Unit Title: People Have the Power to Create Change Name: Savannah Bakker

Unit Overview
DAY #1 DAY #2 DAY #3 DAY #4
Objective -After reading “The Secret Olivia -After listening to the instruction - After learning new vocabulary and -After reading “What Do You Do With
Told Me,” small groups will and completing a full-group practice discussing scenarios, students will be An Idea,” students will work together to
answer discussion questions activity, students will be able to able to identify which response most brainstorm ideas of things they can
about the story to show their define citizenship and give examples effectively voices the opinion do/actions they can take to help
understanding. of how it could look in different positively. improve their school.
environments. -After listening to the read-aloud,
-After listening to the read-aloud students will be able to describe the
and completing the group characters from the story and explain
discussions, students will list how their ideas and actions impacted
ways to be a trustworthy friend the story as a whole.
and ways to avoid/discourage
gossiping.

Standards IAS: IAS: IAS: IAS:

3.RL.2.1 Ask and answer -3.2.5 Explain the importance of 3.2.6 Explain the role citizens have in 3.RL.2.3 Describe characters in a story
questions to demonstrate being a responsible citizen* of your making decisions and rules within the (e.g., their traits, motivations, or feelings)
understanding of a text, referring community, the state and the nation. community, state and nation such as and explain how their actions
explicitly to the text as the basis Identify people in your community participating in local and regional contribute to the plot.
for the answers. and the state who exhibit the activities, voting in elections, running
characteristics of good citizenship*. for office, and voicing opinions in a
NCSS: positive way.
Standard 10 (Civic Ideals and NCSS:
Practices) Standard 10 – Civic Ideals and
-10b: identify examples of rights Practices
and responsibilities of citizens
-10j: recognize and interpret how
the “common good” can be
strengthened through various forms
of citizen action.
Materials -“Message” for telephone activity -Chocolate chip cookies -Powerpoint for instruction -Youtube Video -
-“The Secret Olivia Told Me” by N. -Powerpoint for instruction -Scenarios/ responses for each table https://youtu.be/4z7gDsSKUmU
Joy -Magnetic examples for guided -Note cards -“What Do You Do With An Idea” by
-Full-group discussion questions practice Kobi Yamada
-Slideshow slide for the board -Paper for each student -Full-group discussion questions (grand
with pre-assigned small-groups -Writing utensils/pencils/markers conversation)
-Small-group discussion questions -Anchor chart paper/Marker
(on small paper balloons) -Paper and pencils
-Worksheet and pencils

Management -Time: 30 minutes -Time: 35-40 minutes -Time: 30-35 minutes Time: 35 minutes
-The students are expected to -Space: In the classroom -Space: In the classroom, in their table -The students are expected to
participate during activities and -Behavior: I expect the students to groups participate during activities and full-
full-group moments. Students stay engaged and pay attention as I -Behavior: I expect the students to be group moments. Students should be
should be paying attention and teach. I will utilize some of the engaged and following along as I teach. paying attention and listening quietly as
listening quietly as the story is management strategies that the During the activity, I expect students to the story is read.
read. students are already familiar with in participate in the discussions both in
the classroom (eenie-meenie, their small groups, and with the class. I
normal seating groups, etc). will use management strategies that
-Technology: Powerpoint the students are already familiar with
presentation (eenie meenie- minie moe) (normal
seating groups)
-Technology: I will be using a
powerpoint for the instruction

Anticipatory -Students will stand in a circle and -Pass out chocolate chip cookies -Ask a few questions: “what kinds of -Play the Kid President video, “How to
teacher will lead them in a game -Remind students not to eat them chores are you responsible for doing at Change the World (a work in progress)”
Set
of telephone. until told your house?” “who decides what -After watching the video, explain to
-Teacher will point out how - Next, begin asking the students chores you have to do?” “what happens students that, just like the video said,
quickly the message got messed questions like “what would happen if you don’t do your chores?” ordinary people can change the world. It
up as it went around the circle. if I forgot to put sugar in the -Tell the students how my parents doesn’t have to be somebody super
cookies?”, “Would that make the used to take things (video games, wifi, famous or powerful, people like you and
cookie better or worse?,” etc. tv, etc.) away from my brother and I if I can make a difference.
-Discuss how every ingredient has a we didn’t keep up with our https://youtu.be/4z7gDsSKUmU
function and when used responsibilities and chores.
appropriately it makes the cookies -In our last lesson, we talked about
better. some of the basics of citizenship and
-Explain that the cookies are a how, as citizens, we have
metaphor for us as people/citizens. responsibilities all around us.
-Now we are going to discuss even
more roles of citizens and build on our
knowledge from the last lesson.

Purpose “Today I am going to read you Just like we need to follow a recipe Today we are going to talk about civic “Today I am going to read you “What Do
“The Secret Olivia Told Me” by N. to make delicious cookies, good responsibilities when participating in You Do With An Idea” by Kobi Yamada. I
Joy. I want you to pay attention to citizens follow rules and are government processes. This is want you to pay attention to what
what happens as a result of the responsible within their school and important because as you grow up, you happens as a result of the idea in the
secret and gossiping in the story in their community. As citizens, we will become more and more involved story, and listen to how the characters
so we are prepared to discuss it all have roles and responsibilities to in these processes, and will form your choices had an impact so we can discuss
after.” accomplish. Today we are going to own opinions regarding government. it after. Later you will be given the
learn about this big word called chance to come up with your own
“citizenship” and what it means to ideas.”
be a good citizen, in order to make
the areas around us better.
Lesson -Students will be seated in the -Go through powerpoint, be sure to -Go through powerpoint -Students will be seated in the library.
library. explain and give examples -Explain that new vocabulary will help -Read the book aloud
Presentation
-Read the book aloud -Let students discuss at tables about with the activities -Grand conversation: ask students
-Grand conversation: ask students a time they were a good citizen or -Give examples throughout slides questions to provoke response
questions to provoke response saw someone else be one -Explain scenario activity -Students will get a paper
-Students will get in small groups -Explain full-group sorting activity -Do one scenario example as a full class -Explain that they are to come up with
and discuss printed out, thought- -Work through each example in -Bring up three volunteers for the an idea their class could accomplish to
provoking questions activity character responses help make the school better
-Students will complete the -Leave on the board for the future -Students vote for the best response -Make mass list of ideas
worksheet about the story activity -Hand out packets of scenarios to each
-Pass out papers and show example table
-Explain that they will write/draw -Explain what they’re doing and that
an example of being a good citizen in there will be a discussion after each
their school, then the other side is in scenario
the community. -Explain scenario/exit ticket
Unit Title: People Have the Power to Create Change Name: Savannah Bakker
Closure or -“The characters in The Secret -Re-state purpose of lesson -“Today we talked about even more “The characters in What Do You Do With
Olivia Told Me learned a lesson -Ask students to give thumbs ways to practice our responsibility as An Idea learned that ideas are important
Conclusion
about the potential consequences up/middle/down on how citizens through government and are not anything to be afraid of!
of gossiping. Spreading rumors comfortable they feel about going processes. We learned how to voice Ideas often lead to good and can
almost never leads to anything out and being a good citizen our opinions positively so they can be produce change. Now that we have
good. What are some of your more effective.” produced this list of ideas, we can start
group’s ideas about how we can -Explain exit ticket working as a class to actually implement
combat gossiping?” some of them, and see how we can
-*Allow a few groups to share change this school for the better!
ideas*

Formative -Full-group and small-group -Check for understanding -Checking for understanding -Full group grand conversation
discussions/questions throughout lesson throughout -Walking around to check for
Assessment
-Check for understanding -Take notes if any particular -Full-class scenario example understanding
throughout students seem to be struggling -Full-class discussions -Creating their own ideas
-Full-group sorting activity -Take notes if students are struggling -Mass list
Adaptations -Allow variety of students to share -Full and small-group activities -Seated at normal tables -Allow variety of students to share
ideas -Scaffolding -Review prior vocabulary and explain ideas
-Pre-assigned small groups -Provided example of individual new vocab -Scaffolding
-Support of peers and teacher activity -Small and full-group discussions -Support of peers
walking around -Pre-arranged groups -Teacher help -Chance for movement
-Early finishers can add more detail, -Writing and speaking opportunities to
then read-to-self or EPIC show understanding
-Early finishers can read-to-self or
EPIC
Summative -Follow-up worksheet -Individual activity (paper about -Exit ticket -Mass idea list (still fairly informal)
citizenship)
Assessment
(as needed)