Final Project

DAY 1

Resources and description of lesson activities

Text set item(s) used in the lesson

Teacher's worksheet: "Quality of a Good Citizen."

worksheets titled "Quality of Good Citizen" for students.

Patterns for superheroes' capes, bodies, and heads.

Colored yarn (brown, black, red, and yellow)

Crayons

Glue

Scissors

Pencils

Content area and ELA standards met in this lesson

CI.6.1 – “Understand the various roles and expectations of citizens throughout the world and apply that understanding to their role as a citizen of their community, state, and nation.”

CI.6.2 – “Examine the challenges of civic engagement in the contemporary world.”

RI 6.1-Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI 6.3-Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

Instructional goals for this lesson

Statements that describe what students will know or be able to do at the end of the lesson, as a result of instruction. They must be specific and measurable.

Student Objectives:

· Good citizenship attributes will be identified and described by students.

· Students will exhibit strong citizenship traits and behaviors.

· As a result, students will be able to make the connection between good citizenship and their own excellent conduct.

· Students will design superhero personas that reflect their own interests and aspirations.

· Teacher Objectives:

· It is the goal of this course to instill in pupils the information and skills necessary for them to become productive, responsible citizens.

· To help pupils develop a sense of self-responsibility and social responsibility.

1. Before-Reading Activities

· Inquire about what it means to be a good or a super citizen. Make a comparison between the term "super" and anything that is nice. Students should be encouraged to talk about it with their peers. (Think/pair/share).

· Ask pupils to give you instances of good citizenship both in and out of the classroom. (Think/pair/share).

2. During-Reading Activities:

Teacher Facilitation

1. The "Qualities of a Good Citizen" worksheet should be shown on the whiteboard through the projector for the whole class to view.

2. Direct the pupils' attention to the worksheets.

2. Show each citizen responsibility and explain what is happening by pointing to it. 

4. Instruct the pupils to think about which responsibility best demonstrates the virtue of being a good citizen.

5. Mark the number of the good citizen.

6. Write key responsibilities that demonstrates good citizenship in accordance with the instructions on the worksheet."

3. During-Reading Activities:

Student Engagement and Response

1. As a first step, inform children that they will be designing their own superheroes that reflect them. It's possible to offer an example of one that's previously been done.

2. Start by having pupils make their capes. Statements like "I can..." will be displayed on the cape as proof of their own civic virtue.

3. To help pupils create ways they can become super citizens, assist them as required.

4. It's time for students to use the Superhero citizen cape designs they've been given to illustrate how they can be better citizens.

4. After-Reading Activities

· In the course of the session, students will be assessed in several ways.

· In order for students to be evaluated, they must demonstrate their ability to listen and comprehend while responding to questions on what it means to be a good citizen.

· Listening, understanding, and performance will be examined when students are asked to identify excellent citizens by circling them and drawing their own Superhero Citizens.

Accommodations or differentiation strategies for this lesson, to meet the needs of all learners

Differentiation:

· Enrichment: A cartoon strip sequence depicting a good citizen can be used as an enrichment activity for more advanced students.

· Support: Use a slideshow of images and the term web to help pupils who need further guidance.

Accommodations:

· Allow more time

· Modelling

· Assistive compute technology

· Special sitting

· step-by-step, clear instructions

· visuals/graphics organizers

· cues, prompts