Beacon Lesson Plan Library

What Difference Do Good and Bad Make?

Patricia Wahlberg
Miami-Dade County Schools

Description

This lesson assists students with determining what are good and bad citizenship behaviors. It explores how these behaviors can and do affect society.

Objectives

The student extends and refines understanding of characteristics of good citizenship (for example, belief in the importance of justice, truth, equality, responsibility for the common good).

Materials

-Journals
-Pencils
-Overhead/Dry Erase Markers (or chalkboard/chalk)
-"The Boy Who Cried Wolf," an Aesop Fable
-Drawing paper
-Crayons,markers and colored pencils

Preparations

1.Obtain a version of the fable, -The Boy Who Cried Wolf.-

Procedures

1.Begin the lesson with the questions: Have you ever lied to someone? What effects did it have?

2. Tell the students that the story they are about to hear is about a boy who lied and the problems that it caused. Read the story, "The Boy Who Cried Wolf" to the class. Discuss the lesson that was learned through this story. Discuss how telling lies is not an example of good citizenship. Discuss the consequences and what the boy might have done instead of lying to correct his loneliness.

3. Brainstorm with the class, using the overhead/chalkboard/chart, their ideas of good citizenship behavior.

4. Choose three students to assist you in modeling a skit. Tell the students to first choose a behavior from the brainstorming list. Next, explain to the students to decide who will be the one who will demonstrate the 'bad' citizenship behavior(i.e. pledging to the flag while one student wiggles, talks and tries to interrupt the other students). The skit should only last a maximum of 2 minutes.

5. Once the skit is completed, discuss what the 'bad' citizenship behavior was and how this affected the others. At this point, clarify any misconceptions.

6. Divide the class into groups of five or six students. Encourage each group to develop a skit, demonstrating 'good' and 'bad' student citizenship behaviors. Tell students that they can use props from around the room, or they can draw pictures to assist in relaying the behavior to the class.
Rotate among the groups guiding the groups in their decision-making.

7. Provide each group an opportunity to present the skit. After each skit, discuss behavior observed in the skit. Identify the behaviors as 'good' and 'bad' citizenship. Brainstorm ways that the 'bad' behaviors affect society.

5. After the students have had an opportunity to present their skits, bring the class back together to revisit the brainstorming done in procedure #2. Ask the students if there is anything they would like to add or change about their brainstorming.

6. Write the following sentences on the board for the students to use as a journal entry:
A 'bad' citizen behavior from the skit is______________.
The person should have____________________.

Instruct students to choose (individually), a 'bad' behavior demonstrated in one of the skits and journal how they would improve this behavior.

Assessments

Formatively assess the student-created skits demonstrating characteristics of good vs. bad citizenship. Teacher led, oral discussions take place afterwards to provide feedback on the demonstration of the behavior. Students identify the negative behaviors shown in the skits. Students search for corrective behavior via problem-solving techniques. Assess the journal entries for identification of a 'bad' citizenship behavior and how it can be corrected.
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