Lesson Plans

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Enrichment Topic: CitizensThroughout our time in Enrichment, our group

explored citizens. Some of the main questions we considered include: What makes
a responsible citizen? In what ways can you be a responsible citizen? Why is it
important to be a responsible citizen? Who are some examples of responsible
citizens?
Enrichment Sub-Topic: The Roosevelt family and presidents. We explored
questions (in relation to the Roosevelt family) such as: Who is in the Roosevelt
family? What characteristics do these individuals have? What characteristics do
they have in regards to being responsible citizens? We explored questions (in
relation to presidents) such as: Who were some of the presidents of the U.S.? What
are some facts about the presidents? How does a president become a president?
What are some important duties of presidents?
Enrichment Week 1(September 23,2015): In the first week of Enrichment, the
teachers and students spent time getting to know each other by completing a Get
to know you activity. In this activity each person grabbed a question out of a jar
and answer it while the other individuals listened. The teachers then introduced
the topic: Citizens. Next, the group explored the topic of citizens by learning
about an inspirational woman, Eleanor Roosevelt. As a group, we explored Eleanor
Roosevelts characteristics while reading Eleanor: Quiet No More and
related them to being a citizen within the United States.
Enrichment Week 2 (September 30, 2015): Throughout the next week, we finished
exploring Eleanor Roosevelts characteristics while reading Eleanor: Quiet
No More. We then had a discussion about bullying in regards to Eleanor
Roosevelt and citizens. We explored questions such as: How do you think she
feels here?, Why would she do that, or How would you feel in this situation? We
then had a discussion about bullying. We explored questions such as: How
should responsible citizens treat other citizens? How should we, as a group, treat
one another? As a group, we created an anchor chart about our group
expectations. We related each of our expectations to the importance of being a
responsible citizen.
Enrichment Week 3 (October 7, 2015): We explored examples of responsible citizens
by drawing and or writing about someone we each admire. We then coconstructed a wordle about some characteristics responsible citizens
have. Next, we read the book, What to do about Alice? Throughout this read aloud,
we explored what characteristics Theodore and Alice Roosevelt have that a
responsible citizen has.
Enrichment Week 4 (October 14, 2015): Throughout this week, we revisited the
book What to do about Alice? and explore the characteristics of a responsible

citizen. The students then created a Tableau to represent their knowledge about
the characteristics of a responsible citizen. Finally, the students created a short
scene to represent responsible and irresponsible citizens.
Enrichment Week 5 (October 28, 2015): Throughout this week, the students and
teachers reenacted a voting situation. We did this to simulate one of the
important duties many responsible citizens partake in. We then had a discussion
about running to be a president. Next, the students created speeches to
represent them as running for president. Finally, we read the book So You
Want to be President? and discovered a lot of information about some of the
previous presidents of the U.S.A.
Enrichment Week 6 (November 4, 2015): In the final week of Enrichment, we
explored all the books that were introduced without our time together. As a group,
we created a memory game about the Roosevelt family and the Presidents of the
U.S.A. We then played the game as a group. As we played the game, we made
connections to the topic of citizens. Finally, we had the students summarize their
definition of a responsible citizen.

Date: September 30, 2015

Grade Level: 3rd
Time: Approximately 50 minutes
Teacher(s): Abby Boyden and Kayla Rowlette

Purpose: To get to know the students and introduce the book Eleanor: Quiet No
More by Doreen Rappaport

Goal: We will get to know the students more and get a better understanding of who
they are as people and as readers. We will use what we learn about them in the
upcoming sessions together. We will read and discuss the Eleanor Roosevelt book
and listen to what they can make connections about with the reading and being a
good citizen in their own lives.

Standard(s):
3.2.5 Explain the importance of being a responsible citizen* of your community, the
state and the nation. Identify people in your community and the state who exhibit
the characteristics of good citizenship*.
3.RN.1 Read and comprehend a variety of nonfiction within a range of complexity
appropriate for grades 2-3. By the end of grade 3, students interact with texts
proficiently and independently.

Materials:

Get to know you game

o Jar
o Written up questions
Book Eleanor: Quiet No More

Summary of Tasks:
Get to know you activity: the students and teachers will get in a circle and one by
one pull out a question from the jar and read it aloud and then answer it. Questions

could be anything from What is your favorite meal? to What book are you
reading right now and why do you like it?
Introducing the text: We will hold up the front of the picture book and ask the
students to make comments on the picture. The front is just a portrait of Eleanor
Roosevelt. We will guide them by asking questions such as How do you think she is
feeling? and What can we already assume about her? We will then flip the book
over where the title is. The book is titled Eleanor: Quiet No More. We can ask from
there Why do you think she was ever quiet? and Now what can we assume about
Eleanor?
Reading the text: While reading the text, Eleanor: Quiet No More, we will model our
thinking by talking aloud, to our students. For example, in the beginning of the book
it mentions how her grandparents did not show her very much emotion. The
teachers will wonder aloud how she must have felt and ask they students how they
would feel if their family did not show affection towards them. This will make
Eleanor more relatable and will introduce to them how an avid reader thinks while
reading a book.

Closing: The teachers will prompt the students to consider the following questions:
What is a bully? Do responsible citizens bully others?
_____________________________________________________________________________________
_____________________________

Lesson Plan Format for ED308

Fall 2015

The purpose of this template is to give you experience in thinking through many of
the aspects of lesson planning and teaching that will eventually become second
nature to you as you teach. The template is modeled on Stanford Universitys
edTPA requirements for planning, teaching, and assessing throughout a series of
lessons. It allows you to examine your teaching decisions based on the academic
and language needs of your specific students and then to reflect on the
effectiveness of your teaching based on your formative and summative
assessments. Your students will receive helpful feedback based on your teaching
objective.

Teacher
Candidate:

Abby Hines
Kayla Rowlette

Grade Level:

Grade 3

Date:

9/30/15

Instructional Plan
Title/Focus

Eleanor: Quiet No More mentor text/Applying

what it means to be a good citizen into our own
group and what expectations we have for each
other.

PLANNING
1. Lesson overview or
summary: In a few
sentences, summarize
this lesson.

We will finish reading the book Eleanor: Quiet No

More and discuss what characteristics Eleanor
possesses that makes her a great citizen. We will
then make our own anchor chart of what our
expectations are for our time together.

2. Focus question:
What is the big idea or
focus question of the
lesson?

What traits does Eleanor Roosevelt have that we

would like to see in ourselves?

3. Student
Accomplishment: How
does this lesson fit into a
larger framework of
lessons? What will the
final summative
assessment expect
students to do based on
your teaching point?

4. Class
characteristics:
Describe the important
characteristics of the
students in the class that
need to be considered in
planning and teaching to
facilitate learning for all
students. (Hint: think of
prior knowledge,
language development,
social/emotional
developments, family,

The students have been studying and talking

about bullying and what makes a good citizen. It
will continue on from the first lesson where we
dove into Eleanors life and some struggles she
faced. We are in the shared practice portion of
the Corpus and Giddings apprenticeship model. In
the previous lesson the teachers modeled their
thinking strategies (such as making connections).

The students are very engaged and interested in

learning about the Roosevelt family.
The students also have previously considered
what some positive characteristics of citizens are.
As a result, they have a little background
knowledge on what we are exploring throughout
this session.
The students enjoy engaging in books and
making personal connections so it should be easy
for them to be able to relate to the book. Also, we
worked with this biography in the previous week;
nevertheless, the students should be able to pick
out supporting details.

interests.)

5. State Learning
Standards:
Write the key grade-level
standard that is the basis
of your lesson.

3.2.5 Explain the importance of being a

responsible citizen* of your community, the state
and the nation. Identify people in your community
and the state who exhibit the characteristics of
good citizenship*.
3.RN.1 Read and comprehend a variety of
nonfiction within a range of complexity
appropriate for grades 2-3. By the end of grade 3,
students interact with texts proficiently and
independently.

6. Learning Targets:
What should the students
know or be able to do
after instruction through
this lesson? Include
language targets as well.
In other words, what is
your teaching point?

The students should be able to relate what they

read in the mentor text back to themselves. They
should understand what it is that makes a good
citizen and how we can each be a responsible
citizen. Also, they should have knowledge about
Eleanor Roosevelt from the previous week.

7. Academic language:
List the academic
language demands for
the lesson including
syntax and discourse
levels.

The students should be able to use the

comprehension strategy making connections with
the support of the teachers. The students should
be able to determine some characteristics of
responsible citizens with the help of the teachers.

8. Key vocabulary:
What is the key content
vocabulary that will be
covered?

9. Grouping: Describe
how and why students
will be divided into
groups if applicable.

Content Vocabulary: Eleanor Roosevelt, Bullying,

presidents citizens

The students were grouped based on grade level.

The group is a diverse group; nevertheless,
allowing for multiple perspectives/points of view.

We will be sitting in a group together in the

hallway. We sit on the floor in a circle so that

everyone is equal and has the freedom to share
and be heard. We sit so that we can see the text
and the anchor chart at all time.

ASSESSMENT

10. Assessment
Strategies: What are
the formative and
summative measures
for each of your learning
targets. What is your
evidence, e.g.,
questions, worksheets,
rubrics, criteria lists,
etc.
Learning target:

Read and personally

relate to Eleanor: Quiet
No More

Formative
assessment(s)

Summative
assessment(s)

Students will share their

stories and personal
connections they make
to the text. We will ask
questions such as How
would you feel in this
situation? What would
a good citizen do here
instead?

When we finish the

book, we will summarize
it in our groups
according to our theme
of citizenship

Co-create an anchor
chart by listening to

Make connections
between the book to
make an anchor chart
about expectations

what they decide to add

to their chart and what
their reasons are for
doing so. Are they
making connections to
the book and their own
lives?

We will explore the

chart as a whole group.
We will make
connections to our
responsibility of being a
responsible citizen.

LEARNING/TEACHING EXPERIENCES

11. Introduction:
Identify how you are
going to introduce the
concept, skill, or task in
a way that gains
students attention and
gets them involved.
How is your introduction
based on your
knowledge of these
students?

12 Step-by-step list of
activities and
teaching strategies.
What will you as the
teacher be doing at each
step? What will the

The Book Eleanor: Quiet No More will already be

introduced to the students the week before by
studying the cover of the book, which is a painting
of her face. We asked what she looks like and how
she might be feeling in that painting, and we tried
to figure out why she may be feeling that way.
Today, we will reintroduce the book and refresh
our memories so that we can dive right back into
the book. We will then flow into the Anchor chart
by talking about how Eleanor was bullied and how
that is not how we want to treat each other. We
will ask how we can act towards each other
personally and what kind of expectations we will
hold each other accountable for during love and
care.

Teacher:

Student:

Ms. Rowlette will read the book

Eleanor: Quiet No More aloud to the
group of students and asking

The students will be listening an

making personal connections to
their classroom and our group a

students be doing?

Be sure you are using

multiple modes in
instruction and student
engagement.

Clearly show the gradual

release of responsibility
model.

13. Closure: How will

you end the lesson so
that the students share
what theyve learned
and connect it to their
lives?

How will you support

students to engage in
self-monitoring and selfevaluation?

meaningful questions such as How

do you think she feels here?, Why
would she do that, or How would
you feel in this situation? The
teachers will also demonstrate
meaningful connections.

Lead a discussion about bullying

and how hearing about Eleanor
being treated that way made the
students feel. Also, invite students
to explore how it made Eleanor feel.
For example, explore the following
questions: Was Eleanor bullied?
What is bullying? Have you ever
been bullied?

how they would feel in that

situation.

Students will share personal

experiences in regards to bullyin
Students will make

13. Invite the students to explore

and discuss what they expect from
each other and put it into the form
of an anchor chart to make it
personal. Ask them to name
someone who would be a good role
model to look up to here. We will
first model a few examples so that
the students know what we are
looking for from them.

13. Students will create example

that we can put into the anchor
chart and provide their reasonin
about why we want to expect th
from each other.
14: Reflection
Reflect on the student
learning including an
analysis of your

The students became really engaged while

reading the Eleanor book together. It was
obviously very relatable to them. While talking

documentation of their
learning.

Based on your analysis

and reflection, what do
the students need next?

How does their

experience and
performance connect to
educational research
and/or theory?

about different expectations, the students

continued to use the idea of a president as a role
model and really enjoyed talking about what
presidents do and how they help people.

Kayla and I are going to continue on with the

theme of presidents/the Roosevelt family to
integrate into our discussions about the roles of
citizens.

It really helped the students when we modeled the

anchor chart first, because they were hesitant
right when asked what should be included. After
we included one, it was easier for them to come
up with a few expectations on their own. This
shows that we needed to be in the model stage of
the apprenticeship model.

We could have improved this lesson by modeling

more examples of our thinking throughout the
reading experience. Also, it would have been
beneficial to set up expectations before the
reading experience. This would have encouraged
better behavior and participation.

15: Acknowledgement
of sources. Give credit
using APA format.

Where did you get your

ideas and/or resources?

What published or
electronic sources did
you use?

Giddings, D. C. (2010). Planning and

Managing Effective Reading Instruction. USA:
Scholastic.
Rappaport, D. (2009). Eleanor. Quiet No More.
New York: Disney.

Within the picture, the anchor chart of

agreements can be viewed. This anchor chart
shows the students thoughts on what our
expectations for our time together were.
These expectations were created based on
characteristics that responsible citizens
normally have. This directly relates to our
overall theme of our group. One of our goals
was to explore what makes a responsible
citizen. As mentioned, the students explored
this by relating these characteristics to our
agreements. Also, this relates to our goal of
exploring how we can be responsible citizens
in our community. By creating and following
these agreements, we were doing just that!

_____________________________________________________________________________________
_____________________________
Lesson Plan Format for ED308
Fall 2015

The purpose of this template is to give you experience in thinking through many of
the aspects of lesson planning and teaching that will eventually become second
nature to you as you teach. The template is modeled on Stanford Universitys
edTPA requirements for planning, teaching, and assessing throughout a series of
lessons. It allows you to examine your teaching decisions based on the academic
and language needs of your specific students and then to reflect on the
effectiveness of your teaching based on your formative and summative
assessments. Your students will receive helpful feedback based on your teaching
objective.

Teacher
Candidate:

Abby Hines
Kayla Rowlette

Grade Level:

3rd

Date:

October 7, 2015 (Enrichment Week 3)

Instructional Plan
Title/Focus

What to do about Alice? mentor text/ focus on

determining importance (comprehending
strategy) and identifying examples of responsible
citizens and characteristics they have.

PLANNING
1. Lesson overview or
summary: In a few
sentences, summarize
this lesson.

Students will explore many different aspects that

make a responsible citizen. They will also learn
about Alice Roosevelt by exploring the book What
to do about Alice? We will then relate Alice
Roosevelt and her fathers actions to being a
responsible and/or irresponsible citizen.

2. Focus question:
What is the big idea or
focus question of the
lesson?

How were Alice and Theodore Roosevelt

responsible citizens?

3. Student
Accomplishment: How
does this lesson fit into a
larger framework of
lessons? What will the
final summative
assessment expect
students to do based on

Throughout our time together thus far, our

Enrichment group has explore the responsibilities
of being a citizen and the question What
qualities can a person have to be considered a
good/responsible citizen? In weeks 1 and 2 the
Butler Teachers modeled their thinking of a
responsible citizen several times while making
connections. This week is a shared practice

your teaching point?

portion of the gradual release model where the

teachers are doing the reading and the students
are aiding the teachers with the thinking.

4. Class
characteristics:
Describe the important
characteristics of the
students in the class that
need to be considered in
planning and teaching to
facilitate learning for all
students. (Hint: think of
prior knowledge,
language development,
social/emotional
developments, family,
interests.)

Students will have a little knowledge based on

the Roosevelt family because we read the book,
Eleanor: Quiet No More in the previous weeks.
Also, Dr. Corpus provided us with some
information about the Roosevelt family. As a
result, the students are very engaged and
interested in learning the Roosevelt family.

5. State Learning
Standards:

3.2.5 Explain the importance of being a

responsible citizen* of your community, the state
and the nation. Identify people in your community
and the state who exhibit the characteristics of
good citizenship*.

Write the key grade-level

standard that is the basis
of your lesson.

The students also have previously considered

what some positive characteristics of citizens are.
As a result, they have a little background
knowledge on what we are exploring throughout
this session.
The students enjoy engaging in books and
making personal connections so it should be easy
for them to be able to relate to the book. Also, we
have worked with a biography in the previous two
weeks; nevertheless, the students should be able
to pick out supporting details.

3.RN.1 Read and comprehend a variety of

nonfiction within a range of complexity
appropriate for grades 2-3. By the end of grade 3,
students interact with texts proficiently and
independently.
6. Learning Targets:
What should the students
know or be able to do
after instruction through
this lesson? Include
language targets as well.
In other words, what is
your teaching point?

Students should be able to use the

comprehending strategy, picking out important
details in order to show how Alice and Theodore
Roosevelts were responsible and/or irresponsible
citizens. Students should be able to identify
responsible citizens and some characteristics that
they have.

7. Academic language:
List the academic
language demands for
the lesson including
syntax and discourse
levels.

8. Key vocabulary:
What is the key content
vocabulary that will be
covered?

9. Grouping: Describe
how and why students
will be divided into
groups if applicable.

Students should be able to determine

characteristics of a responsible citizen. They
should be able to pick these characteristics out
within the book we are reading. They should be
able to use the comprehending strategy,
determining importance, in order to support their
claims.

Content Vocabulary: Alice Roosevelt, Theodore

Roosevelt, President, Politics, Publicity,
Inauguration, Congressman, Congress

The students were grouped based on grade level.

The group is a diverse group; nevertheless,
allowing for multiple perspectives/points of view.

ASSESSMENT

10. Assessment
Strategies: What are
the formative and
summative measures
for each of your learning
targets. What is your
evidence, e.g.,
questions, worksheets,
rubrics, criteria lists,
etc.
Learning target:

Formative
assessment(s)

Summative

Determining responsible
citizen examples

Determining important
details.

Students will draw

and/or write an example
of a responsible citizen
on an index card.

Thumbs up/thumbs
down voting strategy to
determine whether or
not the students feel
Alice and/or Theodores
actions within the book
represent
characteristics of a
responsible citizen.

assessment(s)
Students will
individually share
characteristics of a
responsible citizen
aloud. We then will coconstruct a wordle of
these different
characteristics.

Students will verbalize

why they feel the
actions represent
characteristics of a
responsible and/or
irresponsible citizen.

LEARNING/TEACHING EXPERIENCES

11. Introduction:
Identify how you are
going to introduce the
concept, skill, or task in
a way that gains
students attention and
gets them involved.
How is your introduction
based on your
knowledge of these
students?

12 Step-by-step list of
activities and
teaching strategies.
What will you as the
teacher be doing at each

The students will be encouraged to consider one

or more individual that is a role model to them.
The students will then be asked to draw a picture
of and/or write the persons name on an index
card. The students will be asked to share who their
chosen role model(s) are and why they are their
role models. They will then brain storm positive
traits about these people. We will then create a
wordle summarizing these traits in regards to
being a responsible and positive citizen.

Teachers:

Students:

Mrs. Hines will invite students to

think about one or more of their

The students will take thinking

time and come up with one or

step? What will the

students be doing?

Be sure you are using

multiple modes in
instruction and student
engagement.

Clearly show the gradual

release of responsibility
model.

13. Closure: How will

you end the lesson so
that the students share
what theyve learned
and connect it to their
lives?

How will you support

students to engage in
self-monitoring and selfevaluation?

role models/ someone they look

up to.

more role models to them.

She will then share an example (her

brother) and the reasoning behind
her choice.
She will then pass out materials
(index cards and markers) and
invite the students to draw and/or
write who their role model(s) are.

Students will draw and/or write

example of one of their role mod
on an index card.

She will then invite each of the

students to share their role models
and their reasoning behind their
choice.

Students individually share (alou

who their role model is and thei
reasoning behind their choice.

She will then invite the students to

co-construct a wordle about
characteristics responsible citizens
have.

The students will then examine

what characteristics their role
models have that can also be se
in a responsible citizen. They wi
use this information to co-const
a wordle.

The teachers will then introduce the

book, What to do about Alice by
inviting the students to make
noticings and wonderings about the
front cover of the book.
Ms. Rowlette will then begin reading
the book. She will stop at the predetermined points in the book and
request the students to vote (using
the thumbs up/down method) on
whether or not Alice and/or
Theodores actions within the book
represent characteristics of a
responsible citizen.

Students will make noticings an

wonderings (and possibly
predictions) based off of the fron
cover of the book.

Students will vote on whether n

Alice and/or Theodores actions
within the book represent
characteristics of a responsible
citizen.

13). The teachers will invite the

students to share something they
learned about the Roosevelts
aloud. Then, the teachers and
students will explore the topic of
being a responsible citizen by
coming up with examples of
responsible citizens.

13). Students will share someth

they learned about the Rooseve
family. They will then revisit the
topic of citizens and come up wi
examples of responsible citizens

14: Reflection
Reflect on the student
learning including an
analysis of your
documentation of their
learning.

Each of the students easily came up with a role

model and provided great reasoning why they
were their role models. As a result, co-constructing
a wordle about responsible citizens came natural
to them. They could easily recall characteristics
that most responsible citizens have. For example,
they all agreed that responsible citizens treat
people well. Throughout the read aloud
experience, each of the students were able to
explain whether or not Alice and/or Theodores
actions within the book represented
characteristics of a responsible citizen. In the
closing activity, the students came up with ideas
of policemen, firefighters, doctors, and mailmen as
being responsible citizens and community
members.
Throughout our time together Dr. Corpus came in
and observed. As a result, she provided both the
teachers and students with a lot of information

about the Roosevelt family. This really intrigued

the students!! They loved hearing what she had to
say. We could have improved this lesson by
having better time management skills.

Based on your analysis

and reflection, what do
the students need next?

We did not have time to finish the book together.

The students were concerned and requested that
we finish it the next week. They REALLY wanted to
continue learning about the Roosevelt family.

If we were to do this lesson again, I would suggest

modeling the strategy (determining importance)
more often than not.

How does their

experience and
performance connect to
educational research
and/or theory?

As a result of this lesson, it would be appropriate

to continue reading the book What to do about
Alice? It would also be appropriate to continue
making connections and learnings about the
Roosevelt family. Also, it would be a suitable to
discover how much the students could represent
their knowledge of citizens characteristics.

This overall lesson and the experiences embedded

in it reflects Corpus and Giddings apprenticeship
model. The students were in the shared practice
phase of the gradual release of responsibility.

15: Acknowledgement
of sources. Give credit
using APA format.

Where did you get your

ideas and/or resources?

What published or
electronic sources did
you use?

Corpus, D. and A. Giddings. (2010). Planning and

managing effective reading instruction across the
content areas. Scholastic.

Kerley, B. (2008). What to do about Alice?

Scholastic.

Rappaport, D. (2009). Eleanor. Quiet No More. New York:

Disney.

These images show each

of the students role
models. Each of the
students were able to
demonstrate having
knowledge on
responsible citizens that
personally related to
them. They then were
each able to describe
what characteristics
these individuals have
that a responsible
citizen would have.

This picture represents our

enrichment groups co-constructed
wordle. It directly shows that we
explored the characteristics of a
responsible citizen. Each student
came up with more than one example
of a characteristic. They based these
off of individuals they feel are
responsible citizens.

_____________________________________________________________________________________
___________________________
Date: October 14, 2015 (Enrichment Week 4)
Grade Level: 3rd
Time: Approximately 50 minutes
Teacher(s): Abby Hines and Kayla Rowlette

Purpose: The purpose of our time together in this session is to be able to

determine examples of specific positive and/or negative actions citizens can take.
Students will then explore the importance of taking positive actions (rather than
negative) in order to be responsible citizens.

Goal: The students will continue exploring different aspects about Alice Roosevelts
life as we finish reading the book What to do about Alice? Then, they will be able to
relate these aspects and her personality to her role as a citizen of the United States.
The students will then be able to determine the importance of being a responsible
citizen. Students will be able to determine examples of responsible citizens, and
actions they have taken.

Standard(s):
3.2.5 Explain the importance of being a responsible citizen* of your community, the
state and the nation. Identify people in your community and the state who exhibit
the characteristics of good citizenship*

3.RN.1 Read and comprehend a variety of nonfiction within a range of complexity

appropriate for grades 2-3. By the end of grade 3, students interact with texts
proficiently and independently.

Materials:

Picture book: What to do about Alice?

Paper
Pencils/Pens
Markers

Summary of Tasks:
Introduction: First, the students will be asked to summarize the events of the books
thus far.

Read Aloud: Mrs. Hines will finish reading the book, What to do about Alice starting
on the page about Alices fathers Second term as president. As the book is being
read aloud, students will be asked to show if they feel Alice is being a responsible
citizen or not. They will show their thoughts by presenting a thumbs up, thumbs
down, and/or in the middle.

Tableau: Students will be asked to represent a few actions of the Alice book in a
Tableau. We will be choosing pictures that represent Alice as doing something a
responsible citizen and non-responsible do.

Short Scene: The students will collaborate and show an example of being a good
and bad citizen in a short scene.

Closing: The students and teachers will each share an example of characteristics a
responsible citizen can partake in.

_____________________________________________________________________________________
_____________________________
Date: October 28, 2015 (Enrichment Week 5)
Grade Level: 3rd
Time: Approximately 50 minutes
Teacher(s): Abby Hines and Kayla Rowlette

Purpose: Explore voting as a responsibility of citizens and learn about presidents in

regards to being a citizen.

Goal: Students will know more about citizens responsibilities (voting). Also, they
will discover more about the previous Presidents of the U.S.

Standard(s):
3.2.5 Explain the importance of being a responsible citizen* of your community, the
state and the nation. Identify people in your community and the state who exhibit
the characteristics of good citizenship*
3.RN.1 Read and comprehend a variety of nonfiction within a range of complexity
appropriate for grades 2-3. By the end of grade 3, students interact with texts
proficiently and independently.

Materials:

Picture Book: So you want to be President?

Index Cards
Markers
Paper
Pencils/Pens

Summary of Tasks:
Introduction: Reenact a voting situation. Have students vote on what their favorite
food is out of Mac and Cheese and Chicken Noodles. Discuss how citizens 18 and
over often vote for president and other representatives in the U.S.

Speeches: Invite students to create a short speech as if they were running for
president of the U.S. Students will then read there speeches to the group. The group
will then discuss how voting and being an active member in the community is
something responsible citizens do.

Book Intro: Brain storm (as a group) as many presidents as they can think of and
write them down.

Read Aloud: Abby will read So you Want to be President. The students will be
encouraged to make noticings about the Presidents. They will be encouraged to
write down names of presidents that they recognize and/or want to remember.
Closing: Each student will provide their favorite fact they discovered while reading
So you want to be President?
_____________________________________________________________________________________
_____________________________
Date: November 4th, 2015
Grade Level: 3rd
Time: Approximately 50 minutes
Teacher(s): Kayla Rowlette and Abby Boyden

Purpose: To reflect back on our time studying what a citizen is and to revisit the
people we have read about in our sessions.

Goal: We will assess their understanding of what a citizen is and what their role is in
society. We will revisit the concept of presidents that we have had a large focus on
throughout our time together and we can use their knowledge of the people to
make a memory game.

Standard(s):
3.2.5 Explain the importance of being a responsible citizen* of your community, the
state and the nation. Identify people in your community and the state who exhibit
the characteristics of good citizenship*.
3.RN.1 Read and comprehend a variety of nonfiction within a range of complexity
appropriate for grades 2-3. By the end of grade 3, students interact with texts
proficiently and independently.

Materials:

Books we have used throughout the sessions (Eleanor Roosevelt, Alice

Roosevelt, So You Want To Be President? and Teedie)
Index Cards
Pencil
Paper

Summary of Tasks:

Memory Game: We will have a quick discussion about the people we have read
about during our time together to see how much they have been able to remember,
then we will get the books back out and lay them on the floor for the students to
see. We will then give them the directions for the game and tell them we are going
to make it ourselves.
Directions: Using the books, write down facts about the different people by putting
their name on one card and a fact about them on another to make a matching
pair of cards.
Example:

Eleanor Roosevelt (one card)

Wanted to help kids who had less than her (second card)

After all of the cards are made (They can make as many as they see fit) we will put
them on the floor face down and try to match the person with the fact.
Write up: After the game we will then give each student a piece of paper and ask
them to write down what they think a citizen is. (summative assessment)