KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Alysha Gavornik Date: 11/6/17

Cooperating Teacher: Mrs.Corse-Phillips Coop. Initials

Group Size: 19 Allotted Time 20-30 minutes Grade Level 1

Subject or Topic: Being a Good Citizen Section 934

STANDARD:
1 - C5.0.1: Describe some responsibilities people have at home and at school (e.g.,
taking careof oneself, respect for the rights of others, following rules, getting along
with others).

1 - C5.0.2: Identify situations in which people act as good citizens in the school
community (e.g.,thoughtful and effective participation in the school decisions,
respect for the rights of others, respect for rule of law, voting, volunteering,
compassion, courage, honesty).

Standard - CC.1.4.1.B

Identify and write about one specific topic.

Standard - 9.1.V.1.A1

Know and use basic elements of visual arts.

I. Performance Objectives (Learning Outcomes):

A. Students will be able to display their knowledge of what a good citizen is by
categorizing good and poor characteristics
B. Students will write their personal characteristics that make them good citizens by
writing these qualities down on a project

II. Instructional Materials

Armadillo Tattletale
Good Citizen sort
How I can be a good citizen at- web
Words and definitions on paper

III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea)

 A. Responsibility- the state of having a duty to deal with something or of having
control over someone
B. Fairness being equal to everyone
C. Respect- Care for feelings, wishes, rights, or traditions of others
D. Compassion- caring deeply about other people
E. Citizen- a member of society
Being a good citizen is important in your community and everyday life. Good citizens
are nice, thoughtful, responsible, fair and respectful. Individuals can be good citizens in
any environment that they may be in. There are characteristics that make bad citizens, as
well and we should try not to be a bad citizen. Being a good citizen can help anyone in
your home, school or community. There are many ways to be a good citizen, it is as
simple as being a good friend.

IV. Implementation
A. Introduction
- Sit children down on the rug
- Ask students if they know what a citizen is and what a citizen does
- Ask students what makes a good citizen?
- Tell students we will read a book about a citizen in his community and how he
acts
- Introduce the book Armadillo Tattletale by Helen Ketteman
o Ask students if they know what a tattletale is
o Ask students if it seems like being a tattletale is bad or not
o Ask students if it seems like Armadillo was being a good person in his
community or not
B. Development
V. Ask students if they know what a citizen is and what a citizen does
VI. Ask students what makes a good citizen?
A. A good citizen is helpful, nice, respectful, and fair
B. A good citizen helps people in the community
C. A good citizen knows right from wrong
VII. Turn and talk with someone next to you about some things you think make a good
citizen
VIII. Have a few students share
IX. Ask students what a good citizen does
A. Allow them to turn and talk
X. Introduce students to the vocabulary
XI. Teacher says the word, children echo, teacher says the definition, children echo
A. Teacher will ask for examples using each word
- After discussing with students what good citizens do ask students where they
think they can be good citizens
- Tell students they can be citizens at home, at school, and in their community
- Together the students and teacher will create a web of ideas of what they can do at
each place to be a good citizen
o Help my friend
o Clean my room
 o Pick up trash
- Direct students back to their seats
- Pass out citizenship sorting worksheet
- Explain to students that we will be completing these together
- As we complete these the teacher will read all of the options one by one and ask
for the students to say what column the action goes under
- When the called upon student answers, ask other students to give a thumbs
up/thumbs down response to their answer
- The teacher will inform students that they will be writing about a time they were
or are a good citizen
- Teacher will hand out Im a good citizen when template
- The teacher will instruct students to write one sentence about when they
were/could be a good citizen
- Teacher will instruct students to draw a picture to go along with the sentence they
wrote
- The teacher will go along and help students and collect papers
- When all students are finished the teacher will move on to the closure

B. Closure

- The teacher will pull out names from a cup and have those students come up to
the class
- The students will pull out an action that is either bad or good
- The students will put on a little skit using the action
- The other students will be asked if it is a good action or bad
- Repeat 3X
C. Accommodations/Differentiation
Students could write as much or little as they wanted, as long as they were
able to describe a good action and corresponding picture.

D. Assessment/Evaluation Plan
1. Formative
Thumbs up/ Thumbs down comprehension check
Good citizen sort
I am a good citizen when I paper
Students will get a - for having a sentence that describes being a good
citizen
Students will get a for having a sentence and picture that describe being
a good citizen
Students will get a + for having a complete individual example sentence
and matching picture
2. Summative

XII. Reflective Response

 A. Report of Students Performance in Terms of Stated Objectives (after lesson is
taught)
Out of the 15 students who were assessed, 14 of the students had acceptable or proficient
answers that met with the objectives. There were ten students who stated specific tasks
that they do that makes them a good citizen. Two of the students who did not answer
using a specific task had a picture that further explained how they would be helping and
being a good citizen. Two other students only put that they are a good citizen when they
help, but the pictures that they drew did not match the writing or further the
understanding. One students only wrote I am a good citizen when I people. , and drew
a picture of a house. Based off of the average responses from the students, I believe that
they understand the lesson. 10/15 students who were assessed followed the instruction of
writing a complete sentence as well as picture that would describe the action being stated.
The full responses could have been better in that sense, but overall my students were able
to tell me what makes a bad citizen and a good citizen, during discussion and through
their own experiences in the writing.
Remediation Plan

B. Personal Reflection
This was the first lesson that I taught in my classroom, and I was not nearly as ready as I
thought I was going to be when I taught it. I had trouble understanding what was needed
with the text set, I wasnt sure exactly how to assess my students at first, and I was not
very practiced. The students were highly engaged in my reading, as well as responding to
my questioning. The book choice for the lesson, I think could have been different, but I
wanted to use a book that loosely tied in what being a good/bad citizen was in a way that
was fun and that they could relate to and understand. I think my main mistakes lay in the
way that I had assessed the students, the type of group work I used and my classroom
management. Although my students have shown that they know what kind of actions
good and bad citizens make, through their thoughts after the lesson as well as
conversation since teaching the lesson. When I had the students work on the good
citizen/sad citizen sort, I did not think that it would take as long as it did. I also did not
realize that I wasnt prepared to discuss with the students what each decision said, and
then have to read them all again, since my students cant read yet. I also do not think this
practice was as helpful as I thought it would have been. Another mistake that I made was
that when I wrote commonly used words on the board for the students to copy, that they
would just copy the words and not write a sentence that made sense. I also realized that I
should have circulated the room more, so that I could make notes of what the students
were meaning to express in their writing, and lead students to making more supported
sentences. During this lesson, I felt as though it was hard to get through at a reasonable
time, and I should have been much more involved than I was. If I were to redo this lesson
plan, I would have had my vocabulary more prepared with ready examples and
responses, I would completely get rid of the sort all together, or I would have a sort that
used images and I would then ask the students to share one trait that was good and one
that was bad. Then I would move on to the writing portion, which I think was the most
successful part of my lesson plan. For this portion I would have modeled more and I
should have supplied examples of acceptable and not acceptable responses, I should have
also looked at all of the students work more before ending the lesson. When the students
 were done I should have had them do a turn and talk with their desk partners. This lesson
was a rude awakening in many ways. It made me realize how little time we have to teach
about Social Studies. It made me realize how hard it can be to keep students on task and
interested as well as understanding the content. In future lessons I know I have to be
more involved, engaging, prepared, and better at driving my content. This lesson taught
me what was important to add into a lesson plan to foster learning, and what is not
needed and is more of a waste of time. I think I have grown from this lesson, but I believe
if I made the changes I had listed and was in the place I am now, this lesson could have
been much more successful.

XIII. Resources
Armadillo Tattletale by Helen Ketteman
Pinterest
TeachersPayTeachers