Grade 02 Social Studies Unit 06 Exemplar Lesson 01

23 Pages·2012·1.18 MB·English

Grade 2
Social Studies
Unit: 06
Lesson: 01
Suggested Duration: 11 days
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This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this
lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration
for this lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how
your district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked
the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional
Materials.)
Lesson Synopsis
In this lesson, students learn about good citizens. They learn about examples of good citizens in the local community, the state, and
the nation, including veterans and how we honor veterans as a nation. Students also use geographic tools to learn about places
veterans served and use timelines to learn more about veterans and patriotic holidays.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are
required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in
a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at
http://www.tea.state.tx.us/index2.aspx?id=6148.
2.1 History. The student understands the historical significance of landmarks and celebrations in the
community, state, and nation. The student is expected to:
2.1A Explain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day,
Independence Day, and Thanksgiving.
2.13 Citizenship. The student understands characteristics of good citizenship as exemplified by historical
figures and other individuals. The student is expected to:
2.13A Identify characteristics of good citizenship, including truthfulness, justice, equality, respect for
oneself and others, responsibility in daily life, and participation in government by educating
oneself about the issues, respectfully holding public officials to their word, and voting.
2.13B Identify historical figures such as Paul Revere, Abigail Adams, World War II Women Airforce Service Pilots (WASPs) and
Navajo Code Talkers, and Sojourner Truth who have exemplified good citizenship.
Social Studies Skills TEKS
2.18 Social studies skills. The student applies critical-thinking skills to organize and use information
acquired from a variety of valid sources, including electronic technology. The student is expected to:
2.18A Obtain information about a topic using a variety of valid oral sources such as conversations,
interviews, and music.
2.18B Obtain information about a topic using a variety of valid visual sources such as pictures, maps,
electronic sources, literature, reference sources, and artifacts.
2.18C Use various parts of a source, including the table of contents, glossary, and index, as well as
keyword Internet searches to locate information.
2.19 Social studies skills. The student communicates in written, oral, and visual forms. The student is
expected to:
2.19B Create written and visual material such as stories, poems, maps, and graphic organizers to express ideas.
GETTING READY FOR INSTRUCTION
Performance Indicators
Last Updated 05/06/13 page 1 of 23  
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
Grade 2
Social Studies
Unit: 06
Lesson: 01
Suggested Duration: 11 days
Grade 02 Social Studies Unit 06 PI 01
Write a poem about a good citizen whose life is celebrated by a community. Illustrate the poem and explain orally the person’s influence on the
community, state or nation.
Standard(s): 2.13A , 2.13B , 2.19B
ELPS ELPS.c.1A , ELPS.c.3D , ELPS.c.5B
Key Understandings
Members of a community often celebrate the lives of individuals who exemplify good citizenship.
—    Who are people who have influenced our community, state, and nation?
—    How do citizens make good choices that influence our local community, the state, and the nation?
—    How do communities celebrate the lives of individuals who exemplify good citizenship?
Vocabulary of Instruction
veteran good citizen source
Materials
adding machine tape (1 foot per student)
atlases
chart paper
chart or butcher paper (10 sheets)
dictionary
drawing paper
envelopes
glue
index card labeled Memorial Day
library books about World War II
local veterans as speakers
map pencils
blank U.S. map (1 per student)
notebook paper
old magazines and newspapers
paper for creating a graphic organizer
scissors
sentence strips or construction paper on which to affix timeline strips
World War II (and other service-related) realia and memorabilia gathered or sent in by families
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student
assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site
and are not accessible on the public website.
Teacher Resource: Definition of Good Citizenship
Teacher Resource: WWII Visuals (optional)
Handout: What I Learned
Teacher Resource: Woman Airforce Service Pilots (WASP)
Handout: WASP Timeline (1 per student)
Handout: WASP Scavenger Hunt
Handout: WASP Scavenger Hunt Questions
Handout: The Navajo Code Talkers
Handout: Code Talker Graphic Organizer
Handout: Navajo Code Cards
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Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
Grade 2
Social Studies
Unit: 06
Lesson: 01
Suggested Duration: 11 days
Resources
None identified
Advance Preparation
1. Become familiar with content and procedures for the lesson, including characteristics of good citizens, examples of local good
citizens, the Navajo Code Talkers, and Women’s Air Service Pilots.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
4. Preview available resources and websites according to district guidelines.
5. Prepare materials and handouts as needed, including:
At least two weeks prior to this lesson, send home a letter inviting families to send in any memorabilia about World War II,
including photos, letters, books, or other items they have.
Invite and schedule (for Day 2) visits by grandparents and other community members who can talk about WWII (especially the
Navajo Code Talkers and WASP) and other veteran experiences. The VFW or the American Legion could be a place to contact
for speakers if none are known to the teacher.
Collect materials from the school or public library, including photographs.
Take pictures of local memorials dedicated to veterans.
Collect magazines and newspapers for students to cut words and pictures from.
Background Information
The Navajo Code Talkers and Women Air Service Pilots (WASP) are both examples of groups of people that exhibit good citizenship. The Navajo Code
Talkers were U.S. Marines that helped create a cipher that was never broken, and that code is credited with helping the U.S. secure the victory at Iwo Jima.
The WASP were female pilots that trained fighter pilots and transported cargo. They were considered civilians, and many of them trained in Texas.
Veteran – someone who has served in the military
Good citizen – someone who lives responsibly within the laws of society. Characteristics of good citizenship include truthfulness, justice, equality, respect
for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public
officials to their word, and voting.
Source – a book, statement, person, etc., supplying information
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These
lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each
unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be
saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures Notes for Teacher
ENGAGE – Good Citizen NOTE: 1 Day = 50 minutes
Suggested Day 1 – 15 minutes
1. Access prior knowledge of good citizenship from prior learning. Attachments:
What is a good citizen? (act responsibly, make good choices, look Teacher Resource: Definition of Good
out for others and the community, etc.) Citizenship
Who are good citizens? (anyone who chooses to act in ways that
exhibit characteristics of good citizenship) Instructional Note:
A good citizen is someone who lives responsibly within the
laws of society. Characteristics of good citizenship include
2. Display the Teacher Resource: Definition of a Good Citizen.
(TEKS 2.13A)
3. Continue the discussion, adding relevance and requiring students to
Truthfulness
support their ideas with evidence.
Justice
Who are good citizens that you know? Equality
What evidence do you have that they are good citizens? Respect for oneself and others
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Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
Grade 2
Social Studies
Unit: 06
Lesson: 01
Suggested Duration: 11 days
(example: My grandfather stays informed about issues; he just went to Responsibility in daily life
city council and talked about how important a new stop light and Participation in government by:
crosswalk would be. This also shows his responsibility; he is looking out educating oneself about the issues
for the people of the community.) respectfully holding public officials to
their word
voting
Misconceptions
Some children only know of heroes like superheroes. It is very
important for them to see heroes that are ordinary citizens that look
just like them: people who believe in ideals and stand up for and
defend those beliefs.
EXPLORE – What is a veteran? Suggested Day 1 (continued) – 20 minutes
1. Place World War II realia, memorabilia, and other service-related items on Materials:
display.
World War II (and other service-related)
2. Students visit the display and discuss the items with a partner. realia and memorabilia gathered or sent in
by families
3. If desired, display and discuss the visuals from the Teacher Resource:
chart paper
WWII Visuals.
dictionary
4. Write the word veteran on the board. paper for creating a graphic organizer
5. Begin a brief discussion by asking students if they have heard the word
Attachments:
veteran before.
Teacher Resource: WWII Visuals (optional)
6. If desired, allow students to hunt for the meaning of veteran by looking in
the dictionary, the glossary of their Social Studies textbook, online, or by
Purpose:
asking classmates.
Activate background knowledge and ensure that students
7. Scribe what students have discovered about the meaning. Fill in with understand what the word veteran means.
background information, including clearing up any misconceptions about
what a veteran is. TEKS: 2.1A

8. Add academic vocabulary terms to the Word Wall (veteran, etc.). Continue
Instructional Note:
to add words as the lesson and unit progress.
Veteran – someone who has served in the
9. Distribute a blank piece of paper to each student. The paper will become a
military
vocabulary graphic organizer.
Students may need some explicit instruction
on the difference between a veteran and a
Students fold the paper in four equal rectangles.
veterinarian. Since they sound similar,
Top left rectangle: students write the word veteran.
students often confuse the words.
Top right rectangle: students write a definition for veteran (in their own
words).
Bottom left rectangle: students write a sentence using the word veteran,
such as, “Mollie’s grandfather is a veteran of the Korean War."
Bottom right rectangle: students draw a picture that shows what a
veteran is.
10. Use chart paper to create a K-W-L chart where students share what they
Know about veterans, what they Want to know (questions), and what they
have Learned. Refer to this chart throughout the lesson.
11. For homework, students may find evidence of good citizenship being
practiced in their family or community; they can identify veterans in their
family or community.
EXPLAIN – Share Suggested Day 1  – 15 minutes
1. Students write an acrostic poem using the word Veteran to summarize what Instructional Note:
they know about veterans. V
E
T
E
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Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
Grade 2
Social Studies
Unit: 06
Lesson: 01
Suggested Duration: 11 days
R
A
N
EXPLORE – World War II Realia and Veterans Suggested Day 2 – 35 minutes
1. Distribute the Handout: What I Learned. Materials:
2. Students again walk around the room and examine the printed material, World War II (and other service-related)
photographs, and other realia displayed around the room, this time noting realia and memorabilia gathered or sent in
on the handout interesting items, questions, etc., using words or pictures. by families
library books about World War II
3. Students share their ideas about good citizens and veterans from Day 1
local veterans as speakers
and from their homework.
4. Speakers talk with the students, sharing stories, and answering questions, Attachments:
emphasizing the connections between veterans and acts of good
Handout: What I Learned
citizenship as both veterans and community members. (If multiple speakers
are present, students can rotate through them as “stations,” including the
Purpose:
realia as an additional station.)
Provide background knowledge for the students in regards
5. Students take notes on their Handout: What I Learned as they visit with to veterans.
speakers, noting or drawing a picture of what they see and things they
learned. TEKS: 2.1A, 2.13A, 2.18A, 2.18B

Instructional Note:
If unable to borrow artifacts from classroom
families, photographs can be found on many
websites.
Speakers are desirable but not necessary. If
speakers are part of the plan, make sure to
discuss with them the main points to be
emphasized, including the idea that choosing
to be a member of the armed forces was a
choice made because they believe in
keeping our country safe, securing our
freedoms, being a good citizen, and being
responsible for the community.
Online video clips could provide background
information for students. These include
online interviews with veterans.
EXPLAIN – Summarize and Thank you Suggested Day 2 (continued) – 15 minutes
1. Students recall their experiences from yesterday, meeting in pairs to
compare the notes they have taken. They can borrow facts from one
another or take their partner to see something they might have missed.
2. Students share a few new things they have learned.
3. Help students build an understanding that veterans are also regular
people who act in responsible ways in their daily lives. They especially
showed good citizenship when they chose to join the military to help keep
our nation safe and to protect our freedoms.
4. Add information learned to the K-W-L chart.
5. Students write thank-you notes to the visitors, referencing information they
learned.
EXPLORE – WASP Timeline Suggested Day 3 – 35 minutes
1. If desired, display the Teacher Resource: Woman Airforce Service Materials:
Pilots (WASP).
sentence strips or construction paper on
2. Provide background information about WASP. which to affix timeline strips
Last Updated 05/06/13 page 5 of 23  
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
Grade 2
Social Studies
Unit: 06
Lesson: 01
Suggested Duration: 11 days
3. Distribute the Handout: WASP Timeline (1 per student).
Attachments:
4. Read the events aloud with the class.
Teacher Resource: Woman Airforce
5. Allow students to ask questions about the events. Service Pilots (WASP)
Handout: WASP Timeline (1 per student)
6. Students cut out the events and place them in chronological order. These
could be cut out in advance if teachers prefer.
Purpose:
7. Students glue the events to a strip of paper or a sentence strip to form a Practice chronology as well as learn more about the WASP.
timeline.
TEKS: 2.1A, 2.13B, 2.19B
8. Students check with a partner to make sure their events are in the correct

order.
Instructional Note
9. As a class, discuss why the events go in the order that they do. Note and
Much information is available online,
calculate the time between disbanding WASP and bestowing them with
including videos, clips from which could help
Veteran status. Discuss attitude changes over time regarding roles,
students understand.
duties, abilities, acceptance, etc.
EXPLAIN – Share Suggested Day 3 (continued) – 15 minutes
1. Students turn and talk to a partner, sharing their timeline and telling one
thing they learned about WASP.
EXPLORE – WASP Scavenger Hunt Suggested Day 4 – 30 minutes
1. Using the Handout: WASP Scavenger Hunt, cut the handout into strips Attachments:
and post the strips around the room.
Handout: WASP Scavenger Hunt (cut into
2. Distribute the Handout: WASP Scavenger Hunt Questions (1 per strips and hidden around the classroom)
student). Handout: WASP Scavenger Hunt
Questions (1 per student)
3. Read the questions aloud to the students and let them know that the
answers to all of the questions on the paper are posted around the room.
Purpose:
4. Students search to find the answers to the questions. (Explain to students Students learn about WASP and practice recording and
that this is not a race; the goal is to do their best rather than finish first.) sharing information with others.

5. Monitor students as they answer questions.
TEKS: 2.1A, 2.13A, 2.13B, 2.18B, 2.19B
6. Collect completed Handout: WASP Scavenger Hunt Questions for use Instructional Note:
on Day 4. For smaller classes, students may randomly roam around
the room locating the answer strips and completing the
activity. For larger classes, teachers may choose to divide
the class into groups and place those groups in various
areas of the classroom so that they “rotate” to each answer
strip. This more structured approach may help with
classroom management.
EXPLAIN – WASP Suggested Day 4 – 20 minutes
1. Show again the Teacher Resource: WASP from Day 2 and re-distribute Materials
students’ completed Handout: WASP Scavenger Hunt Questions from
Day 4. Teacher Resource: WASP from Day 2
completed Handout: WASP Scavenger
2. To review Day 3, students participate in a “Stand, Stroll, Stay” activity. Hunt Questions from Day 4
Students STAND with their completed Handout: WASP Scavenger
Hunt Questions. Instructional Note
Like an acrostic, alphabet poems use letters at the
Students randomly STROLL around the room quietly and carefully
beginning of each line to help guide writing. An alphabet
for 15­30 seconds, until the teacher says, “STOP!”
poem uses a section of the alphabet as those first letters
Students STAY with the person they are closest to and form a and student write a word or phrase that begins with that
partnership. (Teachers will need to ensure that each student has a letter, summarizing what they have learned.
Last Updated 05/06/13 page 6 of 23  
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
Grade 2
Social Studies
Unit: 06
Lesson: 01
Suggested Duration: 11 days
partner. Examples:
A = Active
Students compare answers to determine if additional information
B = Brave
needs to be added for a more complete response.
C = Courageous
If teachers prefer, and if classroom management allows for it, the D = Devoted
teacher may conduct 2 or 3 “rounds” of “Stand, Stay, Stroll” where E = Eager to serve our country
students share with several different students. F = Friendly
G = Good to the community
3. Revisit the K-W-L chart and facilitate a discussion to provide students the
Etc.
opportunity to share their answers and ask some of the questions that they
have.
4. Provide answers and background information and/or suggest ways for
students to gain the information to add to the K-W-L chart.
5. Students write an alphabet poem to summarize what they have learned
about veterans and the WASP.
EXPLORE – The Navajo Code Talker Suggested Day 5 – 35 minutes
1. Distribute the Handout: The Navajo Code Talkers (1 per student). Materials:
2. Students buddy read (take turns quietly reading o a partner) about the chart paper
Navajo Code Talkers.
Attachments:
3. After the students read the passage, partners discuss what they have read
and match the actions of the Navajo Code Talkers to the definition of good Handout: The Navajo Code Talkers
citizenship.
Purpose:
4. Read the passage a second time as a class.
Students learn about the Navajo Code Talkers, Veterans
5. Discuss any connections students make between the definition of a good Day, and solidify their understanding of good citizenship.
citizenship and the story of the Navajo Code Talkers.
TEKS: 2.1A, 2.13A, 2.13B, 2.18B, 2.19B
6. Guide students to the idea that the Navajo Code Talkers took responsibility

for themselves and others by protecting U.S. Marines with the codes they
Instructional Note
created. Include the ideas of justice and equality.
7. The Code Talkers were truthful; they kept the secret of the code to protect Good citizen – someone who lives responsibly within the
others even though it meant that they did not get recognition. They took laws of society. Characteristics of good citizenship include
responsibility in daily life for others and the common good. truthfulness, justice, equality, respect for oneself and
others, responsibility in daily life, and participation in
8. Chart these and any other connections the students make.
government by educating oneself about the issues,
respectfully holding public officials to their word, and voting.
EXPLAIN – The Navajo Code Talkers Suggested Day 5 (continued) – 15 minutes
1. Distribute the Handout: Code Talker Graphic Organizer (1 per student). Attachments:
2. Students complete their organizer by drawing a picture in the center and Handout: Code Talker Graphic Organizer
then providing information to complete each box of graphic organizer.
Who? (Navajo Code Talkers)
What? (created a secret code)
When? (during WWII)
Where? (Pacific Theater)
Why? (to protect their fellow soldiers)
How? (by substituting Navajo words for English ones)
3. Students share their organizer with a partner.
EXTEND – Using the Code Suggested Day 6 – 20 minutes
1. Distribute the Handout: Navajo Code Cards (1 set per pair). Materials:
2. Student pairs work together to figure out how the code worked and to write Navajo Code Talker dictionary
some words using the code. http://www.history.navy.mil/faqs/faq61-4.htm
Attachments:
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Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
Grade 2
Social Studies
Unit: 06
Lesson: 01
Suggested Duration: 11 days
Handout: Navajo Code Cards
EXPLORE – Veteran's Geography Suggested Day 6 (continued) – 30 minutes
1. Distribute a blank map of the U.S. to each student and display a class map. Materials:
2. Make atlases and other resources available. blank U.S. map (1 per student)
atlases
3. To review learning so far, lead students to recall information about the
map pencils
WASP and Navajo Code Talkers. Model marking places significant to the
WASP and the Navajo Code Talkers on the map as discussion continues.
Purpose:
Outline Arizona, New Mexico, Utah and Nevada in yellow. These Practice map skills, become familiar with U.S. geography,
four states are the home of the Navajo Indians. and build a visual of where some of these good citizens
Place a red dot on San Diego, CA. The Navajo Code Talkers were lived and worked.
US Marines and had their basic training at Camp Pendleton in
San Diego. TEKS: 2.1A, 2.13B, 2.19B
Draw a capital M on Window Rock, Arizona. This is the home of
the Navajo Code Talker Memorial.
Draw a small airplane on Sweetwater, TX. This is the home of
Avenger Field and the National WASP WWII Museum.
Place a blue dot on Houston, TX. Many WASP flew into and out of
Houston Municipal Airport.
Draw a star on Washington, D.C. This is our nation’s capital and
both the WASP and the Navajo Code Talkers were honored
there.
Mark the local community with a dot in your favorite color. This
is to honor the veterans in your community.
EXPLAIN – Letter to a Veteran Suggested Day 7 – 50 minutes
1. Allow students five minutes to review the materials they have created about Materials:
veterans.
envelopes
2. Model for students the greeting of a letter to a veteran: Dear Veteran. notebook paper
3. Students write a thank you letter to a veteran that is at least three
Purpose:
sentences long. It can contain a sentence thanking the veteran and
Students show their appreciation to veterans for keeping us
several sentences describing the impact veterans have had on the
safe and protecting our freedoms.
community.

4. Instruct students to sign the letter with only their first name. TEKS: 2.1A, 2.13A, 2.13B, 2.18B, 2.19B

Instructional Note:
The Department of Defense has requested
that the public not send unsolicited letters to
a general address. Instead, use contacts to
identify specific veterans in your community
to whom you may address the letters.
After students finish writing their letters,
students trade their letters with a partner. In
pairs, the students check to make sure their
sentences start with capital letters and end
with end punctuation. They can also check to
make sure veteran is spelled correctly.
EXPLORE – Memorial Day and Holiday Timeline Suggested Day 8 – 40 minutes
1. Display the index card labeled "Memorial Day". Materials:
2. Ask students if they have heard about Memorial Day. index card labeled "Memorial Day"
adding machine tape (1 foot per student)
3. Remind students that communities celebrate what is important to them.
Last Updated 05/06/13 page 8 of 23  
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
Grade 2
Social Studies
Unit: 06
Lesson: 01
Suggested Duration: 11 days
Explain to students that Memorial Day is a patriotic holiday where people
Purpose:
remember veterans who have died while serving their country.
Learn about Memorial Day and when it occurs during the
4. Ask students if they know of any other patriotic holidays. Guide students to year.
include Veterans Day (Nov. 11), Independence Day (July 4), Memorial Day
(May 30), and Constitution Day (Sept 18). Students may also name other TEKS: 2.1A
days on which we celebrate the actions of people who are good citizens
and take actions to support their beliefs (MLK, Jan.; Presidents Day, Feb.). Instructional Note:
5. List holidays that students name. If desired, students use a ruler and mark
each month at 1-inch intervals along the
6. Create a class timeline beginning with the first day of school and plot the
adding machine tape so students can place
holidays in order.
holidays in the correct month.
7. Give each student 1 foot of adding machine tape to use to create their own If desired, play patriotic music while students
version of the timeline adding illustrations to convey what they know about are working.
those holidays.
8. For homework, students think about and/or discuss with family members
people in the community who are good citizens who act with responsibility
for the community in daily life. These might include veterans, police
officers, firefighters, school volunteers, teachers, students, paramedics,
nurses, and voters.
EXPLAIN – Timeline Suggested Day 8 (continued) – 10 minutes
1. Students choose a patriotic holiday to share with a partner.
EXPLORE – Local Heroes and Good Citizens Suggested Day 9 and 10 – 80 minutes
1. Post ten pieces of chart or butcher paper around the room, each labeled Materials:
with one of the following members of the community: veterans, police
officers, firefighters, school volunteers, teachers, students, Handout: Definition of Good Citizenship
paramedics, nurses, voters. from Day 1
old magazines and newspapers
2. Re-read the definition of good citizenship. (See the Handout: Definition of chart or butcher paper (10 sheets)
Good Citizenship from Day 1.) drawing paper
glue
3. Distribute or otherwise make available old magazines and newspapers.
scissors
4. Students cut out words and pictures from magazines and newspapers that
help show what makes these groups of people good citizens. Purpose:
Students will apply what they have learned about good
5. As students find words or pictures, they can paste them onto the
citizenship to members of their community rather than
appropriate chart. Students can also draw their own pictures and then add
historical figures.
them to the charts.

6. When students have completed the charts, conduct a gallery walk where TEKS: 2.13A
students rotate around the room looking at all of the posters.
7. Facilitate a discussion where students compare the charts against the
definition of good citizens, provide real-life examples and names, etc.
ELABORATE – Good Citizenship Suggested Day 10 – 20 minutes
1. Continue the discussion, encouraging students to answer the guiding
questions and provide supporting statements for the Key Understanding.
Members of a community often celebrate the lives of individuals
who exemplify good citizenship.
—    Who are people who have influenced our community, state, and nation?
—    How have choices good citizens have made influenced our local
community, the state, and the nation?
—    How do communities celebrate the lives of individuals who exemplify good
citizenship?
EVALUATE Suggested Day 11 – 50 minutes
Last Updated 05/06/13 page 9 of 23  
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
Grade 2
Social Studies
Unit: 06
Lesson: 01
Suggested Duration: 11 days
Grade 02 Social Studies Unit 06 PI 01 Purpose:
Provide evidence of understanding of the influence of good
Write a poem about a good citizen whose life is celebrated by a community. Illustrate the
citizens.
poem and explain orally the person’s influence on the community, state or nation.
Standard(s): 2.13A , 2.13B , 2.19B
ELPS ELPS.c.1A , ELPS.c.3D , ELPS.c.5B TEKS: 2.13AB, 2.19B

1. Allow the students to look over the materials that they have created in this Instructional Note:
lesson if they need to get ideas. This poem is not just confined to good
citizens studied in this lesson, but can be good citizens from previous One poem form that can be used is a biographical poem:
lessons, the community, or even students’ families.
Line 1: Name of person (or vocation, such as Soldier or
Veteran or Citizen)
Line 2: Four words defining, giving characteristics, etc.
Line 3: Who feels . . .
Line 4: Who needs . . .
Line 5: Who fears . . .
Line 6: Who loves . . .
Line 7: Who thinks . . .
Line 8: Who believes . . .
Line 9: Synonym for "soldier" (or Veteran or Citizen)
Last Updated 05/06/13 page 10 of 23  
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD