Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Amanda Asfour
11/19/15

Subject/ Topic/ Theme

Being a Good Citizen

Grade ______2nd__________

I. Objectives
How does this lesson connect to the unit plan?
Connects to the unit on local government because part of local government in the participation of its citizens.
cognitiveR U Ap An E C*

Learners will be able to:

Compile a list of ways to be a good citizen.

Understand that two ways to be a good citizen are by voting and helping others.

physical
development

socioemotional

C
X
X

Compile a list of problems in their community.

Write a sentence about how they could solve one problem in their community.

Common Core standards (or GLCEs if not available in Common Core) addressed:
C5.01.1 Ways that citizens participate in community decisions.
C5.0.3 Design and participate in community improvement projects.
CCSS.ELA-LITERACY.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
CCSS.ELA-LITERACY.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger
groups.
CCSS.ELA-LITERACY.SL.2.1A Follow agreed-upon rules for discussions.
CCSS.ELA-LITERACY.SL.2.1B Build on others talk in conversations by linking their comments to the remarks of others.
CCSS.ELA-LITERACY.SL.2.1C Ask for clarification and further explanation as needed about the topics and texts under discussion.
CCSS.ELA-LITERACY.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen
understanding of a topic or issue.
CCSS.ELA-LITERACY.SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

What a community is, the Pledge of Allegiance

Pre-assessment (for learning):

KDL
Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?
Students may have trouble
with the language of the
Pledge of Allegiance or
may be bored by it because
they say it every day.

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Formative (for learning):

Answers in work books, questions that students ask and answer in discussions
Formative (as learning):

Workbooks, what did you learn today?

Summative (of learning):
Workbook
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Write on board, watch video

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction
Stand up at desk. Come to the
carpet. Go back to desks. Turn and
talk to your neighbor.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Video about kids like them. Asking
students questions about their own
life and community makes it
authentic.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Vocabulary: Pledge of
Allegiance = Promise to be
Loyal
Citizen
Provide options for comprehensionactivate, apply & highlight

Students may not

understand the video. It
may be too long or too
short (depending on the
video).

Connect the Pledge of

Allegiance, something the
students say every day, to the
real world. Students apply the
idea of helping others to their
own school. Activate previous
knowledge from class readings
on Community Helpers and
volunteers.

Provide options for expression and

communication- increase medium
of expression

Talk to the group or to a small

group or partner. Draw a picture
of how you can help someone.
Write down what you have
learned in your workbook.

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students discuss with large,

small, and partner groups.

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Students write down what they

learned today in order to add
these to the KWL at the end of
the unit.

Students use the Group

Discussion checklist to selfregulate for expectations.
Students write down what they
learned for the day and any
questions that they still have.

Students may struggle with

the idea of problems in the
community.
Some students may not be
official citizens of the
U.S.A, or their parents may
not be.
Some students may not care
about being a good citizen
or helping others.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?

video, poster paper and markers

Students will sit on floor and in desks.

How will your classroom
be set up for this lesson?
III. The Plan
Time

Components

4 min

Motivation
(opening/
introduction/
engagement)

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
1. Begin by reviewing what we have learned 1. Students
so far in the unit by looking at the graphic
organizer:
a. Communities are places where
people are together.

b.
c.
d.
e.

Communities have laws to keep

us safe.
City Councils create laws.
Mayors enforce laws.
Now we have one more branch
to complete! Today we will learn
about citizens.

2.
5 min

30 sec
Development
(the largest
component or
main body of
the lesson)
5 min

2 min

5 min
5 min
Closure
(conclusion,
culmination,
wrap-up)

Have students turn and talk: what is a

citizen? A citizen is a person who lives in
a community.
3. Have you ever heard someone say being a
good citizen? What does a good citizen
do? Write notes on the board.
4. Hopefully students mention helping
others. If not, suggest, a good citizen
helps solve problems.
5. We are going to watch a video about a girl
and a boy who helps solve a problem in
their community. While watching, think
about, What is the problem? How does
she solve it?
6. Turn and talk, what was the problem?
7. Turn and talk, how did they solve it?
8. Ask the students to talk to their neighbors
about some problems that exist in their
community. Make a list of these problems.
9. Have the students go back to their desks
and write a sentence about how they
might solve the problem of bullying.
Model the sentence on the board: We can
solve bullying by
10. You all had so many great ideas! I am
proud of you for being good citizens
today.
11. Fill in the blanks on Lesson 4. Fill in what
did I learn, and what questions I still have.
12. Collect booklets.

1 min
Total:
~ 30
min
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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