Public Issues in the Community

Planned by: Sarae Barker, Lindsey Barrett, Mario Lemons, Laura Mason,
Courtney Warner
Taught by: Lindsey Barrett, Mario Lemons
Grade level: 1st and 2nd
Date: April 22, 2013
Overall lesson topic/title and purpose: Analyzing Policy Issues in the
Community/
Rationale:
1 P3.1.1 Identify public issues in the school community. (Michigan Grade Level
Content Expectations)
1 P3.1.3 Identify alternative resolutions to a public issue in the school
community. (Michigan Grade Level Content Expectations)
2 C5.0.1 Identify ways citizens participate in community decisions
The lesson has been designed to investigate public issues in the school community
because it creates a bridge between first grade and second grade curriculum. In
first grade, students learn about families as well as the services families provide
and consume. First grade students are beginning to understand the various ways
service jobs play a crucial role in the operation of communities. In second grade,
students are learning about neighborhoods and communities. They are also
learning about the role citizens in the community. During the lesson, students will
role play to investigate the different perspectives of individuals in the community
in regards to a public issue. Students will connect the perspectives family members
and individuals in service roles hold in regards to public issues. Students will also
see how those members of the community can act as citizens to solve said issues.
Goals and objectives for todays lesson:
Students will
Materials & supplies needed:
- Role badges
- Discussion cards
Procedures and approximate time allocated for each event
Launch: (15 minutes)
What will I say to help children understand the purpose of the lesson?
Good morning class. Weve been talking a lot this year about families and

Linguistic,
academic, social,
and linguistic
support during
each event

communities, and the roles families play in communities. Today we are going to
look at a problem in the community and come up with some ideas about how we
can solve that problem. Todays lesson may be a little different than how we have
talked about this before because today we are going to role-play. Each of us is
going to be given a character to play, and when thinking about the problem we
have to think about it like we are actually that person. Ms. Barrett and I are going
to demonstrate what this should like first before we give you the roles and the
problem we need you to solve
As an introduction, the class will engage in a discussion about a public issue, and
be able to communicate that issue, and its potential resolutions. After the public
issue is announced by the teacher, the teacher will then elicit students personal
responses to the concern. This will be used as an informal assessment, which will
then inform the teachers further instruction. The teacher will scaffold student
understanding based on the students background knowledge of the topic.

What prior knowledge do my students need?

Prior to beginning discussions about the public issue, students will first need to
know what is meant by public issue. We will define a public issue as something
that affects everyone in the community. Students will also need to have knowledge
about different roles in the community. Students will need to be able to identify
members of a family as well as the roles of people who service the community.
Some of these roles may included city service jobs (sanitation workers, police
officers, etc,), leadership roles (neighborhood watch president, city council
members, etc). Student will need to have some knowledge of the responsibilities of
these roles so they have an idea how to think about the public issue from the
respective perspectives.
How will I help them make connections to prior lessons or experiences?
~Students will be able to make connections to concepts of community, civic duties,
and roles of various community leaders, as they are ideas that were covered in
previous Social Studies lessons. In this lesson specifically, students will be able to
find correlations to what was learned about the ways people in a community
interact as they engage in a group role-play. Additionally, while students
participate in the lesson, they will gain an ability to consider multiple individuals
perspective in a particular situation. Finally, through this lesson, students will feel
empowered as young people to effect change in their community.
How will I motivate them to become engaged in the lesson?
To motivate the students to be engaged in the lesson we have a selected a public
problem that directly affects youth. The students will be able connect with issue
based on their own experiences and opinions. In addition, we will invite students
help model what a good discussion would look like. After modeling a discussion
using a different public issue we will call on the students to think of other roles
that would also have an idea for a problem solution.

*Modeling will
help visual
learners to
understand what
their job is during
the lesson
*Discussing the
public issue will
allow for students
to grasp a better
understanding of
what they need to
discuss with their
group. Allowing
for discussion will
help teachers
evaluate students
initial
understanding of
the public issue.
*Teachers will be
able to convey
content in multiple
ways in order to
reach students
with differing
academic needs.
*Throughout the
entire lesson,
teachers will be
circulating the
room to
accommodate and
keep monitor
students with
behavior issues

How will I launch the problem without giving away too much?
By modeling a discussion using a separate public issue we will be able to engage
students, establish expectations, and demonstrate what a discussion would
look/sound like without giving away arguments that could be used during the
student discussions.
How will I establish clear expectations for how they will be working and what
products I expect?
Mr. Lemons and Ms. Barrett will establish clear expectations for how students will
be working and what products we expect by modeling a successful role-play
activity in front of the class. Mr. Lemons and Ms. Barrett will engage the students
by asking them questions about the role play as they observe the teachers actively
participating in the activity. At this time the teachers will reinforce expectations as
well as clarify any misconceptions the students may have about the upcoming
interactive lesson.
When and how will I distribute materials and supplies?
Materials will be distributed after a discussion has been modeled and after
expectations for group work are established. Students will already be placed in
table groups of four. The teacher will pass out an organizer and pencils to each
group. Once each group has received materials, the students will begin their
discussions.

Explore: (20 minutes)

Each group will be given two role cards. On each card will be a description of that
specific role for students to read. There will be two students assigned per role. For
example, two students will work together to answer the from the perspective of
role 1. The other two students will work together to answer the questions from the
perspective of role two.
In groups of four, students will answer the following questions based on their role
cards.
~What is the problem?
~How does this issue affect your personal role?
~What are the possible resolutions of the issue?
Once students have discussed each of the questions for both roles, they will work
with their role partner to complete and organize chart. The chart will assist the
students in sharing out their ideas during the lesson summary.

*Materials will be
distributed after
discussion and
modeling to
prevent students
from playing with
materials and
distracting them
from listening.

*Students will be
grouped based on
varying ability
level to promote
growth for all
students.

*These questions
will help low
achieving students
break down their
tasks into
reasonable pieces.

Summarize: (10 minutes)

The teacher will strategically invite groups to share out about how the problem
affected their role, and the solution they developed to the problem. The teacher
will use talk moves to further engage students to elicit ideas about how citizens
have to make decisions and work collaboratively to implement the solutions.

*Similarly, this
chart will help
low-level students
break down their
thinking into
reasonable pieces
to help them
comprehend what
they need to do.

*During this time,

teachers will again
circulate the room
to help students
stay on task,
clarify directions,
and to challenge
high-achieving
students.

*This portion will

help teachers press
students to explain
their reasoning
vocally rather than
through writing.

Assessment:
Informal Assessment:
Group Discussion
To assess students ability to perspective take in regards to a public issue, the
teacher will monitor group work, taking note of the reasoning students express in
response to the three questions.
Formal Assessment:
To assess students ability to identify public issues, and communicate effective
resolutions, the teachers will expect the students to clearly identify the problem,
and provide reasonable solutions that includes the involvement of citizens in the
solution.

Observation Chart
DATE:
Time:

OBSERVER:
Observation:

Connection: