Grade Level: 2
9 Weeks:1st
Essential Question(s):
Subject Area(s):
__ Reading, Writing
__ Mathematics
__ Science
GT Differentiated Model Lesson
TEKS/Student Expectations:
X Social Studies
Students will learn what makes a good citizen. They will recognize that each citizen has responsibilities and that our communities need rules, or laws.
How are the values of a community reflected in the rules and responsibilities of its citizens? How do the laws and organizational structures of a community impact its citizens? How can good citizens help solve problems? Who are some people you know who are good citizens?
Assessment(s):
__ Pre-Assessment X Formative X Summative
Students will make a picture dictionary “C” is for Citizenship booklet.

Generate attributes of good citizenship.

Recognize laws are necessary.

Determine the responsibilities of being a citizen.
GT Scope and Sequence Skills:
__ Creative Thinking
X Critical Thinking
X Communication
__ Research
Student Learning Styles:
X Auditory
__ Visual/Spatial
X Kinesthetic
__ Other
Elements of Depth and Complexity:
X Language of the Discipline
__ Details
__ Patterns
__ Trends
X Rules
X Ethical Considerations
__ Unanswered Questions
__ Over Time
X Different Perspectives
__ Big Ideas
Lessons and Activities
X Whole Class __ Small Group X Independent Activity
PART ONE:
Whole Class: Find some books concerning citizenship. Introduce the word citizen. After a story is read, students list attributes of a good citizen.
On Grade Level: Students label their book cover “C is for Citizenship.” On page 2, they make a list of 6 characteristics a
2 nd grader should have in order to be a good citizen. On page 3, they draw a picture of themselves being a good citizen in school and write a sentence describing the drawing.
GT Level: Students label their book cover “C is for Citizenship.” On page 2 they make a list of 6 characteristics that grownups should have in order to be a good citizen. On page 3, they draw a picture of an adult being a good citizen and write about what they have drawn.
Whole Class: Ask students: What are some of the characteristics of a good 2 nd grade citizen? What are some characteristics of an adult that is a good citizen? What might happen to citizens if they do not accept responsibility for their actions?
PART TWO:
Whole Class: Refer to a list of class rules posted in the room. Ask students why it is important to have rules for the classroom and the school. Inquire if anyone knows what rules are called in communities. Students may then discuss
Resources:
Manila paper*
Colored pencils
*Teacher may prepare blank booklets in advance using the manila paper
Advanced Academic Services
Austin Independent School District

what happens when citizens break a law.
On Grade Level: On page 4 of booklet, students make a list of six or more rules they have at home. On page 5, they draw a picture of a rule that seems unfair. Beneath the picture, they write the consequence if the rule is broken.
GT Level: Ask students to consider at least six school rules. They determine which rule is the most important and write it on page 4 of the booklet. They then list the rest of the rules in order of importance. On page 5 they draw a picture of a student obeying the #1 rule and write why they believe this is the most important rule in school.
Whole Class: Ask students: Why is it important that we have rules at home and at school? If you do not obey rules at home and at school, what can happen? Do we always agree with rules? Why or why not? Why are some rules more important than others?
PART THREE:
Whole Class: Read a story about someone who demonstrates good citizenship by solving problems. These problems may also be found in the newspaper. Students can discuss how they can become problem-solvers and show good citizenship.
On Grade Level: Think of a problem at home or school. How could you be a good citizen and help solve a problem? On the last page of your booklet, draw the problem. Under your picture, write about solutions a good citizen might have to solve that problem.
GT Level: Think of a problem in your community, or the world. How could a good citizen help solve this problem? On the last page of your booklet, draw the problem. Under your picture, write about solutions a good citizen might have to solve that problem.
Whole Class: Part III Ask students: What are some of the things a person can do to demonstrate good citizenship at home, at school, in the community, or in the world?
Advanced Academic Services
Austin Independent School District

Process Assessment
Teacher observes the following:
Process Observation - Frequency:
Seldom/Never
Student learns and uses the language of the discipline.
Occasionally Often Consistently
Seldom/Never
Process Observation – Frequency:
Student uses inquiry skills and asks questions.
Occasionally Often Consistently
Process Observation – Quality of Analytical Thinking:
Typical of Peers
Student is able to analyze what makes a good citizen.
Fluent Thinker Flexible Thinker Creative and Original
Process Observation – Quality of Productive Thinking:
Student to demonstrates understanding in a unique and thoughtful product.
Typical of Peers Fluent Thinker Flexible Thinker Creative and Original
Product Assessment
Score
3
2
1
Organization
The student booklet is well organized, detailed, and shows superior structure.
The student booklet is well organized, easy to read, and details are added.
The student booklet is organized and easy to read.
Problem Solving Understanding
Student makes connections between problems and solutions.
Student refines solutions suggested by others.
Student actively looks for and suggests solutions to problems.
The student understands what a good citizen is and creatively depicts unique ideas in the booklet.
The student understands what a good citizen is and clearly depicts those ideas in the booklet.
The student understands what a good citizen is.
Advanced Academic Services
Austin Independent School District