grade band: unit 15 unit target: government unit topic...

Grade Band: Middle School Unit 15 Unit Target: Government Unit Topic: What Is a Good Citizen?

© 1997-2013 n2y, Inc. ULS, April 2013

Lesson 3 Instructional Targets

Reading Standards for Informational Text • Range and Level of Text Complexity: Read and use grade level and age-appropriate informational materials, including social studies and

technical texts that are adapted to student reading level. • Key Ideas and Details: Answer questions and locate information in text to support the main idea and key details.

Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan Chapter 1: What Is Citizenship?

The title of the chapter book is What Is a Good Citizen?. The first chapter, What Is Citizenship?, will define what a citizen is. It will also briefly tell how people in the United States are citizens. Discuss this further with your students to help with understanding of how people are, or become, citizens of the United States. This chapter will also introduce and explore traits of good citizens. • Chapter books present a “reading to learn” experience. Therefore, students may read independently or in a shared reading experience or books

may be read to them. Present students with one chapter at a time for reading and comprehension instruction. • After each page is read, ask the discussion question that appears in italics at the bottom of the page. Focus on pictures to reinforce understanding.

Repeated readings are encouraged. • Suggested Reading Levels for this chapter include: Levels H/I, presented in a text format, and E, presented in both text and symbol-supported

formats.

Read and Answer Comprehension activities extend beyond “checking” what students remember from reading. During instruction, students learn to refer to the book, using both illustrations and text to locate answers to questions. Students recognize types of responses appropriate to who, what and where formats. Question responses may also provide students with a foundation for story retell. Activities should be repeated throughout the unit to increase students’ skills in multiple areas of comprehension. • Select the level of comprehension questions appropriate to each student. Comprehension questions are also in three formats. Level 3 is text only.

Level 2 is symbol-supported. Level 1 is written in sentence strip format, allowing students to select from multiple choices or one errorless picture choice.

• Build comprehension and vocabulary through discussions.

Standards Connection • These two standards connection lessons are designed to build summarizing skills and are applicable to all chapters. Based on the content of the

chapter, determine whether this book is a work of fiction or nonfiction. Select the first lesson if the chapter is based on fictional formats that have a story line, and the second lesson if the chapter is based on informational text that includes facts and historical events.

The first two sets of comprehension questions are derived from the lower levels of text. An advanced level of mixed questions is provided in text-only format.

Pre- and post-assessments are available through Monthly Checkpoints.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will independently read

informational materials, including social studies and technical texts that have been adapted to student reading level.

• Students will independently read questions about a story and write, speak or select an answer.

• Students will read supported and shared informational materials, including social studies and technical texts that have been adapted to student reading level.

• Students will point to or select a picture from a choice of three in response to a question about a story.

• Students will actively participate in supported reading of informational materials, including social studies and technical texts that have been adapted to student ability level.

• Students will respond to a question by choosing a single option or errorless picture.

Resources and Materials Notes Chapter 1: What Is Citizenship? Communication board Comprehension worksheets and sentence strips (multiple-choice and fill-in); Advanced questions Standards Connection Lessons 3, 5, 7, 9, 11, 13


© 1997-2013 n2y, Inc. ULS, April 2013

Lesson 3, Chapter 1: Answer Key Fill-in

responsible citizens chores right towns

1. Raj, John and Dara are _____ in the United States. (citizens) 2. Raj, John and Dara live in different _____. (towns) 3. Citizens have the _____ to choose their homes. (right) 4. Good citizens are _____. (responsible) 5. It is responsible to do _____ at home. (chores)

Multiple-choice 1. What is this chapter about? (school, citizens, houses) 2. Where do Raj, John and Dara live? (town, park, store) 3. What do Raj, John and Dara make choices about? (the weather, their car, their bedroom) 4. What is a responsibility at home? (read a book, do chores, eat dinner) 5. What is important to know about this chapter? (Good citizens are responsible. Good citizens are animals. Good citizens don’t live in our town.)

Advanced

Use the chapter book to help you fill in the blank. 1. _____ are members of a country. (Citizens) 2. John lives in an _____. (apartment) 3. Raj, John and Dara have a _____ to do their chores. (responsibility) 4. Good citizens make good _____. (choices) 5. People have responsibilities at work, home and _____. (school)

These questions may have more than one correct answer. 6. What is a person who is born in the United States called? (baby, citizen, teacher) 7. Where do Raj, John and Dara live? (school, United States, different towns) 8. What do citizens have? (rights, TV, responsibilities) 9. Which are chores at home?

• clean the chalkboard • fold clothes • wash dishes

10. What are good citizens?

• people who make good choices • people who are responsible • people who have pets


© 1997-2013 n2y, Inc. ULS, April 2013

Standards Connection Lessons 3, 5, 7, 9, 11, 13 Instructional Targets

Reading Standards for Literature and Informational Text • Craft and Structure: Identify the structure of sentences, chapters or scenes that contribute to meaning of the text. • Integration of Knowledge and Ideas: Compare different genres and identify personal preferences.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will describe a series of events as

they develop through chapters of a book or scenes from a play.

• Students will identify different genres and match books and stories that belong in each genre.

• Students will locate a chapter of a book or a scene from a play.

• Students will identify two stories or books of the same genre.

• Students will identify a picture representing an event from a chapter or scene.

• Students will select a book or story of personal preference.

Tell students to use the book features and pictures to discuss, locate and answer these questions.

What is the title of this chapter?

Use the table of contents to find the first page of the chapter.

What do you think this chapter will be about? ____________________________________________________________________________________________________________________________________________________

This is a chapter book. What kind of chapter book is this?

Fiction Nonfiction Fiction works tell a story that is made up in the writer’s imagination. Fiction stories are not true. Nonfiction works tell facts about a topic. Nonfiction stories are true. _________________________________________________________________

What is the chapter topic?

Biography

History

Science

Health

Compare this book to the chapter book from last month.


© 1997-2013 n2y, Inc. ULS, April 2013


Reading Standards for Literature • Key Ideas and Details: Summarize the main theme and events of a story. Standards for Speaking and Listening • Comprehension and Collaboration: Identify main ideas presented orally or from diverse media formats. • Presentation of Knowledge and Ideas: Present information sequentially about a selected topic; use appropriate eye contact,

volume and clear pronunciation. Standards for Language • Knowledge of Language: Use conventions of language to generate sentences when speaking or writing.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will summarize a story, including the

main idea, events and key details. • Students will summarize information from

content-specific reading, topics and tasks. • Students will communicate on a topic, including

facts and details to support the main idea. • Students will use conventions of language to

generate sentences specific to the purpose when speaking or writing.

• Students will use picture supports to retell key details and events from a story.

• Students will describe information, using picture supports from content-specific reading, topics and tasks.

• Students will use picture supports to communicate main ideas, including facts and details, on a given topic.

• Students will use conventions of language to generate a simple sentence when speaking or writing.

• Students will retell key details and events from a story by activating a voice output device.

• Using picture supports and communication technologies, students will respond to questions related to content topics and tasks.

• Students will communicate basic information on a topic or experience, using communication technology and picture supports.

• Students will use language to share an idea with others.

Story retell and summarization are means of building communication skills. This extended activity, based on book reading, is an excellent tool for developing expressive communication. Incorporate augmentative systems (low tech and high tech) to encourage self-generated sentences and modeling language expansion.

Main idea:

What is the message in this story?

Key details:

Arrange pictures or words to tell the story.

In the beginning…

Then…

At the end…


© 1997-2013 n2y, Inc. ULS, April 2013


Reading Standards for Informational Text • Key Ideas and Details: Summarize the central idea and main events of a text. Standards for Speaking and Listening • Comprehension and Collaboration: Identify main ideas presented orally or from diverse media formats. • Presentation of Knowledge and Ideas: Present information sequentially about a selected topic; use appropriate eye contact,

volume and clear pronunciation. Standards for Language • Knowledge of Language: Use conventions of language to generate sentences when speaking or writing.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will summarize a story, including the

main idea and events. • Students will summarize information from

content-specific reading, topics and tasks. • Students will communicate on a topic, including

facts and details to support the main idea. • Students will use conventions of language to

generate sentences specific to the purpose when speaking or writing.

• Students will use picture supports to retell key details from a story.

• Students will use picture supports to communicate main ideas, including facts and details, on a given topic.

• Students will use conventions of language to generate a simple sentence when speaking or writing.

• Students will retell key details from a story by activating a voice output device.

• Students will communicate basic information on a topic or experience, using communication technology and picture supports.

• Students will use language to share an idea with others.

Informational text has a purpose. That purpose may be to learn facts, organize a schedule or follow a recipe. This activity will build skills for identifying key information from various sources.

Main idea:

What is the message in this story?

Key details:

Key details:

What is important to know? _________________________________________________________________________________________________________________

Highlight key words you learned.

Circle key pictures that will help you remember.

What Is a Good Citizen?

by Kathy StauglerIllustrated by Jessica Wright

MIDDLE, Unit 15, Government, What Is a Good Citizen?Lesson 3, Chapter Book, What Is a Good Citizen?

© 2013 n2yULS, April 2013

Table of Contents

Chapter 1: What Is Citizenship?................................pg 1

Chapter 2: Rules and Respect..................................pg 7

Chapter 3: Honesty and Trust.................................pg 15

Chapter 4: Help in the Community...........................pg 22

Chapter 5: Laws and Rules in the Community........pg 30

Chapter 6: Citizens of the United States..................pg 38

MIDDLE, Unit 15, Government, What Is a Good Citizen?Lesson 3, Chapter Book, What Is a Good Citizen?


OLICE

Chapter 1:What Is Citizenship?

1

MIDDLE, Unit 15, Government, What Is a Good Citizen?Lesson 3, Chapter 1, “What Is Citizenship?”, Level H/I


2 Raj, John and

Dara live in the

United States. They

are citizens of the

United States.

Citizens are members of a country. John

and Dara were born in the United States.

That makes them citizens. Raj’s family

moved to the United States from another

country. Raj’s family learned how to

become citizens of the United States.

Now Raj and his family are citizens too.

Discuss what it means to be a citizen and how we are citizens in the United States.

3 Raj, John and Dara live in different

towns in the United States. They are

citizens of their towns too. Citizens

are members of a town. Raj lives in a

big house in his town. John lives in an

apartment in his town. Dara lives in a

small house. Citizens have a choice of

the town they want to live in. Citizens

have a choice of the house they want to

live in. These choices

are the rights of citizens

of the United States.

Talk about your town. Tell about your house.

4 Citizens have rights. These rights

of citizens means the people can make

free choices. Citizens have a right to

pick their town. Citizens have a right to

pick their home. Citizens have a right to

decorate their home. Raj chose to paint

his bedroom blue. John chose to decorate

his bedroom with footballs. Dara shares

her bedroom with her sister. Dara and her

sister chose to paint

their bedroom purple.

Raj, John and Dara

made choices.

Describe your house. Discuss how peoples’ homes are different.

5 Citizens also have

responsibilities. These

responsibilities mean the

people must follow rules.

These responsibilities

mean the people must show respect to

people and others in their town and country.

Raj, John and Dara have responsibilities

at home. They are responsible for keeping

their bedrooms neat and clean. They are

responsible for doing chores at home.

They help their family. Raj helps take out

the trash. John helps set the table. Dara

helps fold clothes. Raj, John and Dara are

responsible. What responsibilities do you have at home?

6

Raj, John and Dara want to be good

citizens. In this book, we will learn about

being a good citizen. People make

choices or decisions. Good citizens make

good choices. We will learn about being

responsible. People have responsibilities.

People have responsibilities at home,

work and school.

Review concepts of citizen, rights and responsibilities.


1

MIDDLE, Unit 15, Government, What Is a Good Citizen?Lesson 3, Chapter 1, “What Is Citizenship?”, Level E


Raj, John and Dara live in the United States. They are citizens of the United States.

2

Raj, John and Dara live in different towns. They are citizens of their towns. Citizens can choose their home in a town.

3

Citizens can make choices. Raj, John and Dara can make choices about their bedrooms.

4

Citizens are responsible. Raj, John and Dara are responsible when they do chores at home.

5

Raj, John and Dara want to be good citizens. Good citizens make good choices. Good citizens are responsible.

6


1

MIDDLE, Unit 15, Government, What Is a Good Citizen?Lesson 3, Chapter 1, “What Is Citizenship?”, Level E Symbol-Supported


2

They are citizens of the United States.

Raj, John and Dara live in the United States.

+

3

They are citizens of their towns.

Citizens can choose their home in a town.

Raj, John and Dara live in different towns.

+

4

Raj, John and Dara can make choices about their bedrooms.

Citizens can make choices.

+

5

Raj, John and Dara are responsible when they do chores at home.

Citizens are responsible.

+

6

Good citizens make good choices.

Good citizens are responsible.

Raj, John and Dara want to be good citizens.

+

noyes

“What Is Citizenship?”


MIDDLE, Unit 15, Government, What Is a Good Citizen?Lesson 3, Chapter 1, “What Is Citizenship?”

live

choose

different

responsible

good

Raj

United States

home

John

citizen

choice

chore

Dara

town

bedroom

Name: _______________________

1. Raj, John and Dara are ___________ in the United States.

2. Raj, John and Dara live in different ___________.

3. Citizens have the ___________ to choose their homes.

4. Good citizens are ___________.

5. It is responsible to do ___________ at home.

Chapter 1: “What Is Citizenship?”


MIDDLE, Unit 15, Government, What Is a Good Citizen?Lesson 3, Chapter 1, “What Is Citizenship?”, Fill-In Level 3

responsible citizens chores right towns


2. Raj, John and Dara live in different ___________.




Name: _______________________

responsible chores townscitizens right





responsibleresponsible citizens chores right towns




citizens chores right towns

+


2. Raj, John and Dara live in different towns ___________.




+

Name: _______________________Chapter 1: “What Is Citizenship?”

1. What is this chapter about?a. school b. citizens c. houses

a. town b. park c. store2. Where do Raj, John and Dara live?

3. What do Raj, John and Dara make choices about?

4. What is a responsibility at home?

5. What is important to know about this chapter?

a. the weather b. their car c. their bedroom

a. read a book b. do chores c. eat dinner

a. Good citizens are responsible.

b. Good citizens are animals.

c. Good citizens don’t live in our town.


MIDDLE, Unit 15, Government, What Is a Good Citizen?Lesson 3, Chapter 1, “What Is Citizenship?”, Multiple-Choice Level 3




1. What is this chapter about?a. school b. citizens c. houses

a. town b. park c. store2. Where do Raj, John and Dara live?

3. What do Raj, John and Dara make choices about?

4. What is a responsibility at home?

5. What is important to know about this chapter?

a. the weather b. their car c. their bedroom

a. read a book b. do chores c. eat dinner

a. Good citizens are responsible.

b. Good citizens are animals.

c. Good citizens don’t live in our town.


housesschool citizens



storetown park

their bedroomthe weather their car

eat dinnerread a book do chores

Good citizens don’t live in our town.

Good citizens are responsible.

Good citizens are animals.


1. What is this chapter about ?

2. Where do Raj, John and Dara live ?




3. What do Raj, John and Dara make choices about ?

4. What is a responsibility at home ?



5. What is important to know about this chapter ?




MIDDLE, Unit 15, Government, What Is a Good Citizen?Lesson 3, Chapter 1, “What Is Citizenship?”, Fill-In Advanced

Name: _______________________

1. ___________ are members of a country.

2. John lives in an ___________.

3. Raj, John and Dara have a ___________ to do their chores.

4. Good citizens make good ___________.

5. People have responsibilities at work, home and ___________.



Use your chapter book to help you find answers to these questions:


10. What are good citizens?


9. Which chores are at home?

8. What do citizens have?

7. Where do Raj, John and Dara live?

6. What is a person who is born in the United States called?

a. people who make good choices

b. people who are responsible

c. people who have pets

a. clean the chalkboard

b. fold clothes

c. wash dishes

a. rights

b. TV

c. responsibilities

a. school

b. United States

c. different towns

a. baby

b. citizen

c. teacher

These questions may have more than one correct answer:

MIDDLE, Unit 15, Government, What Is a Good Citizen?Lesson 3, Chapter 1, “What Is Citizenship?”, Multiple-Choice Advanced

grade band: unit 15 unit target: government unit topic...

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