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English Language Proficiency of Students: The class is composed of 20 English speakers and 4
EL students.
Standards:
2.3 Make a collage with cut or torn paper shapes/forms
4.3 Discuss how and why they made a specific work of art.
K.1, students explore the meaning of good citizenship by learning about rules and working
together, as well as the basic idea of government, in response to the question how can we learn
and work together?
Objectives: You must include content objectives and language objectives as indicated below.
(What will students be able to do at the end of the lesson?)
Language: Students will use the appropriate vocabulary to explain and describe a Good Citizen.
Assessment:
For the assessment the teacher will observe the students as they work and monitor their art
project to make sure they understand the activity. The teacher will then observe the students as
they present, to visually and aurally listen to their interpretation of characteristics that make a
Good Citizen.
Key Vocabulary:
-Good Citizen
-Rules
-Good Choice
-Bad Choice
Supplementary Materials:
-Scissors
-Glue sticks
-Pencils
-Crayons
-Citizen cut out sheet
-David goes to school
- Good and bad choice images
Anticipated Misunderstandings/Difficulties:
Students may have a difficult time identifying behaviors that break the rules. Students may also
have a difficult time figuring out the good choice David could’ve made for every bad choice he
did.
Element Rationale
Describe what will happen. Why did you choose to do it this way?
Introduce the Lesson: Having the teacher read a book to the
The teacher will review the story of “David Goes students is a good way to capture their
to School”. The teacher will then remind the attention. The students will also be able
students that in the story David made some good to apply their knowledge of a Good
and bad choices. The teacher will define what a citizen in identifying actions David does
good choice and a bad choice is. The teacher will that are not correct.
then tell the students to look for good and bad
choices that David makes in the story. The teacher
will then re-read the story.
Extension: This could be extended into other parts Once the students are able to understand
of the unit. The class can create a yes David that this activity then it will be easy for them
follows the rules and they have to draw, write and to do it again but adding a twist to it such
glue images and words of good choices. It can as creating a Bad citizen.
also be reversed and they have to identify the bad
choices.
Differentiating Instruction for EL focus student: Using visuals in lessons is very helpful to
This lesson is already differentiated for ELD EL students. The visuals help them
students because it has a lot if visual directions and connect the images to the words and
modeling. understand what is being said or at least
have a good idea of what is being asked
of them. Also having the teacher model
what they expect of their students is
beneficial to all students. They will have
a better understanding of what they need
to accomplish
Differentiating Instruction for a focus student with The visuals help them connect the
Special Needs: images to the words and understand what
is being said or at least have a good idea
For students with disabilities the teacher would be of what is being asked of them. Also
able to use more images while giving direction. having the teacher model what they
The teacher would also be able to have pre-cut expect of their students is beneficial to
images so that the student would not need to waste all students. They will have a better
time cutting. understanding of what they need to
accomplish.