Good Citizens Lesson Plan: Social Studies

READINESS
I. Goal(s)/Objective(s)/Standard(s)
A. Goal(s) Students will understand what a good citizen looks like.
B. Objective(s) Given an individual, students will list characteristics of a good citizen and draw
appropriate actions that demonstrate those characteristics.
C. Standard(s)
NCSS: 10- Civic Ideals and Practices
IDOE: 2.2.5 Identify people who are good citizens and describe the character traits that
make them admirable.
D. Materials: poster board, paper bags, Johnny Appleseed Book, and Break Video
https://www.youtube.com/watch?v=Q-GLuydiMe4
Management:
Time: labeled next to each section (50 minutes total)
Space: Students will do the anticipatory set with me on the carpet. The students will
then be spread out around the room for the output and practice. Students will sit at their
desks while other groups present their work for the closure.
Behavior: I will use the clip system the teacher has in place. I will either clip students
up or down based on behavior. I will also have students work towards earning a short
video to watch at the end of the day. The students will have to earn four puzzle pieces
throughout the lesson to earn the reward.
II. Anticipatory Set (15 mins)
Read book about Johnny Appleseed
Define the term citizen (someone with rights and responsibilities in a particular community, city,
state, or country) and write it on the board
o Definition of citizen according to IDOE- someone with rights and responsibilities in a
particular community, city, state, or country
Ask the students how Johnny Appleseed was a good citizen and write those answers on the board
or smartboard
III. Purpose: Today we are going to learn what a good citizen looks like and how we can be good
citizens.
INSTRUCTION
IV. Lesson Presentation:
A. INPUT: Question-What does it mean to be a good citizen?
Give Directions for Group Work:
o Show what group the students are in on the board with a corresponding color at
each station around the room

The students will also have cut outs on their desks representing the citizen
they will be making a poster of and to understand again what group to go to
o Explain to them the roles in each group and their expectations
o Have the students go to that station with their crayons and then get eyes back on
me
o Tell them to draw the person on the poster board that their group is in charge of
describing
o After you have drawn the character, they must describe why they think this person
is a good citizen
o Tell the students to look at my example on the board for assistance on how it
should look
o Remind them to use the checklist as that will be how I grade them later
B. OUTPUT: Group Activity (15 mins)
a. Group 1 by the door- Police Officers
b. Group 2 by my desk in the back- Firefighters
c. Group 3 by table in the back corner- Teachers
d. Group 4 on the front carpet- Doctors and Nurses
Students will be placed in one of these groups, and each person will be given a job role
Students will draw this citizen on a poster board with at least 2 details
o Each group will have a picture of this person at the station, so they can
reference that
Students will then write words that they think make this person a good citizen (at least
3)
There will be a checklist at each station
Have students bring their crayons to the station
Have coloring pages printed out for students who finish early

VI. Closure/Conclusion (10 mins)

Students in the group will all come up to the front and one student will present what they drew
and wrote
o I will assist students by asking questions about their work if they need prompting
VII. Practice (10 mins)
After creating the posters, students will play a short quick game
The game will be different short scenarios of either a good citizen or a bad citizen (ex. picks up
trash on the ground = good citizen)
Students will place their answer in either the good citizen bag or the bad citizen bag
VIII. Assessment
A. Formative: I will visit each group and look at their work and ask them questions about it. I will
be able to see the students progress and understanding by looking at their final product on the
poster board. I could also look through the good citizen and bad citizen bag to see if they placed
the cards in the correct bag.
B. Summative: The assessment will come at the end of the unit. There will be a portfolio over the
whole integrated unit that the students will put together. One component of the portfolio will be
the students posters. I will take pictures of each of the students work and give it to them to place
in the portfolio.

IX. Adaptation:
Remediation If a student did not understand the concept, I will pull them aside and do a smaller
example of the same activity with them the next day.
Enrichment If I know of a student that has a good handle on the information, then I will have him write
a letter to a few good citizens explaining why he is thankful for them. I may also have this student be the
team leader and encourage him to take charge.
ESL This student will have the support of a small group working with him, and he can also get my
assistance as I am circulating around the room.
Exceptional Needs- This student will have the support of a small group working with him, and he can
also get my assistance as I am circulating around the room.
X. Technology Inclusion
I will be showing a break video. I will also write what a good citizen is on the smartboard.
EVALUATION
Self-Answer Questions
1. How many students achieved the objective? For those that did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. Did the assignment take too long?
8. Were the students able to brainstorm ideas on their own?

Group 1- Police Officers:

Jorge- leader
Xander- drawer
Andrew-drawer
Theresa- presenter
Anna-writer
Group 2- Firefighters:
Jesse- leader
Kumar-writer
Dari- drawer
Natalia-presenter
Cassius-drawer
Group 3- Teachers:
Jose- writer

Taylor- leader
Sarah- presenter
Jaden- drawer
Landon- drawer
Connor- writer

Group 4- Nurses:
Aundrea- writer
Bralen- drawer
Austin- leader
Rylan- drawer
Logan- presenter

Job Roles:
Leaders- makes any decisions the group disagrees on and helps do all the other things like
draw and write
Drawers- helps draw the picture of your person
Writers- helps write the words on the poster
Presenters- tell the class about your poster

Citizens Checklist:
1. Draw a picture with at least two details like a hat, needle, etc.
2. Write at least three words or sentences about your person