Heather Terflinger Grade: 2nd Theme: Citizenship Standard(s): 2.2.4- Identify real people and fictional characters who were good leaders and

good citizens, and explain they qualities that make them admirable, such as honesty and

trustworthiness.

2.2.1- Discuss the rights and responsibilities of citizens in the school and the

community.

2.2.2- Explain why it is necessary for the community to have government

Goal: Students will have a better understanding of the importance of good citizenship in

our society and government. They will be able to describe the qualities people possess

who have contributed to it and also their responsibilities as citizens.

Objectives: Upon completion of this unit, students will be able to list at least 3 admirable

character traits Abraham Lincoln possessed.

Upon completion of this unit, students will be able to explain the importance of

good citizenship in our society and be able to describe their responsibilities as citizens in

the school, their community, and home.

Assessment: Upon completion of this lesson, students will be able to identify 3 ways that they

can contribute as citizens to their school, community, and home by filling out a chart that

asks them to list 3 ways/ responsibilities that they have to each of these.

Rationale: Teaching children the importance of citizenship is essential. Children need to

learn what it means to be a good citizen and how they can contribute to society. I feel

that this is especially important because often times children are not seeing this being

modeled at home.

My Responsibilities As A Citizen

I can contribute

to my SCHOOL

by…

1. 2. 3.

I can contribute

to my

COMMUNITY

by…

1. 2. 3.

I can help

contribute at

HOME by…

1. 2. 3.

Heather Terflinger EDUC 319 November 4, 2007

Literature Books

1. Just Like Abraham Lincoln by Bernard Waber

2. Honest Abe by Susan Neiburg Terkel

3. Abe Lincoln’s Hat by Martha Brenner

4. Before I Made History- Let’s Split Logs, Abe Lincoln by Peter and Connie Roop

5. The Bernstein Bears to the Rescue

6. Lincoln and Me by Louise Borden

7. Buttons for General Washington by Peter and Connie Roop

8. A Picture Book of George Washington by David A. Adler

9. Abe Lincoln And The Muddy Pig by Stephen Krensky

10. A Picture Book of Abraham Lincoln by David A. Adler

11. Just a Few Words, Mr. Lincoln-The Story of the Gettysburg Address by Jean Fritz

12. The President’s Puppy by Linda Oatman High

November 4, 2007 Dear Parents, As you know, Presidents Day is in February and will be here before we know it. As a part of President’s Day, your second grade student is about to engage in a unit dealing with citizenship and this very holiday. We will be doing arts and crafts activities as well as be relating this holiday to other subject areas such as reading, writing, and even mathematics. Your child will be active and enjoy these lessons while learning how to be a model citizen at the same time. I cannot wait to begin this unit and teach the lessons that it entails. We will be having a guest speaker come in at the end of the unit in order to relay his knowledge about the subject area to the children. My hope is that this will also further engage students and help them make connections to the knowledge they have learned throughout the unit activities. There are so many opportunities for your child to learn as we embark on this unit plan. I cannot tell you enough how anxious I am to being the lessons. There will be times throughout the next few weeks where I may need some parental involvement to assist the students with their work. If anybody wants to volunteer please feel free to contact me at any time via email or home phone. One thing that will be taking place is that the class will be making two different deserts to get some math and cooking involved in the classroom. This would be an ideal time to have a few volunteers come in to aid in the process. Again, there will be some arts and crafts where students may need assistance cutting and working with various materials. I may also need some cooperation from you at home with certain things with this unit; for example the service project I will ask your child to complete and your child may also bring a task home so that the entire family can be involved in it. Also, your child will more than likely come home and want to tell you how exciting the citizenship lesson was today. I am asking for your words of encouragement and support in all your child does and suggesting that maybe you ask your child what went on today in class or how the citizenship unit is going. If you have any questions about what will be taking place in your child’s classroom in the next few weeks, again, feel free to contact me, I will be happy to clear up any questions that you may have. I want to thank you for your time and support in your child’s education; I look forward to these upcoming weeks and what the citizenship unit has to offer your child and the rest of the students in the class.

Sincerely,

Ms. Heather Terflinger

Heather Terflinger

EDUC 319

November 4, 2007

Theme Unit Field Trip/Guest Speaker

For this theme unit I would like to bring in an Abraham Lincoln impersonator to

speak to the class. Before I would bring this person in to speak to the class I would read

Just Like Abraham Lincoln by Bernard Waber, which is a book about a man named Mr.

Potts who lives next door to a young boy who realizes that Mr. Potts looks just like

Abraham Lincoln. I think the students would really enjoying hearing a man who looks

like Abraham Lincoln speak about the life of Abe Lincoln as if he was actually Abe

himself, especially after they have been studying him within the unit. My other option for

a guest speaker would to being in a community police officer or public official to speak

to the class about the importance of being good citizens and their role in the community

now and as they get older.

For a field trip I think it would be neat to take the students to a Memorial since

they will be doing a lesson on one as we discuss the Abraham Lincoln Memorial. I think

it would be beneficial for the student’s understanding of what exactly a memorial is if

they could actually see and touch one in person. I would also consider taking them to the

Abraham Lincoln Museum in Fort Wayne, IN. I think the students would enjoy this

because Abraham Lincoln is referred to a lot throughout the lesson as the students learn

about examples of model citizens.

Heather Terflinger

EDUC 319

November 4, 2007

Theme Unit Technology

I will reserve the computer lab for a day in order to take what the students have

written down during their writing lesson, and type out their recommendations. This will

be a good way to work with computers and technology. Right now the second graders

that I am working with are working on finding the home row on the keyboard in order to

type appropriately. This activity would give them a chance to practice their typing skills

by typing out their own work that they have written themselves. There is also the option

of me logging onto the Internet and showing the students some pictures of model citizens

in history and the present and also of different memorials from around the world. Both of

these ideas would engage students in what was going on and also help them to make

connections to things being learned within the unit activities.

Lesson Plan by: Heather Terflinger Lesson: Government-art Length: 45 minutes (2 days) Age or Grade Level Intended: 2nd Academic Standard:

• 2.2.2- Explain why it is necessary for a community to have a government Performance Objective:

• Given supplies, students will create campaign posters that include a positive message about the candidate for the class election with 100% completion.

Assessment:

• 3-4 posters made by each group • Each poster must have a different positive message to say about the candidate.

Why should the other students vote for them? Preparation/Materials:

• Construction paper, markers, crayons, glue, scissors, magazines, • Examples of campaign posters/signs

Procedure: Introduction/Motivation:

• Show the students real examples of campaign posters/signs and ask what they are. Step-By-Step: 1. Explain what the posters/signs are and what they are used for

• Have students seen them in yards? In stores? • Talk about TV ads

2. Tell students they will work with their campaign groups to make posters for their election. (Gardner-Interpersonal)

• Make 3-4 posters using the materials available (Gardner-Kinesthetic) • Include positive messages about the candidate • Why should other students vote for them?

Closure: • Share 1-2 posters with the class (Gardner-Linguistic) • Hang posters around the room and in the hallway outside the room for visitors to

see. Adaptations:

• Allow students to use a computer. Or, have a template made and allow students with special needs to use those. Those who have trouble following directions or understanding the concept will benefit from working in groups.

Enrichments: Allow students to use a computer.

Lesson plan by: Heather Terflinger Lesson: Citizenship- P.E. Gross-Tour of the Town of Manchester Time: 3 hours Age or Grade Intended: 2nd Academic Standard(s): • Social Studies 2.2.1-Discuss the rights and responsibilities of citizens in the school

and the community. • Social Studies 2.2.2- Understand and explain why it is important for a community to

have responsible government. Objectives: • After the tour of the town, the students will write in their passport booklet at least one

sentence about a service they saw being provided at each a local government building they visited.

Assessment: • The teacher will collect each student’s passport booklet and use a checklist to record

which students wrote at least one sentence that described a service they saw being provided at a local government building they visited in the town.

Preparation/Materials: • Pencils, double sided tape, picture of each student, and Manchester Passport

Booklets. Procedure: Introduction/Motivation: • “Remember when we acted out a mock class reunion and the different government

services we discussed? Does anyone remember some of the services our government provides to its citizens?” (Bloom’s-Knowledge) List these on the board. (Gardner-Visual/Spatial)

• “What is an example of each service?” “Where do you see these services in our community?” (Bloom’s-Knowledge)

Step-by-Step Plan: 1. Explain to the students that today they are going to take a walking field trip around the town of North Manchester and they are going to visit some of the government service buildings. (Gardner’s-Bodily kinesthetic) 2. Each student will receive a North Manchester Passport Booklet and their picture. Instruct the students to put their name on the first page of their book and tape their picture in the space provided. (Gardner-Visual/Spatial) 3. Explain to the students that as they travel to each building on the tour of the town, they will need to get their passport book stamped, or signed, at each government building. Tell the students that there will be three stops on the tour, public library, post office, and police/fire station.

4. Have the students get ready to go on the tour. Make sure they have their passport booklet and a pencil with them. 5. As the students are walking from building to building, have them march, slide, or skip for part of the time. (Gardner-Bodily kinesthetic) Make sure the students are getting their passports stamped, or signed, at each stop. 6. Once the students return to school, have them look at their passports. “Where did we travel to today?” “What services did you see being provided?” (Bloom’s-Knowledge) Write these on the board. (Gardner-Visual/Spatial) 7. Have the students write at least one sentence about what service they saw being provided at a certain building on the page they had stamped, or signed, there. (Gardner-Verbal/Linguistic) 8. Once the students have finished writing their sentences, have them turn in their passport. Closure: • If the walk went well, let the students know that you are proud of the wonderful job

they did while traveling around the town today. Explain to the students that if they did not finish their sentences, they will have time to finish them later in the day.

Adaptations/Enrichment: • Students who finish their sentences early, may write in their journals about their

experiences on the tour. (Gardner-Verbal/Linguistic) • The teacher will allow students who struggle with writing to type their sentences or

work with a partner or an aide. (Gardner-Interpersonal) Lesson Plan by: Heather Terflinger Modified from http://www.alphabet-soup.net/hol/president.html Lesson: Cooking Length: 60 minutes Age or Grade Level Intended: 2nd Academic Standard(s):

• Social Studies2.2.4- Identify real people and fictional characters who were good leaders and good citizens, and explain the qualities that make them admirable, such as honesty and trustworthiness.

Performance Objectives: • Given the ingredients, the students will prepare and bake cupcakes or cookies

with 100% completion.

• As a review, students will complete worksheets about Abraham Lincoln and George Washington with 100% completion.

Assessment:

• Students fully participate in preparing, baking, and decorating cookies. • Students complete all worksheets as a review of who a few model citizens are.

Advanced Preparation by Teacher:

• George Washington Recipe- Cherry Thumbprint Cookies 1 teaspoon vanilla 2 sticks butter or margarine 2 egg yolks 1/2 cup brown sugar 2 cups flour 1/2 teaspoon salt maraschino cherries

• Abraham Lincoln Recipe Cupcake mix and paper cups Chocolate frosting Spatula Red construction paper

(Recipes found on above website) • Miniature journals • Word find worksheets and books about Abe Lincoln and George Washington • Construction paper to construct a 6’4” Abraham Lincoln

Procedure:

Introduction/Motivation: The teacher will set the atmosphere by reviewing the George Washington vs. Abraham Lincoln Venn diagram done earlier in the day. The teacher will explain to the class that they are going to make cookies and cupcakes to help celebrate President’s Day and the men that this day honors.

Step-by-Step Plan:

1. Teacher asks questions to review the knowledge they have learned about George Washington and Abraham Lincoln

2. Ask them if they have ever helped their mom or grandma or other family member make a desert.

3. Explain that they are going to make George Washington cookies and Abraham Lincoln log cupcakes.

4. Teacher divides the class into two groups; one group with help make cookies, the other will make cupcakes.

5. Explain that the group that is not baking will be doing various activities such as word finds with words about George Washington and Abraham Lincoln and read books about the two.

6. For the group that is cooking, pair students up in groups of 2 or 3 and give them a task to complete from the recipe. (Gardner-Interpersonal)

7. Discuss the importance of following the recipe directions in order, exactly as it says in order for the cookies to turn out right.

8. After both groups have completed making their desert, ask them to reflect in a miniature journal the process they completed in doing their part of the cooking and what they enjoyed or did not enjoy about it. (Bloom-Analysis)

9. Once the deserts are baked and decorated, enjoy a celebration of President’s Day by enjoying the deserts. Also, the teacher should take a picture of each student by the 6’4” Abraham Lincoln that the teacher created using construction paper for them to take home to remember the unit they did on citizenship and what they learned about Abraham Lincoln.

Closure:

• Students will share their journals with their classmates while finishing up their treats.

• Students will be given a copy of the recipes used in class to take home and share with their parents. Tell them that with their parent’s permission/help they can possibly make the recipe at home.

Adaptations/Enrichment:

• For a student who has trouble following directions or reading, pair them up with a strong student. This will not only benefit the struggling student but also the strong student. Also, students will fine motor difficulties may be assigned jobs that require less fine motor skills, so that they can still be involved in the process of making the deserts.

Lesson Plan by: Heather Terflinger Lesson: Citizenship- Drama Lesson Time: Grade Level Intended: 2nd Standard: • 2.2.1-Discuss the rights and responsibilities of citizens in the school and the

community. Objective: • Using a particular profession in the community, the student will help plan and act out

a mock class reunion explaining 2-5 services that their profession provides. Assessment: • Students will be assessed by my observation on their participation in planning the

mock class reunion and acting it out. He or she contributed good ideas and carried out classroom directions.

He or she was very creative, original, and accurate with explaining the services the desired profession provides.

The student met deadlines, worked cooperatively, helped others, and readily suggested ideas.

He or she was kind to others and their ideas Explained 2-5 services that their profession provides

Preparation/Materials: • Make an example • Paper, scissors, markers/crayons/etc. for them to create their own symbol (may also

bring something from home) • Chalk board and chalk or poster paper and marker • Questions prepared For example: what if there were no doctors or police officers? Procedure: Introduction/Motivation: • Ask, “Have you ever thought about what you want to be when you grow up?” Take

examples. • Today we are going to discuss and take a closer look at the services that are provided

by specific professions. Step-by-Step:

1. Begin by asking the students to come up with an idea for a symbol of the profession in which they would like to work when they get older (stethoscope for doctors, chalk for teachers, books for authors, etc.).

2. Show example. 3. Explain to the class that they should also explain 3-5 services that the desired

profession provides for a community and portray these services while acting out their chosen profession. (Bloom’s-Application/Knowledge)

4. Explain to the class that they are going to hold a "mock class reunion" where they introduce themselves to the rest of the class and tell what they have been doing as a profession. (Gardner-Bodily Kinesthetic/Intrapersonal/ Interpersonal)(Bloom’s-Application)

5. Explain that they will plan the reunion and act out their profession as a class and in small groups.

6. List the professions on the board as students present their jobs. 7. After the mock reunion is planned, act it out . 8. Question students about the missing professions. For example, what if there were

no doctors or police officers? (Bloom’s-Comprehension) Closure: Discuss the importance that jobs/people play in a community and how each service is crucial for a community and its people to prosper. Enrichments: Have a student write a letter to a person in the profession that they choose thanking them for the service that they provide. Adaptations: ADHD: assign roles; give them a “busy” role to help keep them on task and involved.

Lesson Plan by: Heather Terflinger Modified from A to Z Teacher Stuff - http://www.atozteacherstuff.com/pages/1891.shtml Lesson: Abe Lincoln’s Log Cabin-PE Fine Motor Length: 30-40 minutes Age or Grade Level Intended: 2nd Academic Standard(s):

Social Studies 2.2.4-Identify real people and fictional characters who were good leaders and good citizens and explain the qualities that make them admirable, such as honesty and trustworthiness. Performance Objectives:

• After introducing Abraham Lincoln’s childhood home, the students will make a log cabin from pretzels & chocolate icing with 100% completion.

• After reading part of a story aloud, students will write facts on a 4 square as a class with 100% completion

Assessment:

• Teacher observes for directions/instructions being followed correctly and checks for completion of log cabin.

Advanced Preparation by Teacher:

• The book, Before I Made History-Let’s Split Logs, Abe Lincoln! By Peter and Connie Roop

• 1 small milk carton for each child • Enough containers of rich chocolate frosting to cover each house • Skinny pretzel logs • Small plastic plates • Glue Gun • Plastic knives • 4 square worksheets

Procedure: Introduction/Motivation:

• Review theme unit of citizenship and explain that you are going to spend the next few days taking a look at people in history who were good citizens, like Abraham Lincoln. Ask the class if they know who Abraham Lincoln is or if they have ever heard of him and if they know what is so significant about Abraham Lincoln. (Bloom-Analysis) Explain that each day you will read aloud part of Before I Made History-Let’s Split Logs, Abe Lincoln! By Peter and Connie Roop, to learn more about the life of Abraham Lincoln and what made him a good citizen. (Gardner-Linguistic)

Step-by-Step Plan: 1. Read the first chapter of Before I Made History-Let’s Split Logs, Abe

Lincoln! By Peter and Connie Roop, which discusses where Abe Lincoln grew up as a baby and small boy.

2. Explain that you are going to do an activity where the students re-create Abe Lincoln’s childhood home, a log cabin!

3. Glue a milk carton onto each plate with the glue gun. If you have an aid available to help with this the better. If not you may choose to have the carton already glued to the plate or move around the room student by student assisting them with the glue gun. (Gardner-Kinesthetic)

4. Give each child a plastic knife (after a discussion on how to use them). 5. Let them spread frosting all over containers. (Gardner-Kinesthetic) 6. Put pretzel logs on frosting sideways so that they look like logs. (Gardner-

Kinesthetic) Closure:

• The students will share some of the things they learned about Abraham Lincoln from the first chapter and as a class begin to fill in a 4 square chart on Abraham Lincoln that will assist them in filling in the bulletin board later in the thematic unit. Bloom-Comprehension)

Adaptations/Enrichment:

• For a student with fine motor difficulties, the teacher may glue the milk carton to the paper plate ahead of time. And may provide the student with larger pretzel rods that are broke in half.

• A student who completes the log cabin quickly may write a story about their life if they had to live in a log cabin.

Lesson Plan by: Heather Terflinger Modified from http://www.coreknowledge.org/CK/resrcs/lessons/298Money.htm Lesson: Math-Coin Recognition Length: 60 minutes Age or Grade Level Intended: 2nd Academic Standard(s):

• Math-2.5.12 -Find the value of a collection of pennies, nickels, dimes, quarters, half-dollars, and dollars.

• Social Studies2.2.4- Identify real people and fictional characters who were good leaders and good citizens, and explain the qualities that make them admirable, such as honesty and trustworthiness.

Performance Objectives: • The students will create a coin booklet with 100% accuracy/completion. • Upon completing the lesson, the students will identify the value of pennies,

nickels, dimes and quarters with 100% accuracy.

• Using a combination of coins, the students will display the specified amounts having 100% participation.

Assessment: • Completed “US Coins” booklet • Observation: Students are able to correctly use different combinations to show

specified amounts. • From a worksheet quiz, students will identify the value of pennies, nickels, dimes,

and quarters Advanced Preparation by Teacher:

• “US Coins” papers for booklet • Teacher set of large coins to display, identify, and compare the heads and tails

sides, as well as the value, of each coin. • Play money (10 pennies, 10 nickels, 10 dimes, 4 quarters per student)

Procedure:

Introduction/Motivation: The teacher will set the atmosphere by using a set of large display coins to guide a class discussion of the different people/symbols found on each coin and will make connections to good citizenship and the people on the coins as being good citizens. After beginning discussion, the teacher will hand out worksheets to make a booklet titled “US Coins”. Have students complete the booklet with exception to the final quiz before beginning the math lesson on money.

Step-by-Step Plan:

• Teacher uses the set of large coins to display, identify, and compare the heads and tails sides, as well as the value, of each coin.

• Students cut pages for booklet • Complete the pages of booklet (write the sentence on the line below it) with

exception of quiz (quiz should be given to them at the completion of math lesson) • Have the students sort their play money into piles of similar coins. Lead the

students to determine the total value of each pile by counting aloud together count the penny pile by ones, the nickel pile by 5's, and the dime pile by 10's. (Gardner-Kinesthetic)

• Model various examples of counting combinations. Point out that it is usually easiest to start with the coin of greatest value. Ex: 1 quarter, 2 dimes, 5 pennies

• Pair students up in groups of 2 or 3. Call out number amounts for them to create using their coins. (Gardner-Interpersonal)

• Discuss the different combinations of coins the children used to show the amount. Determine who used the fewest or most coins. Point out that there can be different ways to make the same amount of money. Repeat several times, using different amounts of money.

• After doing several examples, have them take turns calling out and making values less than 99 in their groups. Observe those having difficulty, and re-teach with additional examples as necessary.

• After lesson is complete, give them the math quiz that attaches to the back of their “US Coins” booklet. (Bloom-Analysis)

• Once quizzes have been graded, return them. Have them put together their booklet in the correct order. Those with errors on their quiz should correct them first.

• People who finish early may choose to color their booklets.

Closure:

• Discuss the importance of money and understanding its value. • Adults use it every day- wants/needs/bills

Adaptations/Enrichment:

• For a student with fine motor difficulties, the teacher can cut out the booklet templates ahead of time.

• Students who have a great understanding of concept being taught may be given play dollars also to work at creating larger money amounts.

Lesson Plan by: Heather Terflinger Modified from http://www.eduref.org/Virtual/Lessons/Social_Studies/Civics/CIV0014.html Lesson: Character Education-Social Studies Length: 60 minutes Age or Grade Level Intended: 2nd Academic Standard(s):

• 2.2.1- Discuss the rights and responsibilities of citizens in the school and the community.

Performance Objectives:

• After discussing types of services one can provide, students will identify services they can do to promote good citizenship giving at least 2 examples.

• Based on a written agreement, the students will verbally contract to accomplish 1 service project with 100% completion.

Assessment:

• Students will be asked weekly to discuss the progress or results of their citizenship gift/service project to others Completion of service project

• Identified 2 possible service actions and completed gift card for bulletin board illustrating the service action they chosen to do.

Preparation/Materials:

• Children's book with a strong message of service to others- The Bernstein Bears to the Rescue

• Classroom bulletin board with colored paper backing • Green poster board- draw and cut out a large tree shape using the green poster

board. Staple this to the classroom bulletin board that has been labeled with the header, "Our Class Citizenship Tree

• Writing and colored construction paper • Magazines • School glue or tape • Scissors • Marking pens or crayons • Aluminum foil • Scraps of yarn and ribbon • Buttons • Stapler • Newspaper stories of service to others • Letter to parents explaining the service project that is going to be completed by

each child describing the importance of teaching young children to appreciate and help others, and how to model civic responsibility and public service themselves.

Procedure: Introduction/Motivation:

• Write the words "citizenship" and "service to others" on the chalkboard and define each term.

• Read the story The Bernstein Bears to the Rescue and discuss how the main characters in the story demonstrated citizenship behaviors and review what makes a good citizen

• List answers on the board under “good citizenship behaviors” • Explain to students that they will make a Class Citizenship Tree.

Step-by-Step Plan:

• Write the words "citizenship" and "service to others" on the chalkboard and define each term.

• Read a children's book that includes a strong message of service to others. For this particular lesson the teacher will read The Bernstein Bears to the Rescue. (Gardner Linguistic)

• As a class, discuss how the main characters in the story demonstrated citizenship behaviors. (Bloom-Knowledge)

• Write the sentence "I can help others by doing _____________" on the chalkboard. Ask students to describe, draw, or write at least two different completions to the sentence.

• Describe to the students the analogy of service to others as a gift they can give then ask students to share their ideas for helping others. List their suggestions on the board under “gifts to be given to others”.

*Examples include helping a classmate with homework, recycling paper or cans at school, picking up trash on the playground, helping a friend to talk to an adult when angry, donating canned food to a class holiday food drive for needy families, setting the table for dinner, or drawing a get-well card for a sick neighbor or friend.

• Explain that each student will select one action that he/she will agree to complete during this unit lesson. (Gardner- Intrapersonal) Explain that they may come up with their own idea or they may choose one from the class list of “good citizenship behaviors” and “gifts to be given to others”.

• Encourage each student to create a "gift" in the format of a greeting card using folded construction paper. Each student will write about, draw, or paste pictures cut out of magazines to illustrate the action he/she has chosen. Encourage them to use yarn, markers, crayons, ribbon, foil, and buttons to decorate the front of their gift cards.

• While the students are working on their gift card, the teacher may circulate and ask them why they choose that particular action/service. (Bloom-Evaluation)

• Label each gift with the student's name and staple it beneath the Class Citizenship Tree.

Closure: • As a class discuss the similarities/differences that they see in their classmates’

projects? (Bloom-Analysis) • You all came up with some great ways to show that you are good citizens in

your communities. I am going to keep this poster hanging up so that you all can remember what everyone is going to do as responsible citizens. Tomorrow we will brainstorm some activities that our class can do as a whole to help out the community.

Adaptations/Enrichment: -Assign a service project to be done at school for a student. For an enrichment they could either write a few sentences about the experience and illustrate it or orally tell the class how it went. Lesson Plan By: Heather Terflinger Lesson: Citizenship- Science Time: 30- 40 minutes Grade Level Intended: 2nd Academic Standard(s): • Science 2.1.7 -Recognize and describe ways that some materials — such as recycled

paper, cans, and plastic jugs — can be used over again. • S.S- 2.2.1- Discuss the rights and responsibilities of citizens in the school and the

community. Objective:

• After learning about the term environment, the students will orally make a list of at least six ideas on how to keep our environment clean.

• Each student will create a poster using markers and crayons that will show how to keep our environment clean with 95% accuracy.

Assessment: • Learning about the environment is really important because students need to be aware

of their surroundings and understand that part of being a responsible citizen includes keeping their surroundings clean, whether inside or outside. Having the students each do a poster will allow them to be individuals in their decisions and pick out what they believe they can do to keep our environment clean.

Preparation/Materials: • Ideas to help the students along if they are stuck on figuring out how to keep the

environment clean. • Make own poster to show the students and give them a model on what is expected. • Materials: Long pieces of colored construction paper, markers, and crayons. Procedure: Introduction/Motivation: • To start off the lesson the teacher will introduce the term environment and what it

means. The environment is everything that surrounds people. An example of a farmer’s environment would be a barn, field, or a house are all part of the environment surrounding the farmer. Ask students, “What makes up your environment at home?” (Bloom’s Taxonomy- Knowledge) The students’ responses can be listed on the blackboard. Encourage the students to think of the environment both inside and outside their homes and places they go for entertainment such as the park. Also explain the benefits of recycling and how it helps to greatly reduce trash in the environment.

Step-by-Step: 1. Ask the students, “Is your environment at home always clean?” “I know we recycle here at school but do any of you recycle at home?” (Bloom’s Taxonomy- Evaluation) Have a short discussion about what might not be so clean at home or places they go for fun. Examples could be the kitchen, their bedroom, or the playground. “What can you do to keep it clean?” (Bloom’s Taxonomy- Knowledge) Make a list of responses on the blackboard. 2. Have the students pick one response from the blackboard that they feel is most important to helping keep their environment clean. (Gardner’s- Naturalist) 3. Tell them that they will be making a poster to show how they are going to keep their environment clean. Hand out the long pieces of colored construction paper, crayons, and markers. 4. Give the students enough time to get them done. When they are working on their poster guide them with these questions: “How do you keep your room or environment clean?” “Where should you put garbage?” “What kinds of things at home can be recycled?” (Glass bottles, aluminum, plastic, paper)

Closure: • After they are done with their posters each student will share their posters with their

classmates. They will tell what idea they felt was most important and what they are going to do. While the students are sharing ask, “Why do you think this is an important idea?” The posters will then be hung in the hallway for everyone to see!

• Explain that over the next week they will be collecting things from home, such as cans, jugs, etc. to bring in for an activity that involves turning recyclable items into instruments.

Adaptations/Enrichments: • Some students may need a specific time limit to keep them on task so they are able to

share their posters with the class. • Some students may finish with plenty of time left, the teacher may arrange for them

to go to another classroom and share their poster with another class. They will show the other class their poster and explain what they will do to keep their environment clean.

Lesson Plan by: Heather Terflinger Modified from http://www.morrison.k12.ok.us/~tah/2nd_grade.htm Lesson: Music- Star Spangled Banner Length: two 30 minutes lessons Age or Grade Level Intended: 2nd Academic Standard(s): Social Studies 2.2.1- Discuss the rights and responsibilities of citizens in the school and the community. Performance Objectives:

• Upon discussing and listening to The Star Spangled Banner, the students will cut and paste the events of the song in the correct order with 100% accuracy.

• Upon completing the lesson, the students will read/memorize lyrics to a song and participate in singing it as a class with 100% participation.

Assessment:

• Sequence Activity is completed and correct. • Observe whether or not students are participating in singing the song as a class.

Advanced Preparation by Teacher:

• KWL chart • Book- The Story of The Star Spangled Banner • CD copy of The Star Spangled Banner

• Copy of the words to the Star Spangled Banner • Scissors, glue, and red or blue paper

Procedure: Introduction/Motivation: The Teacher will begin the lesson by presenting some flag facts to the students to make the connection that the Star Spangled Banner is a song about our nation’s flag. The teacher will introduce the Star Spangled Banner through a KWL chart, reading a book, and taking an in depth look at the Star Spangled Banner. Step-by-Step Plan:

1. As a class, begin a KWL chart- what do you know about the Star Spangled Banner, what do you want to know?

2. Read the board book The Story of The Star Spangled Banner to the students. Discuss any of the questions that were raised on the KWL chart.

3. Listen to the Star Spangled Banner. Ask the children if they have heard the song, if so where? Ask about how the people around them acted. Discuss the purpose of hearing this song at these places. Ask the children how it makes people of different ages feel when they hear the song and why? (Bloom’s- Knowledge)

4. Explain to the students that "The Star Spangled Banner" is a song about our flag, as our National Anthem it is also a song that reminds us about our country and that it brings the people of America together. Play the song once for the students to listen to.

5. Pass out the words to the song (1st verse). Clarify any unknown words by using the dictionary. Read the words together discussing why each phrase was written (not every line)

6. Listen to The Star Spangled Banner. Pass out the words to the song in phrases to groups of 2-4 students. (Gardner- Interpersonal) Let the students cut the phrases out and paste them in order- play song while they are working on this. (Gardner- Kinesthetic) Encourage them to listen to make sure they are in the correct order before gluing them to the paper.

7. Teach the students this song and sing it as a class. May add movement or clapping. (Gardner- Kinesthetic)

Red, white, and blue

A flag for me and you.

It is the flag of our great nation,

It's honored by each generation.

Join me now in a celebration,

Red, white, and blue

Closure:

• Complete the L in the KWL chart together. Have the children tell what they learned about the National Anthem. (Bloom-Comprehension)

Adaptations/Enrichment:

• Some students who struggle with listening skills will be paired up with stronger students so they can assist them with the listening/sequence activity.

• Students who have a good understanding of the Star Spangled Banner as the national anthem can express what being an American means to them. Students with musical talents may wish to play their instrument.

Flag Facts

Do you know why your school puts up the flag everyday? In 1800, James B. Upham wanted school children to save pennies to buy American flags for their schools. Today the flag is always flown when children are in class.

Do you know why the flag is only halfway up the flagpole sometimes? When the flag is only halfway up, it is called flying at "half-staff." (The staff is the flagpole.) This is done to honor someone important who has died.

Do you know that sometimes the flag was flown upside down on a flagpole? When the flag was put up this way on a ship at sea, it was a way to tell others that the ship needed help.

Do you know we have a special day to honor our flag? It is June 14 every year.

Do you know why our flag is red, white, and blue? The red stands for bravery, the white stands for innocence and purity, and the blue stands for justice. These are among the most important qualities valued by our country.

Do you know any rules about handling the flag? The American flag should never touch the ground. It should always be flown higher than other flags. You should put the flag up quickly and take it down slowly. If the flag is not made of plastic, it should not get wet. The flag should not be flown at night unless there is a light shining on it.

Lesson Plan by: Heather Terflinger Lesson: Reading Length: 45 minutes

Age or Grade Intended: 2nd Academic Standard:

• 2.2.1- Discuss the rights and responsibilities of citizens in the school and the community

• 2.5.3- Write a friendly letter complete with the date, salutation, body, closing, and signature

Performance Objective:

• After reading about local concerns in the newspaper, students will write a letter including all the parts of a letter to the principal voicing concerns they have about their school.

Assessment:

• Since the parts of a friendly letter will have already been addressed, the teacher will be looking that those are in the student’s letters (date, salutation, body, closing, and signature). Also, the teacher will be looking for a concern that the students raise.

Preparation/Materials:

• Newspapers, paper for the letters Procedure: Introduction/Motivation: 1. Start by reading from the newspaper a concern a member of the community has 2. Ask the students what the citizen is concerned about 3. Tell them that by voicing their opinions and voting, citizens have a role in

changing/making laws Step-By-Step: 1. Allow for students to read about concerns in the local newspapers

• Point out that citizens voice their opinions when they don’t like the way things are being run.

2. Tell the students they are going to write a letter to the principal about a concern they have for the school

• Lunch, recess time, not enough P.E., etc 3. Have them write it in friendly letter format

• Remind them of what the format is • It is important they do it correctly because they will be assessed on the format

Closure:

• Arrange a time to meet with the principal • Allow each child an opportunity to read their concerns to the principal • After assessing the letters, give them to the principal • Some students may need to do some revision

Adaptations:

If students need to, they can type their letters on a computer. Enrichments: After the initial draft, allow students to use a computer to type a final copy. Lesson Plan by: Heather Terflinger Lesson: Storytelling Length: 30 minutes (8 days) Age or Grade Intended: 2nd Academic Standard: 2.2.2- Explain why it is necessary for a community to have a government 2.2.3- Identify community leaders, such as the city council and town board. 2.2.5- Explain the roles people in the community have in making and changing laws. Performance Objective:

• After interviewing different town council members, the students will write/draw pictures about what they learned in a journal.

Assessment: • The teacher will read what the students have written in their journals, looking for

things that each town council member said. Preparation/ Materials:

• Meet with town council members and have each of them talk about a different aspect of government

Procedure: Introduction/Motivation:

• Have each student take a turn guessing who the town council member on the bulletin board is

• Have them write down questions to ask Step-By-Step: 1. Introduce the guest speaker 2. Have each speaker say a little about themselves 3. Have them talk about different subjects pertaining to government

• Elections, Campaigns, Voting Closure:

• Have the students ask their questions • Have them write/draw about 1 important aspect the guest talked about

Adaptations/Enrichments: If students need it, the teacher can give them a list of pre-made questions. Give students a subject and tell them to ask questions on that subject. Lesson Plan by: Heather Terflinger Modified from http://www.coreknowledge.org/CK/resrcs/lessons/06_2_Represent.pdf Lesson: Writing-Lincoln Memorial

Length: one 60 minute period, one 30 minute period (for editing) Age or Grade Level Intended: 2nd Academic Standard(s): History 2.2.4- Identify real people and fictional characters who were good leaders and good citizens and explain the qualities that make them admirable, such as honesty and trustworthiness. Writing 2.5.2 -Write a brief description of a familiar object, person, place, or event that:

• Develops a main idea. • Uses details to support the main idea.

Writing 2.4.2- Organize related ideas together to maintain a consistent focus. (Graphic Organizer) Writing 2.4.8- Revise original drafts to improve sequence (the order of events) or to provide more descriptive detail. Objectives:

• Upon completing the web quest, students will complete a worksheet with 100% completion.

• Upon completing the lesson, students will complete a graphic organizer with at least 1 topic idea and 5 supporting ideas.

• Upon completing the lesson, students will write a recommendation that includes 1 main idea and 3 supporting ideas.

Assessment:

• Completion of web quest worksheet • Completion of graphic organizer • Guidelines for rough draft and final copy of recommendation are followed.

Advanced Preparation by Teacher:

• Book: Lincoln and Me by: Louise Borden • Computer with Internet access • Web quest questions

Procedure: Introduction/Motivation: The teacher will set the atmosphere by having a discussion with the class about what a memorial is-a building built to remind people of an event or a person and have a discussion explaining why we have memorials, to honor people for bravery, an admirable act, etc. The teacher will give examples of memorials the kids may have seen or heard of (war memorials at local park) and if possible they may even take a brief field trip as a class to see a memorial. Inform the class that today they are going to take a closer look at the Lincoln Memorial.

Step-by-Step Plan:

1. As a class make tri-folds for the students to use as a KWL chart (Bloom- Evaluation)

2. As a class begin a KWL chart about the Lincoln Memorial. 3. Teacher will read aloud the text Lincoln and Me by Louise Borden 4. Teacher will review and discuss with students who Lincoln was and what he did for America and how that is presented in the text. 5. Students will discuss how the text makes them feel and why they think Lincoln deserves a memorial. (Group one) (Gardner-Interpersonal) 6. Student s will complete a worksheet and a web quest about the Lincoln

Memorial at http://bensguide.gpo.gov/3-5/symbols/lincoln.html (Group 2) (Gardner-Interpersonal) 7. Students will then do a graphic organizer to brainstorm ideas for writing about a person or even they know/know of that they think deserves a memorial. 8. Students will write a recommendation for who/what they think deserves to have a memorial. Their recommendation should develops a main idea and include details to support the main idea. 9. Students will revise their original drafts making improvements to sentences and detail- Ask who, what, where, when questions to bring out more detail. 10. Draft a final copy.

Closure:

• Complete the L section of the KWL tri-fold (Bloom-Comprehension) • What were the similarities/differences that you saw in your classmates’ choices of

who or what they choose for a memorial? (Bloom-Analysis) Adaptations/Enrichment:

• Some students may not be able to write a recommendation that includes both a main idea and 3 supporting facts so ask them to have a main idea and 1-2 supporting facts.

• For students who have no trouble writing and finish early, have them draw a picture of what their memorial would look like.

Name: _____________________ Date: _______

Lincoln Memorial Web quest Questions http://bensguide.gpo.gov/3-5/symbols/lincoln.html 1. Lincoln was the ______ president of the United States. 2. What do the columns represent at the Lincoln Memorial? ________________________________________________ ________________________________________ 3. What other presidential monuments does the Lincoln Monuments face? ________________________________________________ ________________________________________ 4. Why do you think the designer chose to have Lincoln face that way? ________________________________________________ ________________________________________________ ____________________________________ 5. What do the two murals at the Lincoln Monument represent? ________________________________________________ ________________________________________________ ____________________________________