Grade Level: 3rd Social Studies

Responsibilities and Rights

1. Content Objective(s):
Standard 3: Students will understand the principles of civic responsibility in the classroom,
community, and country.
Objective 1: Describe the rights and responsibilities inherent in being a contributing member of a
community.
a. Identify how these rights and responsibilities are reflected in the patriotic symbols and traditions
of the United States. (i.e. Pledge of Allegiance, flag etiquette)
Day One
Students will be able to identify their rights by creating a class bill of rights with a partner by
writing a ticket of an amendment for the classroom bill of rights.
Day Two
Students will be able to list their responsibilities as they relate to their rights by completing a
graphic organizer with the class and then with a partner.
Day Three
Students will be able to explain how the Pledge of Allegiance is a symbol of our rights and
responsibilities by dissecting the pledge and its meaning as a class and individually writing down
or drawing what each line means to them.
Students will be able to show flag etiquette by completing the graphic organizer and folding the
flag with a partner.
Language Objective(s):
Day One
Students will be able to define what rights means and use patriotic vocabulary (vocab will be
presented on the thematic unit board) and apply that knowledge to their own suggestion for the
class bill of rights by using the vocabulary and writing a ticket with a partner and when writing
what the flag means to them in the notebook.
Day Two
Students will be able to define what responsibilities means and use patriotic vocabulary to
complete graphic organizer with a partner.
Day Three
Students will be able to put to use patriotic vocab to describe what each line of the Pledge of
Allegiance means to them in writing in their graphic organizer with a partner.
2. Instructional Focus:
A right is what every human deserves, no matter who they are.
A right is a freedom that is protected.


Different countries have different rights.

In the U.S. we have the Bill of Rights to show us our rights.

In my community I have the rights to safety, education, shelter, food, clothing, freedom of
speech, equal opportunity, and so on.

In the classroom I also have rights. Responsibilities are our job to do something or think
about.

Responsibility not only affects my life but the lives of others.

I have responsibilities in my classroom.

In my community it is my responsibility to respect others, look after my belongings and

other peoples, and so on.
The Pledge of Allegiance reminds us of our rights and responsibilities.
The flag has specific etiquette that we follow to show respect.
Rights and Responsibilities have already been taught in second grade so this should be a more indepth and very grade and age appropriate list of concepts for students to master. Students at this
age have a sense of what a community is and their civic responsibilities. A lot of these ideas are
things students can relate to but may not know that they are their rights. All of these concepts can
be modified to help for understanding.
3. Materials:
Bill of Rights
We The Kids: The Preamble to the Constitution of The United States by David Catrow
Bill of Rights video- Disney movies https://www.youtube.com/watch?v=f2CRoVuBz3Q
Rights and Responsibilities Notebooks
Graphic Organizers in Notebooks
Computers
Internet to Watch Videos
Exit Tickets
Pledge of Allegiance
American Flag
4. Instructional Procedures:
Day One: (1 hour 10 minutes)
Learning about Rights
Objective detective will go over our objectives for the day (5 minutes)
Pose the question does anyone know what a right is?
Open discussion (6 minutes)
Go over to our thematic unit wall and explain that our next unit is using patriotic words and our
first word is right. (5 minutes)
Hand out Rights and Responsibilities notebooks to all students
If you look at the first page, we have our first definition for the word wall
Then take notes on what our rights are in a community (15 minutes)

(Graphic organizer in notebook, fill in the blank one in there also)

Things to include: right to safety, education, shelter, personal space, freedom of speech, equal
opportunity
(With each new word we learn like freedom of speech we will add it to our thematic board.)
Did you know that the U.S. has a whole document explain our rights as U.S. Citizens?
It is called the Bill of Rights!
Watch video on the Bill of Rights (10 minutes)
Did anyone hear any other right that we missed and need to add to our notebook?
Explain that we are making a students Bill of Rights
With their table students will receive a ticket of a right they think they have in this class and write
on that ticket. (7 minutes)
We will come back together as a class listen as each group shares their ticket.
As a class we will use the tickets to compose our own Bill of Rights. (15 minutes)
Once completed we will all sign the bottom for our seal of approval.
Celebrate this glorious day with patriotic cookies. (5 minutes)
Objective detective
Day Two: (1 hour 5 minutes)
Learning about Responsibilities
Objective detective will go over our objectives for the day (5 minutes)
Pose question: Do any of you have responsibilities at home, like chores? (Think, pair, share)
Have a class discussion (10 minutes)
What about in the classroom what responsibilities do you think we have?
This is the question I want you to answer on page 4 of your scientific notebook by yourself and
when youre done, share with a partner what you have. (10 minutes)
Did you know that would our rights we talked about yesterday those rights have responsibilities
that go along with them!
Lets look at our rights from yesterday and as a class and then with a partner fill out what
responsibility goes with it. (10 minutes)
Fill in the other side of graphic organizers
Note on responsibilities in the community (notes sheet in notebooks) (15 minutes)
Play two corners game (10 minutes)
(Students run to one side of the classroom if what you say is a right and the other side of the
classroom if what you say is a responsibility. You close your eyes when they run and whoever is
in the wrong corner sits down till last few standing)
Objective detective (5 minutes)
Day Three: (1 hour 6 minutes)
Objective detective will go over our objectives for the day (5 minutes)
Who can remind me of a right we have in our community?
Discuss (5 minutes)
How about a responsibility in our community?
Discuss (5 minutes)
Wouldnt it be cool if we had a way to always remember the importance of our rights and
responsibilities? Well we do!
Can anyone think of something we do everyday that might act as a symbol for our R&Rs?

Yes the Pledge of Allegiance! (3 minutes)

Let's recite it together
I think that we need to pull this apart sentence by sentence and decide what this means. Turn to
page 6 of notebooks
Look at handout and decide which of our rights and responsibilities we have written down we can
see in the pledge. (10 minutes)
So let's go back to the first line I Pledge allegiance to the flag, there is something in this
sentence that could also be a reminder of what our responsibilities and rights, does anyone one
know what that might be? Yes, the flag. The flag is a symbol for our freedom, rights and
responsibilities.
Did you know that we have certain etiquette for our flag (define etiquette)
Flag Etiquette (10 minutes)
Key points to hit:
The pledge should be done standing, facing the flag
Upside down is a distress signal
Should be placed higher than any other flag
A flag is lowered halfway to mourn an important individual
When a flag is lowered no part of it should touch the ground
When a flag is worn and no longer usable it should be burned
Guest speaker on the importance of the flag (15 minutes)
Did you know there is even a proper way to fold the flag?
Learns how to fold a flag. (10 minutes)
Objective detective (5 minutes)
5. Student Activity/Differentiation. What will your students be doing to meet this lesson's
content and language objectives? (Listening, reading, searching, writing, strategy instruction,
group work, etc.)
How will you differentiate your instruction for ELLs at given proficiency levels?

Guided reading of the Bill of Rights- We will highlight the important aspects of the Bill of Rights
that we want them to notice.
We will have the Pledge of Allegiance printed out with important vocabulary highlighted and
defined for students who are not English proficient.
Teacher will group students in partners purposefully. We will pair a highly proficient English
speaker with an ELL in hopes that the speaking aspect of the lesson will be more comprehensible
and comfortable for the ELL. Each partner group will only have to fill out one paper that will be
completed together.
Student choice: Students can 1. Draw their own personal Bill of Rights, and explain each drawing
to the teacher vocally, or, 2. write their Bill of Rights. We will also create a simplified Bill of
Rights to help students with low language proficiency.
Students can create their Bill of Rights in their L1.
Whenever the student is writing in their journal they can write in the L1, but will be required to
discuss the answer in English with their partner.

6. Assessment: How will you know students have met the purpose of the lesson? Use Gottliebs
4-step process to outline this section and Fairbairn & Jones-Vo to create differentiated
formative and summative assessments appropriate for ELLs at your selected proficiency levels.
Planning
1. Language proficiency standard:
Level 2-Beginning: Share personal responsibilities within the classroom based on
pictures or role playing (e.g. I sharpen the pencils) in small groups
Level 4-Beginning: Propose changes to personal or classroom responsibilities based on
role playing or personal experiences in small groups.
2. Content and language objectives:
Content Objectives:
Day One-Students will be able to identify their rights by creating a class bill of rights
with a partner by writing a ticket of an amendment for the classroom bill of rights.
Day Two-Students will be able to list their responsibilities as they relate to their rights
by completing a graphic organizer with the class and then with a partner.
Day Three- Students will be able to explain how the Pledge of Allegiance is a symbol of
our rights and responsibilities by dissecting the pledge and its meaning as a class and individually
writing down or drawing what each line means to them.
Students will be able to show flag etiquette by completing the graphic organizer and folding the
flag with a partner.
Language Objectives:
Day One- Students will be able to define what rights means and use patriotic
vocabulary (vocab will be presented on the thematic unit board) and apply that knowledge to
their own suggestion for the class bill of rights by using the vocabulary and writing a ticket with a
partner and when writing what the flag means to them in the notebook.
Day Two- Students will be able to define what responsibilities means and use patriotic
vocabulary to complete graphic organizer with a partner.
Day Three-Students will be able to put to use patriotic vocab to describe what each line
of the Pledge of Allegiance means to them in writing in their graphic organizer with a partner.
3. Matching objectives to activities:
Day One- The activities we planned for day one match the objectives because they will
learn to create their own rights. Within the activity they will learn the objective of identifying
rights by writing a ticket for the classroom bill of rights.
Day Two- On day two, the objectives are integrated into the activities by having the
students work with a partner to complete a graphic organizer. The graphic organizer will help
students relate their responsibilities to the rights they created.
Day Three- The objectives correlate with the activities on day three because the students

will dissect the pledge as a class and each student will individually explain what each line of the
Pledge of Allegiance means. This activity will help students to better understand what the pledge
means.

Delivery:
Describe the activities
Complete their rights and responsibilities notebook
Objective detectives
Class discussions
Creating a class Bill of Right
Watch Bill of Rights video
Create tickets for class B.O.R.
Graphic organizer on rights and responsibilities
Play two corners game
Annotate the pledge of Allegiance
Discussions on flag etiquette
Folding of the flag
How students are grouped:
Throughout the three days we use a combination of whole class work, group work, partner work,
and individual work.

Interpreting the Results

Peer assessment: Notebook swap for their rights and responsibilities notebook.
Student self-assessment: In their notebooks students will have self-evaluations make sure they
have met the objectives and reflect.
Teacher Assessment: exit tickets, interactive notebooks, sticky note understanding, oral
interviews, oral questions
Feedback and use of information
Viewing each other's project and providing feedback: The students will be able to look at each
other's work during the notebook swap and when they present their tickets.
Teacher-student conference: At the end of the unit students will meet with teacher to go over their
notebook and see where they are at and what questions they still have.