Maria's_Page

= = = Good Citizens Needed = = =

Introduction
In this unit students will participate in creating rules for home, school, and the community then identify why they are important. The goal of this unit is to help students understand how rules help us to be responsible and productive citizens.

Learning Objectives
**Illinois **** State **** standards ** **3.B.1b ** Demonstrate focus, organization, elaboration and integration in written composi­tions (e.g., short stories, letters, essays, reports    **3.C.1a **  Write for a variety of purposes including description, information, explanation, persua­sion and narration  B. Speak effectively using language appropriate to the situation and audience  **4.B.1a **  Present brief oral reports, using language and vocabulary appropriate to the message and audience (e.g., show and tell). B. Analyze and evaluate information acquired from various sources **5.B.1a ** Select and organize information from various sources for a specific purpose C. Apply acquired information, concepts and ideas to communicate in a variety of formats B. Understand the structures and functions of the political systems of Illinois, the United States and other nations **14.B.1 ** Identify the different levels of govern­ment as local, state and national **14.C.1 ** Identify concepts of responsible citizenship including respect for the law, patriotism, civility and working with others. **14.D.1 ** Identify the roles of civic leaders (e.g., elected leaders, public service leaders
 * 1.B.1a ** Establish purposes for reading, make predictions, connect important ideas, and link text to previous experiences and knowledge
 * 1.C.1a ** Use information to form questions and verify predictions
 * <span style="font-weight: bold; font-size: 10pt; color: black; font-family: Verdana; msobidifontfamily: Arial; msobidifontweight: normal;">1.C.1f ** Use information presented in simple tables, maps and charts to form an interpretation
 * <span style="font-weight: bold; font-size: 10pt; color: windowtext; font-family: Verdana; msobidifontfamily: Arial; msobidifontweight: normal;">STATE GOAL 3: Write to communicate for a variety of purposes. **
 * C. Communicate ideas in writing to accomplish a variety of purposes. **
 * <span style="font-weight: bold; font-size: 10pt; color: black; font-family: Verdana; msobidifontfamily: Arial; msobidifontweight: normal;">3.C.1b ** Create media compositions or pro­duct­ions which convey meaning visually for a variety of purposes
 * <span style="font-weight: bold; font-size: 10pt; color: windowtext; font-family: Verdana; msobidifontfamily: Arial; msobidifontweight: normal;">STATE GOAL 4: Listen and speak effectively in a variety of situations **
 * <span style="font-weight: bold; font-size: 10pt; color: black; font-family: Verdana; msobidifontfamily: Arial; msobidifontweight: normal;">4.A.1b ** Ask questions and respond to questions from the teacher and from group members to improve comprehension
 * <span style="font-weight: bold; font-size: 10pt; color: black; font-family: Verdana; msobidifontfamily: Arial; msobidifontweight: normal;">4.B.1b ** Participate in discussions around a common topic
 * <span style="font-weight: bold; font-size: 10pt; color: windowtext; font-family: Verdana; msobidifontfamily: Arial; msobidifontweight: normal;">STATE GOAL 5: Use the language arts to acquire, assess and communicate information **
 * <span style="font-weight: bold; font-size: 10pt; color: black; font-family: Verdana; msobidifontfamily: Arial; msobidifontweight: normal;">5.A.1a ** Identify questions and gather information
 * <span style="font-weight: bold; font-size: 10pt; color: black; font-family: Verdana; msobidifontfamily: Arial; msobidifontweight: normal;">5.C.1a ** Write letters, reports and stories based on acquired information
 * <span style="font-weight: bold; font-size: 10pt; color: black; font-family: Verdana; msobidifontfamily: Arial; msobidifontweight: normal;">5.C.1b ** Use print, non-print, human and technological resources to acquire and use information
 * C. Understand election processes and responsibilities of citizens. **
 * D. Understand the roles and influ­ences of individuals and interest groups in the political systems of Illinois, the United States and other nations. **

Process
<span style="font-size: 10pt; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">First Meeting: Students will use prior knowledge to respond to questions related to rules. They will listen to teacher read aloud books on rules, view and create pictures, and indicate what they learned in their journals.

Second Meeting: Students will clarify what will be covered and expected for the unit on the smart board. They will begin to create a K-W-L Chart and fill in their knowledge of rules.

Third Meeting: Students will collaborate with their peers to generate rules and justify their importance. They will work in small groups to compare and contrast their individual rules and illustrate the rule in their journals. Students will continue to fill in their K-W-L Chart. They will begin to work on their posters in groups to assist each other. Teacher and peers will give feedback on their work.

Fourth Meeting: Teacher will probe questions to evaluate student understanding of topic and answer any concerns that they may have. They will view a checklist on screen to clarify if they are on task and make any changes that will promote their understanding. Students will work in small groups to discuss their illustrations. They will continue to work on their rules and get feedback on why the rule is important and in what setting the rule will apply. They will begin to generate a list of rules that apply at home, school, and the community. They will write in their journals and add more information on the K-W-L Chart to check their understanding.

Fifth Meeting: Students will choose who will be performing on the skit and brainstorm how to show rules being follow or broken. They will work on their illustrations and notebook. Students will ask any questions on any concerns they may have while in groups. Teacher will have students check their project checklist to make sure they are on target.

Sixth Meeting: Students will work in groups to continue creating and justifying their rules. They will work on the K-W-L chart and refer to the checklist to make sure they are on task. They will reread the read-out-loud books to use as reference for the notebook.

Seventh Meeting: Students will complete the K-W-L chart, notebook, and newsletter for the teacher to give feedback. They will also make Thank-You Notes for the quest speakers that will come to class tomorrow. They will perform their skit to other second grade classrooms to get comments on any thing that needs to be change. Teacher will review the K-W-L chart, rule and consequence chart, notebook, and poster.

Eight Meeting: Students will perform their skit, discuss the Rules and Consequence Notebook, and listen to the speakers. They will also speak to the principle to suggest how and why their rules should be implemented in the school. Students will be given a quiz to see if any material needs to be review.

Product
[|Classroom Rule.doc] [|newsletter_student_rubric.doc] Facilitation [|journal_checklist.doc]

Credits
Intel

Authors
Chicago public school teacher as part of an Intel class project for questions or comments please to the respond board.