Grade: 3 Subject: Language Arts
Unit: Term 3
Lesson Focus: Citizenship (Part1) - Students explore how different people, adults and children, have contributed to their community.
Timeframe: 45 Minute period
"I can" statements
I can exhibit my understanding of the text by communicating verbally and in print what I have learned.
Outcomes:
Students examine the rights and responsibilities of citizens in a democracy.
· express ideas (in print and digital formats) of what it means to be a responsible citizen, including a digital citizen.
· identify rights and responsibilities in various social settings and how they influence group decision-making
Students will communicate effectively and clearly and respond personally and critically.
· demonstrate effective active listening habits in multiple cultural contexts
· ask and respond to questions to seek clarification of others’ ideas to consolidate information
· respond to and give directions that are multi-step with increased complexity
· express and explain opinions, and respond to questions and reactions of others
Students will interact with sensitivity and respect, considering audience, purpose, and situation.
· use social conventions such as turn-taking, politeness*, when to speak and when to listen, in a range of conversations and cooperative play situations in multiple cultural contexts
· choose when and where to use intonation, tone and expression to communicate ideas and feelings in selected small and whole group situations
· use established courtesies and conventions of conversation in group work and co-operative play situations with consideration for audience and purpose
· use thoughtful, respectful and non-hurtful vocabulary, considering audience and purpose, and begin to make vocabulary choices that affirm sensitivity to the personal ideas and experiences of others
· use established courtesies and conventions of conversation in group work and co-operative play situations with consideration for audience and purpose
Students will convey meaning by creating print and digital texts collaboratively and independently using imagination, personal experiences, and feelings.
· express ideas in complete thoughts using simple, compound, and complex sentences
· understand and apply readers’/listeners’ comments to clarify meaning
· label and define drawings to explain ideas/topics
Students will be expected to use writing and other forms of representation including digital to explore, clarify and reflect on their thoughts feeling and experiences and learnings.
· write with attention to descriptive detail and word choice
Students will be expected to create text including digital collaboratively and independently using a variety of forms for a range of audiences and purposes.
· include information that is relevant and purposeful for an intended audience
· work with a partner, in small groups, and independently, to create writing
Resources:
Padlet (online collaboration tool)
Grade 3 Student Social Studies textbook, "My Province"
21Century Skills
· Communicate and Collaborate · Analyze and Synthesize
· Citizenship ·Find & Validate
·Apply and Interconnect · Critical Thinking
Connection: This lesson precedes the Citizenship Part 2 and Rights and Responsibilities lessons.
Mini-lesson:
Explicit Teaching (I Do) (Students on floor)
Display student social studies book pg. 86/87 on SmartBoard. Read the text to the students and discuss the pictures and captions. Tel students “these people moved to Canada to be Canadian citizens” What does it mean to be a citizen?
Display pg 88/89 and read the text: What Does It Mean to Be an Active Citizen. Students look at the pictures and captions with a partner. As a whole group discuss what some people have done as Active Citizens.
Divide the students into small groups and assign each group a section of the text book pg 88-93:
Topics: David Shepherd & Travis Price pg 90
Severn Cullis-Suzuki pg 91
Mother Teresa pg 92
Students at Morell Consolidated School, PEI pg 92
Chief Lawrence Paul pg 93
Groups (We do)
Students read about the citizens that they have been assigned. On Padlet they write the name(s) of their citizen(s) and describe what they have done.
Time to Share
Each group reads their padlet description and explains how their citizen(s) have helped their community.
Differentiation:
Teacher designs groups to support students
The textbook can be loaded onto the Kurzweil Assistive Tech program. This program will read the text to the students who are not able to read the text.
Assessment:
Make notes about how students participate in a group.
Unit: Term 3
Lesson Focus: Citizenship (Part1) - Students explore how different people, adults and children, have contributed to their community.
Timeframe: 45 Minute period
"I can" statements
I can exhibit my understanding of the text by communicating verbally and in print what I have learned.
Outcomes:
Students examine the rights and responsibilities of citizens in a democracy.
· express ideas (in print and digital formats) of what it means to be a responsible citizen, including a digital citizen.
· identify rights and responsibilities in various social settings and how they influence group decision-making
Students will communicate effectively and clearly and respond personally and critically.
· demonstrate effective active listening habits in multiple cultural contexts
· ask and respond to questions to seek clarification of others’ ideas to consolidate information
· respond to and give directions that are multi-step with increased complexity
· express and explain opinions, and respond to questions and reactions of others
Students will interact with sensitivity and respect, considering audience, purpose, and situation.
· use social conventions such as turn-taking, politeness*, when to speak and when to listen, in a range of conversations and cooperative play situations in multiple cultural contexts
· choose when and where to use intonation, tone and expression to communicate ideas and feelings in selected small and whole group situations
· use established courtesies and conventions of conversation in group work and co-operative play situations with consideration for audience and purpose
· use thoughtful, respectful and non-hurtful vocabulary, considering audience and purpose, and begin to make vocabulary choices that affirm sensitivity to the personal ideas and experiences of others
· use established courtesies and conventions of conversation in group work and co-operative play situations with consideration for audience and purpose
Students will convey meaning by creating print and digital texts collaboratively and independently using imagination, personal experiences, and feelings.
· express ideas in complete thoughts using simple, compound, and complex sentences
· understand and apply readers’/listeners’ comments to clarify meaning
· label and define drawings to explain ideas/topics
Students will be expected to use writing and other forms of representation including digital to explore, clarify and reflect on their thoughts feeling and experiences and learnings.
· write with attention to descriptive detail and word choice
Students will be expected to create text including digital collaboratively and independently using a variety of forms for a range of audiences and purposes.
· include information that is relevant and purposeful for an intended audience
· work with a partner, in small groups, and independently, to create writing
Resources:
Padlet (online collaboration tool)
Grade 3 Student Social Studies textbook, "My Province"
21Century Skills
· Communicate and Collaborate · Analyze and Synthesize
· Citizenship ·Find & Validate
·Apply and Interconnect · Critical Thinking
Connection: This lesson precedes the Citizenship Part 2 and Rights and Responsibilities lessons.
Mini-lesson:
Explicit Teaching (I Do) (Students on floor)
Display student social studies book pg. 86/87 on SmartBoard. Read the text to the students and discuss the pictures and captions. Tel students “these people moved to Canada to be Canadian citizens” What does it mean to be a citizen?
Display pg 88/89 and read the text: What Does It Mean to Be an Active Citizen. Students look at the pictures and captions with a partner. As a whole group discuss what some people have done as Active Citizens.
Divide the students into small groups and assign each group a section of the text book pg 88-93:
Topics: David Shepherd & Travis Price pg 90
Severn Cullis-Suzuki pg 91
Mother Teresa pg 92
Students at Morell Consolidated School, PEI pg 92
Chief Lawrence Paul pg 93
Groups (We do)
Students read about the citizens that they have been assigned. On Padlet they write the name(s) of their citizen(s) and describe what they have done.
Time to Share
Each group reads their padlet description and explains how their citizen(s) have helped their community.
Differentiation:
Teacher designs groups to support students
The textbook can be loaded onto the Kurzweil Assistive Tech program. This program will read the text to the students who are not able to read the text.
Assessment:
Make notes about how students participate in a group.