Day 1: School House Rules: Exploring Rights and Responsibilities
Type of lesson: Whole Group/ Writing
Standards: SS.1.CG.2.1 Explain the rights and responsibilities students have in the school community. LAFS.1.W.1.1: Write opinion pieces in which they state an opinion, supply a reason for the opinion, and provide some sense of closure. LAFS.1.W.2.4: Produce clear and coherent writing in which the development and organization are appropriate to the task, purpose, and audience. LAFS.1.W.3.8: Recall information from experiences or gather information from provided sources to answer a question. LAFS.1.W.1.2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Objectives: Students will be able to define responsibility as the things that citizens should do to help the community. Students will be able to write 2-3 sentences identifying a responsibility that they have as citizens in their school community.
Materials:
Chart paper or whiteboard
Markers
Photographs or props
Student journals or writing sheets
Procedures:
To introduce the lesson, think of two recent actions/events you’ve noticed that display responsible citizenship. These can be from your students or other members of the school community. These can be everyday actions, such as, the entire class properly cleaning up their lunch table, or something not so obvious, such as two students calmly resolving a conflict. Share your observations of these actions/events with the class. If possible, share a photograph of or quickly re-enact the event.
Ask the students how these actions were helpful to the individuals involved, to other individuals, and to the school or class. For example, two students working together to solve a conflict is helpful because they are respectful to each other, the teacher didn’t have to stop a lesson, and the rest of the class wasn’t interrupted.
Ask the students to think of a time when they have seen a classmate at school help someone or help the school or class. Allow think time. Ask the students to share with a partner then ask for a couple of students to share with the class.
Next, introduce the vocabulary term responsibility. Clarify any possible misconceptions by defining responsibility as something a citizen should do to help the community. If needed, review what it means to be a citizen at school; we are all citizens of the same school and community because we live and learn there. Citizens have the responsibility to do their part to help their community.
Begin a three-column chart on chart paper or the whiteboard titled Our Responsibilities.
Label the columns as Be Safe, Be Respectful, Take Care of Belongings.
Explain that these are some of the responsibilities we have at school; to be safe, to be kind and respectful towards others, and to take care of our school belongings, such as recess equipment and shared classroom materials.
Students can brainstorm different ways that they can show these responsibilities.
Start by adding the examples from the beginning of the lesson in the appropriate columns. Most ideas will fall into the three categories, but the teacher can add another column as needed.
Model how students will complete the writing prompt, “How am I a responsible citizen?” Use sentence stems such as “I am responsible when I ____” and, “This is helpful because ___” and, “I can ____ (be safe, be respectful, take care of belongings).” As you write the sentence stems on the board, projector, or chart paper, remind students to use capitalization, punctuation, and the different strategies available for spelling. Model adding a simple drawing to your sentences to enhance the writing. Tell students to choose one of the ideas shared (or an example that they didn’t share) to write about.
To bring the lesson to a close, engage students in a final discussion about being responsible at school. Invite students to share their writings and drawings. Ask, “What is a responsibility?” and “How can we all be responsible citizens in our school community?” "Why is it important to show responsibility at school and in the community?" (
Evaluation: Student understanding will be assessed based on their participation in the discussion and brainstorming activities, the quality of their writing identifying a responsibility, and their contributions to the closing discussion. Review students' writings to ensure they accurately understand and express responsibilities in the school community. Resources:
Day 2: Citizenship Corner: Exploring School Community Type of lesson: Center/ Writing Standards:SS.1.CG.2.2 Describe the characteristics of citizenship in the school. LAFS.1.W.1.1: This standard focuses on writing opinion pieces. In this lesson, students engage in writing activities to express their understanding of citizenship characteristics, which involves forming opinions about the importance of different characteristics in the school community. LAFS.1.SL.1.1: This standard revolves around participating in collaborative conversations with diverse partners about grade 1 topics and texts. In this lesson, students come together as a whole group to discuss their observations and findings from the Citizenship Corner, sharing examples and discussing their significance for maintaining a positive school community. Objectives: Students will identify and describe characteristics of citizenship in the school community. Students will engage in writing activities to express their understanding of citizenship characteristics.
Materials:
Chart paper
Markers
Student journals or writing sheets
Procedures:
Introduction: Set up a designated area in the classroom as the "Citizenship Corner" with the necessary materials.
Exploration: Students visit the Citizenship Corner in small groups. They are provided with prompts or guiding questions related to citizenship characteristics in the school community.
Observation and Writing: Students observe their surroundings and interactions within the classroom and write down or draw examples of citizenship characteristics they notice. They can write descriptions, draw illustrations, or create lists.
Discussion: After spending time at the center, students come together as a whole group to discuss their observations and findings. Each group shares examples they identified and discusses why they are important for maintaining a positive school community.
Reflection: Students individually reflect on their experience at the Citizenship Corner in their journals or on writing sheets. They write about what they learned, what surprised them, and how they can contribute to their school community.
Evaluation: Student understanding will be assessed based on their participation in the center activity, the quality and depth of their written observations, their engagement in the whole group discussion, and the thoughtfulness of their reflections.
Resources:
Day 3:Title of lesson: Patriotism Parade: Exploring Ways to Show Patriotism
Type of lesson: Whole Group/Music, Movement, Art
Standards: SS.1.CG.2.3 Recognize ways citizens can demonstrate patriotism. LAFS.1.W.1.2: This standard focuses on writing informative/explanatory texts. Students can engage in writing activities where they describe different ways citizens can demonstrate patriotism, providing explanations for each method they brainstormed during the lesson. LAFS.1.W.2.4: This standard emphasizes producing clear and coherent writing appropriate to task, purpose, and audience. In the creative expression component of the lesson, students have the opportunity to practice this standard as they compose their artwork or writing about patriotism, ensuring their thoughts and ideas are organized and presented effectively.
Objectives: The students will recognize and describe different ways citizens can demonstrate patriotism. The Students Will participate in a patriotic parade activity incorporating music, movement, or visual art to express patriotism.
Materials:
Patriotic music (e.g., "The Star-Spangled Banner", "America the Beautiful")
Flags and patriotic props
Open space for movement
Procedures:
Introduction: Begin by discussing the concept of patriotism and why it is important for citizens to show patriotism.
Brainstorming: Brainstorm with students different ways people can demonstrate patriotism (e.g., singing the national anthem, waving flags, participating in community service).
Patriotic Parade: Lead students in a "Patriotism Parade" around the classroom or school grounds. Play patriotic music and encourage students to march, wave flags (if available), and display other patriotic gestures.
Creative Expression: After the parade, provide time for students to reflect on their experience and create artwork or write about what patriotism means to them. They can draw pictures, write poems, or compose short essays.
Sharing: Invite students to share their artwork or writing with the class, explaining their thoughts and feelings about patriotism.
Evaluation: Student understanding will be assessed based on their participation in the parade activity, their engagement in the discussion and brainstorming session, and the creativity and thoughtfulness of their artwork or writing. Resources:
Day4 Title of lesson: Symbols of the USA: Exploring National Icons
Type of lesson: Whole Group/ Technology
Standards: SS.1.CG.2.4 Recognize symbols and individuals that represent the United States. LAFS.1.RI.1.7: This standard focuses on using illustrations and details in a text to describe its key ideas. In the lesson, students may encounter various visuals, such as images of national symbols and individuals, while exploring educational websites or videos. They can use these visuals to enhance their understanding of the key ideas and information presented. LAFS.1.RI.1.8: This standard emphasizes identifying the reasons an author gives to support points in a text. While exploring the provided resources about national icons of the USA, students can analyze the information presented and identify the reasons or evidence provided to support the significance of each symbol or individual.
Objectives: The Students Will recognize and identify symbols and individuals that represent the United States. The Students Will utilize technology to explore and learn about national icons of the USA.
Materials: Computers or tablets with internet access
Procedures:
Introduction: Begin by discussing the importance of symbols and individuals that represent the United States. Explain that these symbols often carry significant meanings and are recognized worldwide.
Technology Exploration: Guide students to use computers or tablets to access educational websites or videos showcasing various symbols and individuals of the USA. Provide a list of suggested websites or videos for students to explore, ensuring they cover a range of national icons such as the American flag, the Statue of Liberty, the bald eagle, and influential figures like George Washington and Abraham Lincoln.
Independent Research: Allow students time to independently explore the provided resources, taking notes or sketching images of the symbols and individuals they find.
Group Discussion: Facilitate a whole group discussion where students share their findings and discuss the significance of each symbol or individual. Encourage students to ask questions and provide additional insights.
Reflection: Conclude the lesson by having students reflect on what they learned about the symbols and individuals that represent the United States. Encourage them to express their thoughts and feelings about the national icons.
Evaluation: Student understanding will be assessed based on their engagement with the technology exploration activity, their participation in the group discussion, and the depth of their reflections. Additionally, teachers can review students' notes or sketches to gauge their comprehension of the national icons. Resources: Suggested Websites
Description: This National Park Service page provides information about various symbols of America, including the American flag, the Statue of Liberty, and the bald eagle.
Smithsonian National Museum of American History - The Star-Spangled Banner:
Description: Explore the history and significance of the Star-Spangled Banner, the national anthem of the United States, through this interactive website from the Smithsonian Institution.
Description: The Library of Congress offers a collection of primary sources related to national icons of the United States, including images, documents, and audio recordings.
Description: National Geographic Kids offers information and fun facts about the United States, including its symbols, geography, and culture, in an engaging format for young learners.
Day 5: Title of lesson: Exploring Florida's Icons
Type of lesson: Whole Group/ Writing
Standards: SS.1.CG.2.5 Recognize symbols and individuals that represent Florida. LAFS.1.W.1.3: This standard focuses on writing narratives. While the lesson primarily involves descriptive and explanatory writing about Florida's icons, students can also incorporate narrative elements into their paragraphs, such as describing personal experiences or connections with the chosen symbol or individual. LAFS.1.W.2.4: This standard emphasizes producing clear and coherent writing appropriate to task, purpose, and audience. In the lesson, students are tasked with writing a short paragraph describing and explaining the significance of Florida's icons. This standard ensures that students' writing is organized and effectively communicates their ideas.
Objectives: The students will recognize and identify symbols and individuals that represent Florida. The Students Will engage in a writing activity to describe and explain the significance of Florida's icons.
Materials:
Chart paper
Markers
Pictures or images of Florida's symbols and individuals
Procedures:
Introduction: Begin by discussing the concept of symbols and individuals that represent Florida. Explain that these icons are important parts of the state's identity and culture.
Group Brainstorming: Facilitate a whole group brainstorming session where students identify and discuss different symbols and individuals associated with Florida. Encourage students to think about iconic landmarks, animals, plants, and historical figures.
Visual Aids: Show pictures or images of Florida's symbols and individuals to the class. Display these visuals on a projector or poster board to help students visualize the icons being discussed.
Writing Activity: Distribute writing materials (e.g., journals, writing sheets) to each student. Instruct students to choose one symbol or individual from Florida's icons and write a short paragraph describing it. Encourage students to explain why they think the chosen icon is important to Florida.
Sharing and Discussion: After completing their writing, invite students to share their paragraphs with the class. Encourage discussion by asking students to explain their choices and reasoning behind them.
Evaluation: Student understanding will be assessed based on their participation in the brainstorming session, the quality of their written paragraphs, and their contributions to the sharing and discussion portion of the lesson. Review students' writing to ensure they accurately recognize and describe Florida's symbols and individuals. Resources: Pictures or images of Florida's symbols