Unit Topic: ___Citizenship_______

Grade level:____2____

Stage 1 Desired Results Content Standard/Established Goals(s): READING CC.1.3.2.C Describe how characters in a story respond to major events and challenges. CC.1.3.2.A Recount stories and determine their central message, lesson, or moral. CC.1.3.1.H Compare and contrast the adventures and experiences of characters in stories. CC.1.3.2.G Use information from illustrations and words, in print or digital text, to demonstrate understanding of characters, setting, or plot WRITING CC.1.4.2.A Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CC.1.4.2.B Identify and introduce the topic CC.1.4.2.C Develop the topic with facts and/or definitions CC.1.4.2.E Choose words and phrases for effect. SOCIAL STUDIES 5.1.2.A Explain the purposes of rules and their consequences in the classroom and school community. 5.2.2.A Identify and explain the importance of responsibilities at school, at home, and in the community. 5.2.2.D Explain responsible community behavior. 5.1.3.D Identify key ideas about government found in significant documents. 8.3.1.A Identify Americans who played a significant role in American history. 8.3.2.B Identify American artifacts and their importance in American history. Understanding(s)

Students will understand that

A citizen is a member of a community who is afforded certain rights and who has a responsibility to that community With freedom (rights) comes responsibility Examining characters allows us to observe, understand, and interact appropriately with different kinds of people

Essential Question(s): What is a citizen? What is the relationship between your rights and your responsibilities as a citizen? Why is it important to examine characters and their traits?/What can we learn from studying characters in stories?

Student objectives (outcomes):

Students will know.

Basic rights of citizens of Room 119: to feel safe, to be heard, to have school supplies, to be able to share ideas/thoughts Basic responsibilities of citizens of Room 119: to be ready to learn, to treat others kindly, to be safe, to listen to others, to ask for help when its needed, to

be willing to help others, to share supplies/materials Key vocabulary about character traits, specifically those that describe good citizens Characters change/develop over time in response to interactions with others or major events Characters have their own motivations for doing and saying things We can learn a lot about people in the world around us by studying characters in stories Good writers show, dont tell when they describe a character Identify and explain basic rights of citizens of Room 119 Identify and explain basic responsibilities of citizens of Room 119 Discuss characters from stories in terms of their wants/troubles, their motivation, how they change/develop over time, and their traits Use evidence from the text to support a claim about a character trait Write show, dont tell sentences Identify a trait that they want to become more of and actions they will take to do so in order to compose their Personal Citizenship Pledge

Students will be able to

Stage 2 Assessment Evidence Performance Task(s): Other Evidence: Apply understanding of rights to Character Evidence Chartfor create a class Bill of Rights every read aloud, identify main characters trait and where in the Apply knowledge of basic responsibilities of US citizens to text you see evidence of it create class Quilt of Responsibility Ongoing class-generated list of character traits Write and edit description of a character trait using show, dont Reading Response Packets-one tell strategies page per book read during Independent Reading time (tackles Compose a personal citizenship pledge same skill taught in mini-lesson) Summative Assessmentwritten response to a story about hypothetical bullying incident in our classroom (SS and Reading, not Writing) Stage 3 Learning Plan Objectives

Learning Activities Literacy-Introducing Character Traits

Formative Assessment Observation of student responses brainstorm of character traits and discussion of character traits in King of the Playground.

SWBAT -Identify character traits (stay the same) Intentional Read Aloud: King -Identify character of the Playground by Phyllis feelings/emotions (change Reynolds Naylor throughout)

Brainstorm of character traits they know on chart paper. Add asterisk to ones not sure whether trait or feeling LiteracyTraits vs. Feelings Intentional Read Aloud: Brave Irene by William Steig Model graphic organizer, traits v. feelings w/Irene using chart paper Visual: chart with images of emotions v. traits Literacy- Traits Help Us Understand Character Motivation Intentional Read Aloud: Ruby the Copycat by Peggy Rathmann Model cause and effect graphic organizer using chart paper

Brainstorm list.

SWBAT -Distinguish between traits and feelings/emotions -Draw inferences from illustrations and text to identify traits and feelings of Irene

Observation of student responses to class discussion of Irenes traits vs. feelings Traits vs. feelings graphic organizer Students fill out same graphic organizer that was modeled in their reading responses packets using a book they read independently Observation of student responses to class discussion of Rubys traits and motivation. Cause and effect graphic organizer. Students fill out same graphic organizer that was modeled in their reading responses packets using a book they read independently Observation of student responses to class discussion of characters change in feelings/actions Cause and effect graphic organizer. Students fill out same graphic organizer that was modeled in their reading responses packets using a book they read independently Observation of student

SWBAT -Define motivation -Draw inferences from illustrations and text to identify Rubys traits -Use trait to help recognize Rubys motivation

LiteracyCharacters Change Over Time Intentional Read Aloud: Wanted: Best Friend by A.M. Monson Model Character Change graphic organizer using chart paper

SWBAT -Identify change in characters feelings and actions -Identify characters trait (trait stays the same, feelings and actions change)

Literacy- Providing Text

SWBAT

Evidence for Character Traits Intentional Read-Aloud: Stand Tall, Molly Lou Melon by Patty Lovell Model The Proof Is In the Character graphic organizer using chart paper

-Identify characters traits -Find evidence from story that demonstrate traits -Draw inferences from illustrations and text to identify characters traits and evidence

responses to class discussion of characters traits and evidence The Proof Is In the Character graphic organizer Students fill out same graphic organizer that was modeled in their reading responses packets using a book they read independently Observation of student responses to class discussion of characters traits and evidence Character Evidence Chart Students fill out same graphic organizer that was modeled in their reading responses packets using a book they read independently Observation of student responses to class discussion of characters traits and evidence Character Evidence Chart Students fill out same graphic organizer that was modeled in their reading responses packets using a book they read independently Observation of student responses to class discussion of characters traits and evidence Character Evidence Chart

Literacy- Character Traits of Good Citizens: Humility Intentional Read-Aloud: Lou Gehrig: The Luckiest Man by David Adler Setting a purpose with nonfiction text Model Character Evidence Chart using chart paper Literacy-Character Traits of Good Citizens: _________ Intentional Read-Aloud: A Picture Book of JFK by David Adler Setting a purpose with nonfiction text Fill in Character Evidence Chart Literacy- Finding Deeper Meaning, Character Traits of Good Citizens: Intentional Read-Aloud: The Honest-to-Goodness Truth by Patricia McKissack

SWBAT -Identify character traits, define humble -Find evidence from story that demonstrates humility -Draw inferences from illustrations and text to identify characters traits and evidence

SWBAT -Identify character trait, define ___________ -Find evidence from story that demonstrate traits -Draw inferences from illustrations and text to identify characters traits and evidence

SWBAT -Identify character trait, define honesty -Find evidence from story of honesty -Inference: use information gained from

Always want to tell the truth, but theres a right and a wrong way of doing so. Fill in Character Evidence Chart Literacy- Finding Deeper Meaning, Character Traits of Good Citizens: Integrity Intentional Read-Aloud: Jamaica and the Substitute Teacher by Juanita Havill Having integrity means doing the right thing (being responsible), even when its hard/when no one is looking. Its bigger than honesty. Fill in character evidence chart Literacy- Its Not Always Clear What The Right Thing To Do Is Rons Big Mission by Rose Blue and Corinne Naden

illustrations and words

Students fill out same graphic organizer that was modeled in their reading responses packets using a book they read independently Observation of student responses to class discussion of characters traits and evidence Character Evidence Chart Students fill out same graphic organizer that was modeled in their reading responses packets using a book they read independently

SWBAT -Identify character traits, define humble -Find evidence from story that demonstrates integrity -Draw inferences from illustrations and text to identify characters traits and evidence

Social StudiesWhat is community? Idea webs around Community in table groups Read idea webs out loud to entire class. Write down ideas on chart paper, generally organized around What is

SWBAT -Identify character traits, define advocate -Find evidence from story that demonstrates integrity/advocacy -Draw inferences from illustrations and text to identify integrity/advocacy and evidence SWBAT -Identify what a community is -Identify different communities of which they are a part

Observation of student responses to class discussion of characters traits and evidence Character Evidence Chart

Observation of group work Idea webs Chart paper with compiled brainstorm

community? and What communities are we a part of? Shared Reading: What Is a Community? from Social Studies Alive! My Community Read-Aloud: It Takes a Village by Jane CowenFletcher Social Studies-What are my responsibilities as a citizen of my community? Discussion about what a community would look like if no one had any responsibilities. Shared Reading: What does a good citizen do? from Social Studies Alive! My Community Fill in charts individually for responsibilities at school, home, neighborhood (Fill in one for each as a class first, then they will do the rest independently.) Social StudiesWhat are our responsibilities as citizens of Room 119? Read-Aloud: Excerpts from If Everybody Did by Jo Ann Stover Shared Reading: List of responsibilities in school that students generated the day before individually (teacher will type this up after collecting SWBAT -Apply understanding of a citizens responsibility in order to identify the most important responsibilities of citizens of Room 119 Table groups choices of most important responsibilities. Final list of most important responsibilities.

SWBAT -Identify what a citizen is -Identify their responsibilities at school, at home, and in their neighborhood

Observation during class discussion. Individual charts with responsibilities of citizens.

individual charts) Narrow down list of responsibilities generated (put into groups, pick the most important) Social StudiesWhat are my rights as a citizen of Room 119? SWBAT -Differentiate between needs and wants -Identify one right that all Read-Aloud: Those Shoes by children have Maribeth Boelts Picture Sort: wants vs. needs In pairs, read a page out of For Every Child: The rights of the child in words and pictures by Unicef or Every Human Has Rights by National Geographic Each pair shares with whole class at end. Social Studies-Being a good citizen means giving back to your country. Video of JFKs Ask not In table groups brainstorm list actions they might take in response to JFKs call. Create list on chart paper as a class. In table groups brainstorm list of traits JFK would want us to be more of. Create list on chart paper as a class. Social Studies- What SWBAT -Analyze a primary source to understand the meaning of JFKs Ask not -Identify actions they can take as citizens of Room 119 in response to JFKs call -Identify character traits that they want to work to become more of in response to JFKs call. Observation of student response to questions, especially turn-and-talk. Individual worksheets students are filling out as theyre brainstorming in their table groups (chart with Actions on one side and Traits on the other). Chart paper with wholeclass brainstorm Observation of students responses to picture sort Observation of students sharing about their page.

SWBAT

Observation of each

does it mean to be officially sworn in as a citizen? Discussion of what it means to be sworn in as a citizen. Students read their pledge aloud and are formally sworn in as citizens of Room 119. Writing-Show, Dont Tell Good writers dont come out and tell their readers what the characters traits are, they show it Read two paragraphs about the same character and trait, one that is show and one that is tell. Ask students to identify which is which. Writing-Model Short Write Model use of graphic organizer to create a show, dont tell sentence about a character trait. Have students do a few with teacher guidance, and then share out. Writing-Practice Short Write Practice more with different traits. Writing-Final Draft Short Write Whats My Trait? paragraph: Students pick a trait (self or character) and write show, dont tell

-Read their personal citizenship pledge aloud

student reading. Collect pledges afterward.

SWBAT -Recognize the character trait being described in a model paragraph -Identify the difference between a show paragraph and a tell paragraph

Observation of student vote (hands/thumbs up) about which was show.

SWBAT -Outline a show, dont tell sentence using a graphic organizer -Write show, dont tell sentences to describe a characters trait when given the trait

Individual graphic organizers and individual show, dont tell sentences

SWBAT -Write show, dont tell sentences to describe a characters trait when given the trait SWBAT -Write a show, dont tell paragraph to describe a character trait of their choice

Individual graphic organizers and individual show, dont tell sentences in Whats My Trait? paragraph

paragraph to describe it Model with same paragraph used in first lesson on Mon. Students share out and take classmates guesses. Writing-Room 119's Quilt of Responsibility Students will pick one of the responsibilities and write about why it is important. They will then illustrate a quilt square showing this responsibility. Writing- Room 119s Bill of Rights Discussion of the US Bill of Rights Individually brainstorm Needs of Citizens of Room 119 and then share out. Create Room 119s Bill of Rights by choosing 5 most important things from Needs of Citizens of Room 119 list Writing- What do these rights mean to you? Choose a right from Room 119s Bill of Rights. Explain its meaning and its importance to you personally. Writing-Outlining a Personal Citizenship Pledge SWBAT -Identify the meaning of one of the rights from Room 119s Bill of Rights -Explain the importance of that right to them personally Collect individual writing pieces.

SWBAT -Represent their understanding of responsibilities by illustrating and describing a responsibility that they have as a citizen of Room 119 that they promise to work hard to fulfill. SWBAT -Integrate their knowledge of the US Bill of Rights and their knowledge of their needs as students to come up with a list of the most important rights of citizens of Room 119

Individual quilt squares.

Collect individual brainstorm. Room 119s final Bill of Rights.

Whats the skill Im teaching??Main idea and detail?

SWBAT -Outline their personal citizenship pledge using the graphic organizer Individual graphic organizers.

Model with own pledge. Students self-reflect: think about a time when they acted out of character, a character trait that they would like to work to become more of, and 3 actions they will take to be able to do so. Writing- Writing Personal Citizenship Pledge Discussion about main idea and detail in writing. Main idea: character trait Detail: 3 Examples of how will demonstrate trait Concluding Statement Writing-Editing and Revising Does my pledge follow the logical structure (main idea, detail, concluding statement?) Can I replace some words with more descriptive ones? -Does it make sense? SWBAT -Transfer their thoughts from an outline to a written paragraph. Individual writing.

SWBAT -Produce a final, edited version of their personal citizenship pledge

Final draft of pledge.