Day 1: Read Aloud Day 2: SS
Objectives Students will identify the different
viewpoints in the story.
Students will answer the given
questions based upon the text.
Standards 2.RL.2.1, 2.RL.3.2
Materials  The Other Side by
Jacqueline Woodson
 Mystery bag (brown paper
bag)
 2 eggs, 1 brown, 1 white
 Viewpoint worksheet
 Crayons, markers, and/or
colored pencils
Management Time:25-30 minutes
Continue to implement classroom
management plan.
Keep voices at a level 1.
No running when transitioning.
Anticipatory set  Introduce the mystery bag
 Have students guess what
is int the bag
 Give 3 hints
 Pull out the two eggs
 Explain that on the outside
the eggs look different
 Crack open the eggs
 Explain that on the inside
the eggs are the same.
Day 3: SS
Students will identify positive
characteristics traits of a good
citizen.
Students will also identify the
positive impacts good citizens have
had on society
NCSS: III, IAS:2.2.5
 “Good Citizen”
interactive vocab sheet
 Students notebooks
 Markers, crayons, and
(or) colored pencils
 Vocabulary words anchor
chart
 Word search
 Skit cards (charades)
 Voting cards
Time: 25-45 minutes
Keep students on task.
Continue to implement the same
management plan that the students
have been using all year.
 Have students gather
around
 Ask if students know how
to play charades
 Explain the game
 Give and an example
 Bring up 2-3 students at a
time to help acting
 Play 4-5 rounds
 Have the students partner
up
Day 4: Science and SS
Students will be able to differentiate
between a consumer and a producer.
Students will identify, through research 3
major things that Indians produces.
NCSS: VII, IAS: 2.4.5.
 Clear cups or small Dixie cups
 Dirt
 Lima beans (or any big bean)
painted white
 Styrofoam tree
 Lollypops (dum-dums)
 Sugar (pixie dust)
 Food coloring (pixie dust)
 Anchor charts
 What is a Producer?
 What is a Consumer?
 Plastic spoons
 Printed and highlighted articles
Time: 25-45 minutes
Keep students on task.
Continue to implement the same
management plan that the students have
been using all year.
 Present the class with the
“magic” bean
 Explain how the bean will
grow.
 Plant the bean
 Have students form a line and
sprinkle “pixie dust” on the
plant
 After each student has put pixie
dust on the pant.
Students will identify at least 2 effects of
pollution.
Students will create at least 1 way they can
take care of their environment
NCSS: III, IAS: 2.2.4, Env. 7.7
 One-gallon glass jar
 Sponge cut in shape of a fish
 Fishing line tied to a pencil at
one end and Freddy at the other
 Small amounts of the following:
Soil, Pancake syrup, Salt, Paper
dots, Brown sugar, Soapy water,
Red and green food coloring
 3 different plastic bags cut into
strips (3 strips per student)
 The book: One Plastic Bag – by
Miranda Paul
Time: 25-45 minutes
Continue to implement classroom
management plan.
Keep voices at a level ½.
No running when transitioning
Students are always expected to be
working.
 Introduce Freddy the Fish
 Explain how Freddy lives in a
once clean river, but then goes
on a swim
 Go through the story of how
Freddy swims through a lot of
pollution
 Ask student to analyze how
Freddy feels now

Purpose “Today, in this lesson we will
examine and identify the different
viewpoints of the characters, then
we will make connections from the
book to our lives.”
Lesson  Anchor chart (Symbols,
Presentation Power, Racial divide)
 Gather students and read
book
 Allow students to
naturally respond to the
book
 Ask question, guided
conversation
 Dismiss students back to
their seats
 Explain the worksheet
 Explain terms again
 Walk around helping
students and answer
questions.
 Instruct students on how
to create their story map
Closure /  Gather student’s attention
Conclusion  Ask students to explain
their maps
 Have students turn in
maps and viewpoint
worksheet
 Explain that students will
each be creating their
own skit
 Allow 5 min for students
to act
 Bring students back
together
Just like our game there are good
actions and bad actions people can
make. Today we are going to be
learning about how citizens
behavior can help where they live.
 Dismiss students back to
their desks
 Introduce anchor chart
 Go over each term of a
good character
 Teach new terms and new
concepts
 Allow students to interact
with new terms and make
connections
 Then introduce and
explain the interactive
notebook page
 Have students grab their
social studies notebook
 Start working on
interactive notebook
 Have each student come
up and show:
o The terms
o The drawing
and sentence
 Explain that the magic bean is
shy and for it to grow we need
to keep it in a place where we
can’t see it
 Place plant in a corner of the
room
Today, in this lesson we will examine As Good citizens it is our job to make sure
and identify what it means to be a that we are taking care of our world.
consumer and a producer. We will also Today we will be learning about how we
be researching how our state of Indiana can tack action and help take better care of
takes part in being both a producer and a our world.
consumer.
 Introduce the terms  Introduce the book One Plastic
 Hang anchor charts Bag – by Miranda Paul
 Continue to explain terms  Read the book
 Place all articles on table  Respond to the book
(somewhere accessible to  Introduce the bracelet making
students)  Also let students know that they
 Break students into table will be coming up with an idea
partners of their own to help keep out
 Pass out worksheets school clean
 Have students come get articles
 Allow time for students
conduct their exploration
 As students are finishing up go  Have students clean up
back to your plant and replace  Have students draw idea for
it with pre-made tree. cleaning their environment
 Before showing the students  Have students put their notebook
the tree, ask students to share on my desk to be checked
about products grown/made in
Indiana.
 Then show the students the tree
 Allow time to react to the tree
 Explain how we started out as
producers then as students take

Adaptations Learning disabilities: harder time
comprehending the information, so
being in groups will help them
communicate and be more open in
the learning process. I will give
them the notes beforehand, so they
can look them over and have a
schema about the topic.
Autism: Make sure the students
know the agenda of the lesson and
try to avoid making changes to the
lesson.
ADHD: For students that have a
difficult time focusing, provide
optional seating and fidgets.
Formative collect the story maps that the
Assessment students created
Summative the student will fill out the
Assessment viewpoint worksheet/quiz
Learning disabilities: for students
with SLD, and how have a harder
time comprehending the
information, I will provide them
with the definitions to the
vocabulary words. In addition to
having the words listed on the
board. This way students will have
multiple resources.
Autism: Make sure the students
know the order of the lesson of the
lesson, give verbal warnings when
transitions are coming.
ADHD: For students that struggle
with staying on task and focusing, I
may move them to a table with up
front with myself to help keep them
on task or partner them up with
another student.
Filling out the interactive notebook
vocab terms and formulating a
sentence on how their character
demonstrated the characteristics of
a good citizen.
The student’s project/speech for
their wax museum character.
a lollipop they have become
consumers.
Learning disabilities: students with LD
have a harder time comprehending the
information, so I have broken up
instruction and in chunks. At first, they
get all the information, then I give 2 steps
at a time, then I will guide with step by
step instructions.
Autism: Make sure the students know
the agenda of the lesson and try to avoid
making changes to the lesson.
ADHD: For students that have a difficult
time focusing, provide optional seating
and fidgets, as well as not giving to much
information at once.
Asking students questions during
instruction and having students share
their findings from their investigation.
We Are Producers worksheet
Learning disabilities: for students with
SLD, and how have a harder time
comprehending the information, I will
provide them with notes and definitions to
refer back to.
Autism: Make sure the students know the
order of the lesson of the lesson, give
verbal warnings when transitions are
coming. Make sure that the bags are not
going to cause a sensory issue.
ADHD: For students that struggle with
staying on task and focusing, I may move
them to a table with up front with myself
to help keep them on task or partner them
up with another student. For the reading of
the book I will place these students in
front, so they have less distractions
having students answer questions, and
their drawing in their notebooks.
At the end of the unit students will write
about what it means to have the power to
change the world around them.