Name: Jaime Jone

Text needed: Responsibilities of Citizens

Materials: Responsibilities of citizen article, Importance Vs. Interesting Worksheet, pencil, scrap paper,
sentence frames, Good readers handout
Common Core State Standard (need both number AND standard written out):
4 – C5.0.1 Explain the responsibilities of members of American society.
CCSS.ELA-LITERACY.RL.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
Key Points: Determining importance, citizen, responsibilities, society

Before Reading
Anticipatory Start the lesson by reviewing what we spoke about last lesson along with
Set/Hook reviewing the different types of strategies we used. I will then introduce the next
strategy we will be using today which is Determining importance. I will explain
the significance of this strategy and how it is beneficial for readers (explains
while showing the good readers handout). Next I will lead into that we will be
talking about the rights and responsibilities we have as American citizens. I will
ask the students, what are some responsibilities we have as citizens? I will listen
to answers and then explain the definition of responsibilities which are duties we
do or things we should do. This can be choosing something as it may help others
or fix problems. For example, choosing to follow rules at schools. Rights refers to
the freedoms we have that are protected by our laws. Today we will be reading
about the responsibilities of citizens and using the determining importance
strategies to find details that are significant.

We are going to be reading three parts of an article today. I will read the first
section aloud and demonstrate how to find important information from the
article versus what we find is interesting. I will read the section about “What
Makes a Citizen”. I will have the worksheet in front of me. I will write down
details I find important and details I find interesting. I will have note cards that
are labeled with sentence frames to guide them in their writing for the boxes.
*This is a great add on for ELL students. For example, I would write down that
citizens have the right to freely speak. This is important as it refers back to the
title which was “What Makes a Citizen”. An interesting fact may be that we can
shape our own government. We are detectives with these articles and need to
find important facts.
● Reading Skill or Strategy:
● Comprehension Skill or Fluency: Determining Importance
● Vocabulary:
Learning Target I Can: provide a list of responsibilities of citizens
I Can: identify important information in an article.
During Reading
During reading Next, I will read the second section out loud to the students as they follow along.
We will together determine what points are important and which are interesting.
Each student will give thumbs up when they hear a detail they find important. I will
Name: Jaime Jone
then ask why. They will give a sideways thumb with details they find are interesting.
We will then discuss together what was important and interesting about this
section.

I will ask students to put one finger up if they do not understand what to do . 2
fingers up if they need one more example. 3 fingers if ready to move on.

After Reading
Students will individually read the third article and identify important details and interesting facts
using the sentence frames. Sentence frame examples, ________ is an important detail
because________.

Afterwards we will review what details students found interesting. Each student will provide one
important detail and one interesting detail.

Reading Skill or Strategy:

Comprehension Skill or Fluency: Determining importance
Vocabulary:

Check for understanding: Students will be given a scrap piece of paper to answer the following
questions. Students should get at least 80% correct.

1. List 2 responsibilities American citizens have.

2. Why is determining importance a significant strategy?
3. What is an example of a right of a citizen?

Closure: I will remind and reflect what we learned about responsibilities of citizens and the
determining importance strategy.

Next Steps: Synthesizing and summarizing lesson

Reflection: What went well? What surprised you about the lesson? What changes can you make for
next time? Who needs what reinforcement?
Name: Jaime Jone

-This lesson went okay. The beginning was great, I gave each student a minute to speak about what they
did over spring break. We then started the lesson. I reviewed what we spoke about in the previous
lesson and I introduced that we were going to talk about the rights and responsibilities we have as
citizens. The lesson was interrupted by a fire drill and once we got settled back in our group, the
students were not thinking about the lesson. I had to redirect multiple times and repeat myself a few
times for the students to cooperate. I repeated the instructions multiple times that they had to
incorporate the sentence frames to help us answer what we found important and what we found
interesting. Prior to the fire drill, I told students to try and do two of each (interesting and important).
Afterwards, I reduced it to two important and one interesting due to time. Some students of the group
did not use sentence frames even though they were provided with multiple reminders. This however
showed me that in reality, some students are not going to follow instructions and feedback with grading
will be necessary for those students. This gave me a realistic visual of teaching lessons in the future. Next
time I would like to be more thorough with my instruction and plan for interruptions. I need to prepare
better for redirection as well.

What was done with the tutees and why (i.e., the strategies and activities presented and/or reviewed)?

● I printed articles out for each student that spoke about citizens and our rights and
responsibilities as Americans. This article was used for the teaching of what information
is important versus interesting. I demonstrated what important and interesting
information I found in the first paragraph and why. Then we did the next paragraph
together. Then finally the students worked independently on the final paragraph we
were going to cover.

Consider how the lesson proceeded and if the goals and objectives of the lesson were met.

● The goals were achieved but it appeared to be a struggle to get there due to the
students having a fire drill. There was a lot of redirection needed during this lesson. But
it just shows how real it is. Everyday in teaching is going to be perfect. Students are going
to have bad days and us as teachers are going to have bad days. It’s how we react to it
and improvise that determines if the lesson would be successful. This lesson was
successful as we still reached the objectives of the lesson.

How the tutees reacted to the lesson as a whole, what was successful and what less so?

● I spoke multiple times on what was successful and what wasn’t in my reflection above.
There were many distraction that day however, with redirection multiple times during
lesson, we finally accomplished what we needed to meet the objectives that day.

How the lesson would be adapted for future?

● This lesson wrapped up the government section we were talking about for the last few
weeks that I have participated in giving lessons in this class. The students can utilize this
Name: Jaime Jone
information in the real world as we spoke about our rights and responsibilities as a U.S
citizen. Next lesson we will be speaking about regions of the United States.