OBJECTIVES:
The student should be able to:
•Social Studies-GLE 24
TLW identify examples of good citizenship in the school and local settings. (C-1D-E2)
• Theatre Arts: Creative Expression-GLE’s 1, 2, 5
TLW explore and express various emotions in interpersonal settings. (TH-CE-E1)
TLW interact in group situations and show differentiations of roles through experimentation and role play. (TH-CE-E2)
TLW exhibit physical and emotional dimensions of characterization through experimentation and role playing. (TH-CE-E3)
• Theatre Arts: Aesthetic Perception-GLE’s 2, 5
TLW develop a basic understanding of the processes of creating, performing, and observing theatre. (TH-AP-E3)
• Theatre Arts: Historical and Cultural Perspective-GLE’s 2, 4
TLW recognize universal characters and situations in stories and dramas of various cultures and how theatre reflects life. (TH-HP-E4)
• Theatre Arts: Critical Analysis-GLE’s 1, 2
TLW identify and discuss the theme, message, or story idea conveyed in a dramatic work. (TH-CA-E3)
TIME: 45 minutes
MATERIALS
Appendices A-C
Television
computer
PowerPoint presentation
Visuals
Props for role plays such as books, book bags, ice cream cones, ball, trash, trash can, picnic basket, food, toothbrushes, cups, etc.
Social Studies Basal-Harcourt Horizons About My Community.
Book-Being a Good Citizen A Book About Citizenship by Mary Small
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The students will learn that there are as many different communities as there are places in the world. Each person is a citizen of some kind of community. A citizen has a duty or responsibility to follow the rules of his/her community and to help keep the community safe. The students will work in groups to role play situations in which they might have an opportunity to be good citizens. The groups will perform their “role plays” in front of the class. The teacher will display a picture of a boy, a girl, and a dog. The teacher will point to the boy holding on to the dog’s leash (PowerPoint-Appendix A).
ACTIVITY:
Teaching Model: The teacher will read a story about the picture placed on the board to the class. The teacher will discuss ways of how the boy named Ross is being a good citizen (PowerPoint-Appendix A). The teacher will show the word “citizen” to the students (PowerPoint-Appendix A). The teacher will explain that a citizen is a person who lives in a particular community or society. The teacher will give many details and place examples of how students are citizens of their home, school, and community on the board. A class discussion will follow.
Guided Practice: The teacher and students will work together to explain if the following situations demonstrate good citizenship (PowerPoint-Appendix A).
Examples of Good Citizenship:
?The second graders decided to plant flowers at the school.
?Maria helps clean up the house.
?John visits the elderly in the nursing home.
Independent Practice: The teacher will organize the students into groups of three or four. Each group will be given a situation in which they have an opportunity to be good citizens. Each student will be given a particular part to role-play using appropriate actions as well as voice. The students will use props such as books, book bags, ice cream cones, etc. to add realism to each circumstance. The students will be given the opportunity to rehearse. The teacher will monitor the students and assist where needed. The students will stand in front of the class (one group at a time) to present their rendition of being good citizens by acting out their part using realistic body movements as well as appropriate dialogue. The class will be allowed to reflect on each performance and discuss how the students showed examples of good citizenship (Appendix B).
Good Citizenship Role Plays:
?Caleb and Logan are waiting for ice cream. The line is really long
and Caleb is getting tired of waiting. All of a sudden, he sees his
friend Joseph. Joseph is in the front of the line. Joseph motions
for Caleb to break the line and come up there with him.
?Kylee and Kaycee borrow Misty’s Hannah Montana CD. When
they were playing it, it broke.
?Jenna’s and Cydney’s teacher asked them to walk to the library to
bring Mrs. Degruise some books. On the way there, Jenna and
Cyndey ran down the hall. They also skipped and talked loudly on
the way back to class. When they got back to the room, their
teacher asked if they walked to the library.
?A new student named Tanner has gotten lost looking for the
bathroom. Everyone is in a rush to get to class, and no one will stop
to give him directions.
?Taylor and Indeja are getting ready for school. Taylor begins to
brush her teeth and turns on the water.
?Estella, Ridge, and Byron were playing ball at the park. They notice
a family having a picnic nearby. When the family finished eating,
there was trash scattered all over the place.
Closure: The teacher will ask the students to give examples of ways they can be good citizens at home, at school, and in the community. The teacher will read the book Being a Good Citizen by Mary Small to the class.
EVALUATION/ASSESSMENT:
Formative: The teacher will monitor students during guided practice by checking the groups to make sure they are completing the assignment. The students’ performances on role playing good citizenship will be used to determine if a need for reteaching exist.
Summative: The assessment for the unit will include multiple choice and short answer discussion in which students will be expected to identify examples of good citizenship.
ART CONTENT/CONCEPTS:
none
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
See Objectives
MODIFICATIONS | ACCOMODATIONS:
The teacher will group students homogeneously regardless of gender, culture, race, ethnic background, etc.
Balance composition of small groups during role play activity based on personality/ characteristics of the class.
VARIATIONS | ENHANCEMENTS:
none provided
TEACHER REFLECTION:
The lesson using role play to perform examples of good citizenship in the school and local setting went very well. The students were very receptive to work with each other in small groups. The students particularly enjoyed brainstorming movement and dialogue ideas/thoughts that they would use during the role plays. The groups were given a specific role play as well as a particular amount of time to create the movements and dialogues needed to perform in front of the class. Because I did anticipate that practice would be needed to perform each role play, I assigned the role plays ahead of time. I allowed the students to practice at recess or any other time that they had available. I did not realize how much practice and prompting would be needed for some of the students to be successful. Most students were extremely eager to participate, while a few of them were quite shy and quiet. Those timid students needed some support from me as well as encouragement from the other students. I was very pleased to see that the students were willing to help those who needed a little push. This is a lesson that I would definitely implement again next year.
REFERENCES:
Besson, Michael J., Field, S., Howard, T., Larson, B. (2007). Harcourt Horizons About My Community. 1-20. Orlando, FL. Harcourt.
Small, Mary. (2006). Being a Good Citizen A Book About Citizenship. Minnesota. Picture Window Books.
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