating in different activities?
Have you ever created a club/organization? What was it?

Connection between School/Community EQ and Classroom/Lesson(s) Sub-EQs:

 How does our community shape who we are?
 How does our community teach us social and emotional skills that are used in
classrooms?

Materials Needed: 

 All Are Welcome by Alexandra Penfold

 Chart paper and markers
 Expectations chart
 Paper with the different resources and information for each group. 
(The Y, Boys & Girls club, Boy scouts/girl scouts, Co: Ed track, Theatre club.)
 Information will vary based on location/community
 Chart where students can fill all the information on other table groups organization and
resources. 

Expectations Chart : (Filling this out as a class)

Looks like: Sounds like: Feels like: 
Activities/Procedures: 

1. Read Aloud: All Are Welcome. Read on the carpet as a class.

2. Hook Question: What activities are you involved in outside of school? Students will
discuss this in their table groups. Everyone will have an opportunity to
share/participate.

3. Creating a list of class agreements when playing with others: Chart with what it
looks like, sounds like, and feels like. Students come sit at the carpet and discuss
what their table group said.

4. Creating a list of resources: Each table group will look at a specific community
club/organization that they will read over. Then, students will have a chart to fill out
as they walk around the classroom and do a gallery walk. The information will
include the cost, location, materials needed, and ways to join that organization. 

5. Writing Task: Write about one club/organization you want to join, how you would
join or create, and ways to be a good member. How would you create this
club/organization and why?

Assessment/Evaluation
How will I know what students have learned?

Informal assessment
Part 1-3:
  The teacher will observe students actively listening and actively participating in class
discussion.
 Students are able to identify the main idea of the text: All Are Welcome in the
classroom. 
 Walking around the classroom and assessing student abilities to identify how they want
to feel in the classroom when talking to their table groups. 
 Students will contribute to the classroom agreement discussion, providing their thoughts. 
Formal Assessment
Part 4-5:
-Students will turn in their list of resources they compiled after doing their gallery walk and
we can post them in our classroom as a resource throughout the school year.
-Students will also turn in their writing task, which will be evaluated for identifying a
club/organization they want to join, how to join, and the ways students can be a good
member.

Support
What do I need to teach this lesson?  What might students need to learn within the lesson?

All are Welcome by Alexandra Penfold

Curriculum/Instructional Coaching:
 Community resources
 Library resources (All Are Welcome) 

Community Partner support:

Leaders of the following clubs/organizations: 
The Y, Boys & Girls club, Boy scouts/girl scouts, Co: Ed track, Theatre club.

Other Support: 
 Parents
 Aids
 Paras
 Community resources

Notes/ Next Steps

 Have material prepared before the lesson. 

 Locate different resources and the information for local organizations and clubs.
 Contact organizations within the community. See if they have an individual who can
speak to the class about their club/organization.
 Students will continue to learn more about Children’s Rights both locally and globally. 
 This lesson plan really depends on who our students are and their community resources.
The lesson would look different depending on every classroom, which is awesome!