4.

4 Project-Instructional Planning, Designing, and Implementing the P-12 Online Instructional Design

Grade Level: 1

Title of Lesson: Being a Good Citizen in the Classroom & Community

  Instructional Design Strategy: Direct Instruction

 Learning Objectives:

 Students will be able to define what a citizen is in their community

 Students will be able to define what being a good citizen means and give examples

Part 1:

As a class, create a list of classroom rules. Explain to students that a classroom is a community.
Ask the kids why the community/class needs rules and share with them that all citizens of the classroom
community need to be honest, show respect and take responsibility for their actions. Explain that there
will be consequences for breaking classroom rules. Ask students why it is important to have
consequences.

Part 2:

Discuss the five traits of a good citizen: respect, courage, responsibility, compassion, and
honesty. Use simple terms and examples. Tell kids they show respect every day when they wait for
others to finish their sentences before speaking. Ask students to give examples of other ways they are
respectful. Discuss what courage means, and how students can show courage within the classroom.
Discuss what responsibility means and ask how they can be responsible citizens. Define compassion and
ask students when they have seen compassion used in the classroom. Ask students what it means to be
honest and why it is important to always tell the truth. Discuss how important it is for each citizen do to
his or her part in the classroom.

Part 3:

Explain how being a citizen in the classroom is like being a citizen in the community. Explain that
just like we have “jobs” in our classroom (paper passer, mailbox person, line leader, etc.). The citizens in
our community have jobs as well. Ask students to help you create a list of jobs citizens have within our
community. Discuss why each of those jobs is important. Read books to the class about jobs that are
found in each community. Discuss the topic of each book with students at length. Compare community
jobs to classroom jobs. As a class, describe what a good citizen looks like in the classroom, and what a
good citizen looks like in the community.

Part 4:

Students will be given the assignment to choose a job that is done by a community member and
provide a short presentation to the class about the job. A list of community jobs will be given to the
students to show to discuss with their parents or people at home. Students will decide which
community job they would like to present to the class. Students will notify their teacher of their choice a
few days before their presentations.

Part 5:

Students dressed like their chosen community member (police officer, mail person, librarian,
teacher, cashier, fireman, etc) will present to the class what type of community member they have
chosen, what that community member contributes to our community, and how they are a good citizen.
Students will explain why their community member’s “job” is important, and how it affects everyone in
the community.