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Day #1- Read Aloud

Day #2- Community


Leaders
After this lesson,
students will be able
to state two
community leaders
and what these
individuals do.

Day #3- Good


Citizens
Given an individual,
students will list
characteristics of a
good citizen and
draw appropriate
actions that
demonstrate those
characteristics.
IDOE: 2.2.5; NCSS:
10
Poster Board, Paper
Bags, Johnny
Appleseed Book,
Ex. of people,
Checklists, Job
Roles, Group Cutouts, and Coloring
Pages
Read Johnny
Appleseed Book
Define citizen
List how Johnny
Appleseed was a
good citizen

Objective:

After reading Ellens


Broom, students will be
able to describe the impact
of the characters on the
storys outcome.

Standard:

IDOE: 2.RL.2.3

Materials:

Ellens Broom Book, Craft


Supplies, Sign Up Sheet
and Sticky Notes

Anticipatory
Set:

Bring in an old fashioned


broom and have students
sit around the broom on the
carpet. Ask the students
what some uses for a
broom may be. After
taking some ideas, suggest
that maybe someone would
want to jump over the
broom. Show them a
picture of a couple jumping
over the broom at a
wedding. Hold up Ellens
Broom, show them the
front and back covers and
have them make
predictions on what will
happen in the book.
Today we will be learning
how characters can make
decisions that impact the
outcome of a situation for
good or bad.

Create a list of what


the students like a
good leader is like
or what positions a
leader may hold

Today we will learn


who some
community leaders
are and what they do
as leaders.

Today we are going


to learn what a good
citizen looks like
and how we can be
good citizens.

Input: What does it


mean to be a good
citizen?

Purpose:

Lesson
Presentation
:

Read Aloud Ellens


Broom
Have a grand

IDOE: 2.2.3; NCSS:


5
Paper for foldable,
Pictures of the
individuals to cut
out, Scissors, Glue,
and Crayons

Day #4- Math Rules


Students will be able
to give two
examples of how the
commutative
property does not
change the answer to
an addition problem.
IDOE: 2.CA.6
Matching
Worksheet, Paper
for Foldable, and
Notecards

I will show the


students how to
create a foldable

Play a practice
game of math
addition skills
using problems
right after each
other that are
flipped using the
commutative
property
Give the right
answers and
have students
look for pattern

Today we will be
learning about a
math rule, called the
commutative
property, which we
can trust and follow
to always get the
same answer no
matter the order of
the numbers.
Have students
think with their
table of a pattern

conversation revolving
around how the
characters choice to
jump over the broom
followed the rules but
allowed them to have
some freedom. Ask
questions like: How did
the characters follow
the rules but in their
own way? Would the
story have been
different if they had a
bad attitude the whole
time?
Have students work in
partners to either act
out, draw, or write
about a time when you
were able to make a
bad situation into a
good situation

to take notes on
I will go through
the community
leaders
PowerPoint and
explain what
each leader does
I will summarize
the bullet points,
so the students
can write the
information on
the foldable
Guided Practice:
As a class we
will write a
mock letter to a
community
leader. The letter
will thank them
for something,
ask them a
question, and
give them a
suggestion of a
way to improve
the community
The students will
then write their
own letter to a
community
leader with these
same things
incorporated
Independent
Practice:
Students will go
home and find
out the local
individuals or
president of the
leadership
positions we
talked about in

Tell students
their groups
Show a premade example of
the poster they
are going to
make
Explain the roles
of the people in
the group

Output:
Students will
draw their given
citizen (police
officer, teacher,
etc.) with at least
two details
Students will
write three ways
this person is a
good citizen

in the list of
anticipatory set
problems
Have students
share what their
group thinks the
pattern may be
Explain how the
commutative
property is just
re-organizing the
numbers
Explain that
commutative
property sounds
like commute

Guided Practice:
Students will
create an 8 tab 2
column foldable
showing flipped
problems on left
Practice:
and right side
In their groups,
First two rows
students will
done as a class
place scenario
and next two
cards in either
done
the bad citizen or
individually
good citizen
Independent
paper bag
Practice:
Students find
matching
commutative
problems and
then solve the
answer to the
addition
problems

class
Closure:

Write down on a sticky


note what freedom means
to you.

Formative
Assessment:

Adaptions:

Analyze answers
during the grand
conversation for
understanding
Look at students
answers on what
freedom is
Students will be able to
use multiple learning
styles in their choice to
write, draw, or act out
their response to the
book.
Struggling learners will
have the support of a
read aloud, group
discussion, and a
partner during the
response time.

Students will share


the letter they wrote
with their table, who
wrote to the same
person. They will
edit each others
letters.
Listening to
students
responses to
questions during
the lesson
presentation
Look at
foldables

Students will present Each student has a


their poster
notecard with a
number on it and
they write all the
addition problems
that have that
answer
Visiting each
Look at students
group to check
foldables,
for progress and
worksheets, and
understanding
notecards
Check good and Walk around and
bad citizen game
listen to group
for
work and
comprehension
assignments

Summative
Assessment:

Use students drawings,


acting videos, or writings
as part of the summative
portfolio.

Remediation: reteach the next


day and give
more examples
of leaders
Enrichment:
write more
detailed notes in
the foldable on
the leaders
ESL: pictures in
the powerpoint
and foldable
Exceptional
Needs: pictures
in pp and
foldable

Remediation: reteach next day


Enrichment:
write letter to
good citizen and
leader of group
ESL: work in
group and my
help walking
around
Exceptional
Needs: work in
group and my
help walking
around

Remediation: reteach the next


day with a new
foldable and
more problems
Enrichment:
students will
create their own
set of notecards
up to the number
10
ESL: support of
group and
provide
manipulatives
Ex. Needs:
support of group
and provide
manipulatives

Students will use


Students will take a Students will place
their foldable as part picture of their
their foldable in the
of their final
posters to include in portfolio. They will
portfolio and create
the final portfolio
also make 5 more
a final draft of their
commutative
letter for the
notecards for the
portfolio
final portfolio
The portfolio will be graded based on this checklist broken down by the lessons in the unit:
Read Aloud Checklist: a copy of your drawing, writing, or a picture of you acting out your skit

Community Leaders Checklist: your foldable, your rough and final draft of letter to the leader
Good Citizens Checklist: a picture of your group poster
Math Rules Checklist: your foldable made in class and five commutative notecards
Neat and easy to read
Five sentences written on what you learned about rules for unit

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