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Planning Step 1: Lesson Curriculum: What are the Learning Goals for this lesson?

Lesson Standards

Always include a writing standard.

CE.C&G.4: Understand how democracy depends upon the active participation of citizens
CE.C&G.4.1 Compare citizenship in the American constitutional democracy to membership in other types of governments (e.g., right to privacy, civil rights, responsibilities, political rights, right to due process, equal protection under the law, participation, freedom, etc.).
W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Students Will Be Able To… (Do)

Skills from standards including thinking (cognitive verbs).
This is not activities.
One or more goals should be Higher Order Thinking (Levels of Learning 3 or 4), and/or Reading Comprehension.
Sequence these goals in the order in which they should be learned.

Explain roles, responsibilities, and rights of citizens in the United States
Compare roles of citizens in other types of governments to those in the United States. Evaluate how a country’s rights impacts quality of life

Students Will Know

Knowledge from standards such as vocabulary, facts, formulas.

Constitutional and legal criteria for citizenship in the United States.
The criteria that have defined citizenship in the United States during various periods of its history
Examples of levels of citizenship
What citizenship looks like in various types of government other than constitutional democracies

Lesson Essential Question

A question that communicates the Learning Goals.
Reflect the Higher Order Thinking and/or Reading Comprehension Learning Goal(s).

If you move to a different country and become a citizen, how does your role, responsibility, and rights change depending on the type of government in that nation? (product and clear expectation; how to demonstrate; include instructions)

Planning Step 3: Lesson Instruction: How will students learn?

Activating Strategy

Plan this after you plan your Learning Activities. How will you introduce the Lesson Essential Question?
How will you draw attention to important vocabulary in the Lesson Essential Question?
How will you build/link background knowledge?
What prerequisite content might students need to know before the lesson?
>Which key vocabulary from the Learning Goals needs to be explicitly taught?
Are there other vocabulary words that you think need to be taught?
Which vocabulary strategy will you use?
Previewing:

Advance Organizer
Prerequisite Content
Vocabulary

Frayer: citizenship
Instruct students to write about one of the following prompts:
• What is citizenship?
• What does it mean to be a citizen?
• What benefits do people have in the United States as a result of being a citizen?
• What are the responsibilities of citizenship?
• If tomorrow you were told that you were no longer a citizen of this country, how do you think your life would change?
Key Vocabulary (for explicit instruction):

citizenship

Vocabulary Strategy:
Frayer Model

Previewing (what, who, when):

Graphic Organizer

How will students store and organize information as they learn during this lesson?
Base the organizer on the Higher Order Thinking or Reading Comprehension in the Will Be Able To… (Do) Learning Goals.
Determine how the organizer will be previewed for struggling students.
Determine how the organizer will be scaffolded for struggling students.

Matrix:

US, China, Saudi Arabia, South Africa,

Government Type, Responsibilities, Rights, Roles,

Learning Activity 1

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
Content students need to learn
Chunk activity:

Several opportunities for thinking, talking, writing to learn
Distributed summarizing and/or practice
Questions to ask
Higher Order Thinking and/or Reading Comprehension Questions to ask
Active engagement:

Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
Variety
Movement
Previewing prerequisite knowledge/skills
Scaffolding content and process

Matrix:

US, China, Saudi Arabia, South Africa,

Government Type, Responsibilities, Rights, Roles,

On chart paper create two categories titled “Benefits of Citizenship” and “Responsibilities of Citizenship.”

Numbered Heads: Students brainstorm ideas that fit into each category. 1’s Benefits of Citizenship; 2’s Responsibilities

Pair Squared: Ask students to identify ideas that were different between classmates.

Share Out: As students share their responses, record their ideas under one of the two categories.

Teaching Point: Review each item with class, line-out non-exemplars, circle non-negotiable, star items that are borderline, add criteria non-negotiables not given by students. Students record circled words in Matrix.

Think-ink-Share: Using the words on the matrix, define citizenship. Explain the roles, responsibilities, and rights of citizens. Conclude by explaining what you think is most important about citizenship.

Previewing (what, who, when): Provide time to watch video 1-3 days in advance to lesson beginning to students who have difficulty coming up with ideas.
Duties & Responsibilities (6min)
(https://www.youtube.com/watch?v=cr_dOaM-io4)

Scaffolding (what, who, when):

Assessment Prompt for Learning Activity 1

Formative assessment of the Learning Goal(s).
Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Quick Write:
Think about (insert omitted right or responsibility) — is this a right or a responsibility? How do you know? Explain your answer.

Learning Activity 2

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
Content students need to learn
Chunk activity:

Several opportunities for thinking, talking, writing to learn
Distributed summarizing and/or practice
Questions to ask
Higher Order Thinking and/or Reading Comprehension Questions to ask
Active engagement:

Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
Variety
Movement
Previewing prerequisite knowledge/skills
Scaffolding content and process

Number students 1-3. Students read article about rights and responsibilities from their assigned country, then create a list of those rights on the matrix (10-minutes). Students rotate through each country and record information on matrix (10-minutes each).

Fundamental Rights and Duties of the Chinese Citizens

http://www.the-saudi.net/saudi-arabia/saudi-constitution.htm

https://academic.oup.com/icon/article/8/1/94/6826

Compare student matrix to teacher matrix and determine what is missing.

Previewing (what, who, when):

Scaffolding (what, who, when): Number paragraphs to help focus students’ analysis of most important text.

Assessment Prompt for Learning Activity 2

Formative assessment of the Learning Goal(s).
Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Poem for Two Voices: Compare/contrast the rights & responsibilities of one country to those of the United States. Write from the perspective of a citizen of each country in the outer contrast columns, write from similarities in the center compare column.

Learning Activity 3

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
Content students need to learn
Chunk activity:

Several opportunities for thinking, talking, writing to learn
Distributed summarizing and/or practice
Questions to ask
Higher Order Thinking and/or Reading Comprehension Questions to ask
Active engagement:

Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
Variety
Movement
Previewing prerequisite knowledge/skills
Scaffolding content and process

Teaching Point: Thinking of rights and responsibilities, what criteria measures the quality of life for a citizen? Brainstorm ideas for criteria with your table group. Share out whole group, recording ideas. Choose three or four of the criteria to use as a means of evaluating quality of life in other countries.

Think about how your life might be different if you lived in one of the countries on our matrix. Create and label a graphic representation of how your life would change (ex. China – serve in military so draw a uniform on graphic). Make sure you label and explain how the illustrated difference would impact the quality of your life as a citizen in that country.

Previewing (what, who, when):
Struggling Students: Students generate criteria for why they like certain genres of music. They then defend who is the greatest musician(s) and use the criteria to justify their thinking. Students share their criteria and argument with another student. The partner must evaluate the musician(s) using the created criteria and determine if the criteria are met and explain the evaluation the rest of the group.

Scaffolding (what, who, when):

Assessment Prompt for Learning Activity 3

Formative assessment of the Learning Goal(s).
Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Quick write (choose one):
How would your life might change if you were in China. Explain why. Saudi Arabia, why? South Africa, why?
Include on your graphic

Planning Step 2: Lesson Assessment: How will students demonstrate understanding of the Learning Goals for this lesson?

Assignment

Plan this before planning Lesson Instruction.
How will students demonstrate their knowledge of the Will Know Learning Goals and the skills in the Will Be Able To… (Do) Learning Goals (especially the Higher Order Thinking and/or Reading Comprehension)?
How will the Assignment be differentiated for support and challenge?
Which students receive differentiation?
For students who struggle with the Assignment, how will you remediate this lesson?

You are a freelance reporter who covers general stories that may be human-interest, crime, or whatever type of story a managing editor needs covered. Your role is very important to the success of local news organizations. Without your work most news stories could not be reported.

Space in a newspaper is expensive so you have trained yourself to write articles that are informative and concise . . . in other words, short and to the point.

Today, you are flying to the border for a human interest piece suggested by a colleague. They told you about a coffee shop near the border that all immigrants stop in and rest before traveling to their final destination in the US. You will interview three individuals from three different countries (your choice) who are hoping to gain entrance and eventually citizenship into the United States.

Analyze what it means to be a citizen in each country depending on the type of government then report in a newspaper article how their individual role, responsibility, and rights will change once they become a US citizen.

Remember, a human interest piece like this is intended to bring attention to the concerns of the people in the story.

Differentiated Assignment for Struggling Students: Students will may use their quick write country as one of their countries.

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