Grade: 3 Subject: Language Arts
Unit: Term 3
Lesson Focus: Rights & Responsibilities -
Students discover some of their rights as Canadian citizens and part of a global society and the responsibilities that come with those rights. They generate a list of their rights and responsibilities in their school and show their understanding of what citizenship means.
Timeframe: 60 Minute period
"I can" statements
I can explain what the terms; “rights” and “responsibility” means.
I can give examples of my rights and responsibilities within my school.
I can generate words that mean “citizenship” to me.
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 respond personally and critically to a range of culturally diverse texts.
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
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
Resources:
Brainpopjr. video: Rights & Responsibilities
Grade 3 Student Social Studies textbook, "My Province"
Graphic Organizer PDF Word doc.
Wordle - online word cloud creator
Canadian Charter of Rights and Freedom online document
UN Convention on the Rights of the Child (Moodle-gr3 Social Studies-Unit3)
21Century Skills
· Communicate and Collaborate · Analyze and Synthesize
· Citizenship · Citizenship
·Apply and Interconnect · Evaluate & Leverage
· Create & Publish
Connection: This lesson follows the Citizenship Part 1 and Citizenship Part 1 lessons.
Mini-lesson:
Explicit Teaching (I Do) (Students on floor)
Watch Brainpopjr video on Rights & Responsibilities. Explain to the students that although this video refers to the rights and responsibilities of the people of the United States, we have many of the same rights. In fact we have all of the rights that are mentioned in the video.
The video states that the rights of the citizens of the United States is written in their Constitution. In Canada our rights are written in the Canadian Charter of Rights and Freedom.
Display pg 96 and 97 of the student social studies text book on the SmartBoard. Read and explain the text at the top of pg 96. On pages 96-97 you will learn some of your rights and responsibilities as Canadian citizens.
Group (You do)
Students look at the pictures and read the captions of pg 96-97, with a partner, in their own textbooks. Discuss with their partner what their rights and responsibilities are as a Canadian Citizen.
Teacher will listen to conversations and ask prompting questions if necessary.
Time to Share (We do)
Students volunteer to share what they have learned about our rights and responsibilities as Canadian citizens.
Teacher creates a chart on SmartBoard or chart paper to record what the students have learned about the rights and responsibilities of Canadian citizens.
Explicit Teaching (I Do)
You also have rights and responsibilities as a global citizen. Teacher asks: “What does it mean to be a global citizen?” (You live on earth so you are a member of our world-wide community.)
Display pg 98 on SmartBoard and read the first paragraph “Children’s Rights in the World”. Display the UN Convention on the Rights of the Child. With your partner you will look at the pictures and read the captions. Think about these rights and what your responsibility is to go with these rights. Also discuss any other rights and responsibilities as a global citizen. Many of these have to do with the environment.
Group (You do)
With a partner students will look at the pictures and read the captions. They will discuss these rights and what the responsibility are that go with these rights. They will also discuss any other rights and responsibilities they have as a global citizen.
Teacher will listen to conversations and ask prompting questions if necessary. Example: Does everyone in the world have clean water to drink and enough food?
Time to Share (We do)
Students volunteer to share what they have learned about our rights and responsibilities as global citizens.
Teacher adds the students’ comments about the rights and responsibilities of global citizens to the chart.
Explicit Teaching (I Do)
You also have rights and responsibilities as a digital citizen. Teacher asks: “What does it mean to be a digital citizen?” (Your online actions and safety). We have talked about this throughout the year. Discuss with your partner what your rights and responsibilities are as a digital citizen.
Group (You do)
With a partner students will discuss their rights and responsibility as a digital citizens.
Teacher will listen to conversations and ask prompting questions if necessary. Example: Do you have a right to be safe when you are interacting online with a person and/or website?
Time to Share (We do)
Students volunteer to share what they have learned about our rights and responsibilities as global citizens.
Teacher adds the students’ comments about the rights and responsibilities of digital citizens to the chart.
Independent (You Do)
Write a list of your rights and responsibilities on the graphic organizer as a citizen of your school.
Create a Wordle of words that define citizenship for you.
Differentiation:
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.
Students who have an adaptation to use an Assistive Tech program, such as Kurzweil, for writing complete the Graphic Organizer on this program.
Assessment:
Graphic Organizer
Wordle
Unit: Term 3
Lesson Focus: Rights & Responsibilities -
Students discover some of their rights as Canadian citizens and part of a global society and the responsibilities that come with those rights. They generate a list of their rights and responsibilities in their school and show their understanding of what citizenship means.
Timeframe: 60 Minute period
"I can" statements
I can explain what the terms; “rights” and “responsibility” means.
I can give examples of my rights and responsibilities within my school.
I can generate words that mean “citizenship” to me.
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 respond personally and critically to a range of culturally diverse texts.
- make meaningful personal connections that enhance comprehension
- share their connections orally and/or in writing
- share their opinions about the print and/or digital text and give reasons for those opinions in a variety of multicultural contexts
- ask critical thinking questions such as, Who/What group is included/considered/ represented in this text? Who/What group
- give opinions about information in or message of a print and/or digital text based on a personal point of view*
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
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
Resources:
Brainpopjr. video: Rights & Responsibilities
Grade 3 Student Social Studies textbook, "My Province"
Graphic Organizer PDF Word doc.
Wordle - online word cloud creator
Canadian Charter of Rights and Freedom online document
UN Convention on the Rights of the Child (Moodle-gr3 Social Studies-Unit3)
21Century Skills
· Communicate and Collaborate · Analyze and Synthesize
· Citizenship · Citizenship
·Apply and Interconnect · Evaluate & Leverage
· Create & Publish
Connection: This lesson follows the Citizenship Part 1 and Citizenship Part 1 lessons.
Mini-lesson:
Explicit Teaching (I Do) (Students on floor)
Watch Brainpopjr video on Rights & Responsibilities. Explain to the students that although this video refers to the rights and responsibilities of the people of the United States, we have many of the same rights. In fact we have all of the rights that are mentioned in the video.
The video states that the rights of the citizens of the United States is written in their Constitution. In Canada our rights are written in the Canadian Charter of Rights and Freedom.
Display pg 96 and 97 of the student social studies text book on the SmartBoard. Read and explain the text at the top of pg 96. On pages 96-97 you will learn some of your rights and responsibilities as Canadian citizens.
Group (You do)
Students look at the pictures and read the captions of pg 96-97, with a partner, in their own textbooks. Discuss with their partner what their rights and responsibilities are as a Canadian Citizen.
Teacher will listen to conversations and ask prompting questions if necessary.
Time to Share (We do)
Students volunteer to share what they have learned about our rights and responsibilities as Canadian citizens.
Teacher creates a chart on SmartBoard or chart paper to record what the students have learned about the rights and responsibilities of Canadian citizens.
Explicit Teaching (I Do)
You also have rights and responsibilities as a global citizen. Teacher asks: “What does it mean to be a global citizen?” (You live on earth so you are a member of our world-wide community.)
Display pg 98 on SmartBoard and read the first paragraph “Children’s Rights in the World”. Display the UN Convention on the Rights of the Child. With your partner you will look at the pictures and read the captions. Think about these rights and what your responsibility is to go with these rights. Also discuss any other rights and responsibilities as a global citizen. Many of these have to do with the environment.
Group (You do)
With a partner students will look at the pictures and read the captions. They will discuss these rights and what the responsibility are that go with these rights. They will also discuss any other rights and responsibilities they have as a global citizen.
Teacher will listen to conversations and ask prompting questions if necessary. Example: Does everyone in the world have clean water to drink and enough food?
Time to Share (We do)
Students volunteer to share what they have learned about our rights and responsibilities as global citizens.
Teacher adds the students’ comments about the rights and responsibilities of global citizens to the chart.
Explicit Teaching (I Do)
You also have rights and responsibilities as a digital citizen. Teacher asks: “What does it mean to be a digital citizen?” (Your online actions and safety). We have talked about this throughout the year. Discuss with your partner what your rights and responsibilities are as a digital citizen.
Group (You do)
With a partner students will discuss their rights and responsibility as a digital citizens.
Teacher will listen to conversations and ask prompting questions if necessary. Example: Do you have a right to be safe when you are interacting online with a person and/or website?
Time to Share (We do)
Students volunteer to share what they have learned about our rights and responsibilities as global citizens.
Teacher adds the students’ comments about the rights and responsibilities of digital citizens to the chart.
Independent (You Do)
Write a list of your rights and responsibilities on the graphic organizer as a citizen of your school.
Create a Wordle of words that define citizenship for you.
Differentiation:
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.
Students who have an adaptation to use an Assistive Tech program, such as Kurzweil, for writing complete the Graphic Organizer on this program.
Assessment:
Graphic Organizer
Wordle