Grade: 3 Subject: Language Arts
Unit: Term 3
Lesson Focus: Citizenship (Part2) - Students explore how different people, adults and children, have contributed to their community. As a group students develop an "action plan" for what they can do to help their community and write a persuasive paragraph to convince their teacher to take on their proposed class project.
Timeframe: 90 minute period
"I can" statements
I can contribute ideas to plan a class project that will help my community.
I can contribute ideas to create a persuasive paragraph.
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 demonstrate a variety of ways to comprehend and select from a range of culturally diverse print and digital texts.
· use text features to gather information and support comprehension
· demonstrate comprehension—thinking within, thinking about, and thinking beyond the text
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
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
· explain the purpose for their writing
· write an organized text with a beginning, middle, and end; write an effective lead, write a descriptive middle, write a satisfying conclusion
· begin to make their own print and digital graphic organizers to plan their writing
Students will be expected to create text including digital collaboratively and independently using a variety of forms for a range of audiences and purposes.
· choose forms of writing that are appropriate to specific purposes and audiences
· include information that is relevant and purposeful for an intended audience
· work with a partner, in small groups, and independently, to create writing
Resources:
Digital device (iPad, netbook, Chromebook, computer)
Epic App (sign up for free Educator’s account)
-Book: Be the Change in your Community (on Epic)
Citizenship Project worksheet (1 per group)
Community Unit Journal (duotang)
21Century Skills
· Communicate and Collaborate · Analyze and Synthesize
· Citizenship · Citizenship
·Apply and Interconnect
Connection: This lesson follows Citizenship Part 1 and precedes the Rights and Responsibilities lesson.
Mini-lesson:
Explicit Teaching (I Do) (Students on floor)
On SmartBoard read the book Be the Change in your Community by Megan Kopp.
Groups (We do)
Each group has the book available on a digital device. They read through the book again and discuss the following questions.
· What is a community?
· What are some needs in your community? Your community may be: your school, your neighbourhood, Lower Sackville, Halifax area, Nova Scotia, Canada, globally-the world.
As a group complete 1 copy of the Citizenship Project worksheet.
1. brainstorm some ways that you can help meet these needs.
2. Identify 1 idea you would like to do. (it must be something that you are able to do)
3. Create an action plan.
4. As a group write a paragraph aimed at persuading Mrs. Sanford that our class should take on your proposed project to help our community.
Teacher listens to conversation; may need to ask some guiding questions to keep students on track and make sure that their plan is reasonable.
Teacher makes notes about individual student's contributions.
Independent (I Do)
Individuals answer questions in Community Unit journal.
· What is a community?
· What are some needs in your community? Your community may be: your school, your neighbourhood, Lower Sackville, Halifax area, Nova Scotia, Canada, globally-the world.
Time to Share
Each group reads their persuasive paragraph and their action plan.
As a class we discuss the impact that each project could have on our community. We then discuss which project we could realistically work on as a class and potentially our class could engage in a project to help our 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:
Students’ answers to questions in Community Unit 1 journals
Group action plan
Group persuasive paragraph
Group’s presentation of their persuasive parapgraph and action plan
Unit: Term 3
Lesson Focus: Citizenship (Part2) - Students explore how different people, adults and children, have contributed to their community. As a group students develop an "action plan" for what they can do to help their community and write a persuasive paragraph to convince their teacher to take on their proposed class project.
Timeframe: 90 minute period
"I can" statements
I can contribute ideas to plan a class project that will help my community.
I can contribute ideas to create a persuasive paragraph.
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 demonstrate a variety of ways to comprehend and select from a range of culturally diverse print and digital texts.
· use text features to gather information and support comprehension
· demonstrate comprehension—thinking within, thinking about, and thinking beyond the text
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
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
· explain the purpose for their writing
· write an organized text with a beginning, middle, and end; write an effective lead, write a descriptive middle, write a satisfying conclusion
· begin to make their own print and digital graphic organizers to plan their writing
Students will be expected to create text including digital collaboratively and independently using a variety of forms for a range of audiences and purposes.
· choose forms of writing that are appropriate to specific purposes and audiences
· include information that is relevant and purposeful for an intended audience
· work with a partner, in small groups, and independently, to create writing
Resources:
Digital device (iPad, netbook, Chromebook, computer)
Epic App (sign up for free Educator’s account)
-Book: Be the Change in your Community (on Epic)
Citizenship Project worksheet (1 per group)
Community Unit Journal (duotang)
21Century Skills
· Communicate and Collaborate · Analyze and Synthesize
· Citizenship · Citizenship
·Apply and Interconnect
Connection: This lesson follows Citizenship Part 1 and precedes the Rights and Responsibilities lesson.
Mini-lesson:
Explicit Teaching (I Do) (Students on floor)
On SmartBoard read the book Be the Change in your Community by Megan Kopp.
Groups (We do)
Each group has the book available on a digital device. They read through the book again and discuss the following questions.
· What is a community?
· What are some needs in your community? Your community may be: your school, your neighbourhood, Lower Sackville, Halifax area, Nova Scotia, Canada, globally-the world.
As a group complete 1 copy of the Citizenship Project worksheet.
1. brainstorm some ways that you can help meet these needs.
2. Identify 1 idea you would like to do. (it must be something that you are able to do)
3. Create an action plan.
4. As a group write a paragraph aimed at persuading Mrs. Sanford that our class should take on your proposed project to help our community.
Teacher listens to conversation; may need to ask some guiding questions to keep students on track and make sure that their plan is reasonable.
Teacher makes notes about individual student's contributions.
Independent (I Do)
Individuals answer questions in Community Unit journal.
· What is a community?
· What are some needs in your community? Your community may be: your school, your neighbourhood, Lower Sackville, Halifax area, Nova Scotia, Canada, globally-the world.
Time to Share
Each group reads their persuasive paragraph and their action plan.
As a class we discuss the impact that each project could have on our community. We then discuss which project we could realistically work on as a class and potentially our class could engage in a project to help our 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:
Students’ answers to questions in Community Unit 1 journals
Group action plan
Group persuasive paragraph
Group’s presentation of their persuasive parapgraph and action plan