Good Citizenship - My Community Group

First Grade

Social Studies

Unit: 03 Lesson: 02

Lesson Synopsis:

In this lesson, students learn that groups are made of members and people can belong to more than one group. People are important to the groups to which they belong.

TEKS:

1.13 / Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to:
1.13A / Identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting.
1.13C / Identify other individuals who exemplify good citizenship.

Social Studies SkillsTEKS:

1.18 / Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to:
1.18A / Express ideas orally based on knowledge and experiences.
1.18B / Create and interpret visual and written material.
Getting Ready for Instruction
Performance Indicator(s):

Draw a portrait of yourself as part of a group, such as family or class, performing an act of good citizenship. Explain orally what makes a good citizen of the group and the decision you made to act as a good citizen. 1.13A; 1.13C; 1.18A, 1.18B

Key Understandings and Guiding Questions:

Good citizens share common characteristics, such as the beliefs in justice, truthfulness, and equality.

—What groups do I belong to?

—How can I make a difference in my family, class and community?

—Do my choices have consequences on the group as a whole?

Vocabulary of Instruction:

First Grade

Social Studies

Unit: 03 Lesson: 02

group
characteristics
community
citizen
citizenship
justice
truth
equality
responsibility for the common good

Grade/Course

Social Studies

Unit: Lesson:

Materials:

Grade/Course

Social Studies

Unit: Lesson:

Refer to the Notes for Teacher section for materials.

First Grade

Social Studies

Unit: 03 Lesson: 02

Attachments:

None identified

First Grade

Social Studies

Unit: 03 Lesson: 02

Resources and References:
Advance Preparation:

Become familiar with content and procedures for the lesson.
Refer to the Instructional Focus Document for specific content to include in the lesson.
Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
Preview available resources and websites according to district guidelines.
Prepare materials and handouts as needed

Locate math manipulatives or other objects to place into groups.
Locate 4 or 5 pictures from magazines, online sources, clip art, or books that show children in groups. (For Day 2 Engage)
Locate a book or folktale such as, The Boy Who Cried Wolf or The Mouse and the Lion.
A spiral notebook (or other) is needed for each student to use throughout the year. The notebooks should be titled “Social Studies/Good Citizen” and other appropriate information (i.e., name, class, year, etc.). This spiral will be used throughout the school year as students add pages about good citizens.

Background Information:

First Grade

Social Studies

Unit: 03 Lesson: 02

Citizenship– To have citizenship is to be an official member of a politically defined region. A citizen owes allegiance to his or her country and expects to be protected by the government and from unfair use of governmental power. A “good citizen” supports his or her government, obeys the law, and functions in the interest of all the citizens. The term “citizen” can have broader meanings. Students can be citizens of their classroom entitled to protection by their student government. Citizens can be natural born or naturalized. In most cases, when naturalized, they vow their allegiance to their adopted country and cease being legal citizens of their homeland.
Group– A group has more than one person or thing in it, and those people or things have something in common.

-Definitions courtesy of the Social Studies Center [defunct]. (2000). Glossary. Austin: Texas Education Agency.

First Grade

Social Studies

Unit: 03 Lesson: 02

Getting Ready for Instruction Supplemental Planning Document

Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.

Instructional Procedures
Instructional Procedures / Notes for Teacher
ENGAGE –Define the word “group” / NOTE: 1 Day = 30 minutes
Suggested Day 1 - 10 minutes

Without telling the reason, call students to the front by name, choosing students who meet some criteria (for example, students who are wearing the same color shirt).

Ask:

What do these students have in common?

The students will guess the reason why those students were called to the front. (The students have the same color shirt.)

Introduce the word “group”. Model academic language by explainingthat, because they are wearing the same color shirt, these students belong to a “group”. A “group” has more than one person in it, and the members share something in common (which means the same).

/ Purpose:
The purpose is to demonstrate the meaning of the word “group”.
TEKS: 1.13A, 1.13C: 1.18A, 1.18B
Instructional Note:
This may be very similar to a math lesson used to teach sets. Use the vocabulary word “group” in this lesson instead of “set” used in math. Students may make the connection to prior learning.
EXPLORE –Objects can belong together in a group / Suggested Day 1 (cont’d) - 10 minutes

Students sit in clusters of 3 or 4 students on the floor.

Introduce the day’s activity using words such as

Today you will have the opportunity to explore different ways these manipulatives can go together in a “group”.

Distribute to each cluster of students two handfuls of manipulatives.

Students sort the manipulatives according to different attributes (color, shape, size, etc.).

Students share with one another the ways in which they made the groups before moving on. (For example: “These belong together in a group because they are all yellow.” Other attributes might be “same shape”, “have wheels”, etc.)

/ Materials:

Math manipulatives or other objects that can be sorted into groups (e.g., Unifix Cubes, attribute blocks, teddy bear counters, etc.).

Purpose:
Students will sort objects into groups according to one or more attributes.
TEKS: 1.13A, 1.13C: 1.18A, 1.18B
EXPLAIN –People belong to groups / Suggested Day 1 (cont’d) - 10 minutes

Continue student learning using words such as:

Just like the manipulatives, you are a member of (you belong to) many “groups”.
“You belong to the group of students who attend Happy Valley Elementary School”and“You belong to the group of students in Mrs. Smith’s first grade class”.

Ask:

What are other groups to which you belong?

Students, in pairs, turn and talk about groups to which they belong, groups they have something in common with, etc. (Groups might include family group; religious group, scout group, team groups, etc.)

Write the group names students have brainstormed in their pairs.

/ Materials:

chart paper

Purpose:
The purpose is to show that people can belong to groups similar to the manipulatives. People can belong to more than one group.
TEKS: 1.13A, 1.13C: 1.18A, 1.18B
ENGAGE –Why does this group belong together? / Suggested Day 2 - 5 minutes

As a review, call students to the floor by different attributes. (For example, the group with long hair, short hair, brown eyes, etc.).

Show students a picture of a group of people. Students will try to determine why the people belong together in the group. Repeat this with two or more pictures.

/ Materials:

pictures of a group of people

Purpose:
The purpose is to focus on the attribute or common characteristic members of a group possess.
TEKS: 1.13A, 1.13C: 1.18A, 1.18B
Instructional Note:
One or two of the pictures should be obvious as to the common characteristic – such as a sports uniform. The last one presented to the students should be less obvious and require more thought and effort to determine the common attribute.
EXPLORE/EXPLAIN –Groups are made of members / Suggested Day 2 (cont’d) - 10 minutes

Hold up a picture or two of groups and explicitly instruct:

When you belong to a “group”, you say you are a “MEMBER” of that (or community or family or school). You belong to that “group”. Some “groups”, including countries, call their members “CITIZEN.” People demonstrate good citizenship by contributing to the community.”

Write on the chart paper from the day before with the list of groups on it. “I am a member of the ______community.”

Give students an opportunity to express this language to the friends around them.

Introduce a book such as The Boy Who Cried Wolf or any other folk tale that has a character who does not exhibit good citizenship, or who makes choices that puts him at odds with the community in which he/she lives.

Read the bookaloud.

Ask:

To what community, or group, did the character belong? Did the character make the community better or not? Why do you say that?

Facilitate a brief discussion to help students understand the concept of responsibility using words such as:

When you are a member of a community, your choices affect the other people in the community. The choices each person makes either havenegative (bad) consequences or positive (good) consequences on other people in the group.

Apply the idea to the book read by asking what the character could have done to make the community better.

Students think about someone they know that makes the community a better place in which to live. These people are considered good citizens. (parents, teachers, principal, community leaders)

/ Materials:

list of groups to which students belong from Day 1 Explain
Book, story, or folk tale that has a character who does not exhibit good citizenship, or who makes choices that put him at odds with the community in which he/she lives.

Purpose:
The purpose is to ensure students understand that groups are made up of members, also called citizens, in our country.
TEKS: 1.13A, 1.13C: 1.18A, 1.18B
ELABORATE –How do I help groups to which I belong? / Suggested Day 2 (cont’d) - 5 min

Ask students to think, with their eyes closed, about one of the groups to which they belong.

Students indicate readiness to continue by looking at the teacher and smiling (or other signal determined by teacher) when they have the group in mind.

Students now think about why they are important to that group.

Ask:

How do you make the group better?

After everyone has signaled, several student volunteers share their thoughts as examples of how people positively contribute to a group.

EVALUATE –Do I understand the meaning of groups? / Suggested Day 2 (cont’d) - 10 minutes

Draw a portrait of yourself as part of a group, such as family or class, performing an act of good citizenship. Explain orally what makes a good citizen of the group and the decision you made to act as a good citizen. (1.13A; 1.13C; 1.18A, 1.18B)

Distribute theSocial Studies/Good Citizen Spiral.

Students write their names on the front cover.

On the first page students draw a picture of themselves belonging to a group and write whom they are with. (the name of the group or a descriptive title)

Students rotate and share their picture with 3 partners, using academic language and explaining characteristics that good citizens of that group exhibit.

Circulate among the students sharing and ask students to name some characteristics of their group or describe what it takes to be a good citizen of the group.

Use a rubric to determinemastery.

/ Materials:

Spiral notebooks that will be the students’ Social Studies/Good Citizen Spiral.
book where the central character demonstrates bad citizenship

Purpose:
The purpose Is to determine mastery of concepts related to the student expectations included in the performance indicator. Do they see themselves as part of a group? To what groups do they belong? How do they positively contribute to each group?
TEKS: 1.13A, 1.13C: 1.18A, 1.18B