Weekly Lesson Plan Format

Grade level and course: 11th grade Government

Date and Length of lesson: Monday March 7, 2016 (One-day Lesson)
Title of lesson: Citizenship
Essential Question(s) (unit-level and/or lesson-level please specify):
1. What does it mean to be a citizen of the United States of America? (Unit-Level)

Objectives and Standards:

Students will be able to
Explain the idea and meaning of citizenship in the United States of America, and the rights
and responsibilities of American citizens (Civics 5.1.1)
Distinguish between the rights of citizenship Americans have as a member of a state and
the nation (Civics 5.1.2)
Describe the importance of citizens civic responsibilities including obeying the law, being
informed and attentive to public issues, monitoring political leaders and governmental
agencies, assuming leadership when appropriate, paying taxes, etc. (Civics 5.4.2)
Determine the meaning of words and phrases as they are used in a text, including analyzing
how an author uses and refines the meaning of a key term over the course of a text (CCSS
RH.4.11-12)

Materials/Evidence/Sources: Today students will need lined paper/a laptop to take notes
throughout the lesson. I will supply students with the reading and quotes (glued to note cardsone class set). I will also supply them with the graphic organizer/worksheet that goes along with
the quote activity.

Assessment: Today, I will be informally assessing my students based on their responses to the
lesson quick write and Rights vs. Responsibilities chart.

Instructional Sequence:
I. Thank students for their letters!
II. Agenda what are we doing today and what does this week look like?
A. Current Event Reminder
III. Begin Unit: Citizenship
A. Quick Write What does it mean to be a citizen?
1. Ill have students answer this prompt in their notes (individually). Then, Ill take
student responses to try and build an consensus among the class for what it means to
be a U.S. citizen.
B. ICivics Reading (whole-class)

1. After conducting a whole class discussion around what it means to be a citizen (based
on responses to the quick write), I will distribute an iCivics reading which we will go
through as a class. Students will use highlighters and/or a pen to mark up their
reading as we go along. This is something theyve done throughout the trimester. I
will give examples and elaborate on certain course concepts as we read together. This
reading will briefly cover the rights and responsibilities of citizens.
a) As we read, we will be filling out a four-sided pyramid that has different levels
of citizenship. Students will input examples from our reading/discussion on the
rights and responsibilities of citizens (See Appendix A for example).
C. Rights vs. Responsibilities Chart
1. Once we have finished the reading I will have made a T-Chart on the front board,
which will be behind the projector (used for quick write prompt). Ill reveal the tChart and I will ask students to write it in their notes. Then I will explain that based
on our reading (we will be focusing on a specific story provided), I want them to jot
down some rights and responsibilities of the main character in the story. Once
theyve been given time to write this in their notes, Ill ask for student contributions
for either side of the chart. Students will then walk to the front board and write their
contribution down for the class. I will ask that students actively add to their own
chart in their notes as we compile student responses on the board.
IV. No homework!
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Grade level and course: 11th grade Government

Date and Length of lesson: Tuesday March 8, 2016 (One-day Lesson)
Title of lesson: How do Americans view citizenship?
Essential Question(s) (unit-level and/or lesson-level please specify):
1. What does it mean to be a citizen of the United States of America? (Unit-Level)

Objectives and Standards:

Students will be able to
Explain the distinction between citizens by birth, naturalized citizens, and non-citizens
(Civics 5.2.1)
Evaluate the criteria used for admission to citizenship in the United States and how
Americans expanded citizenship over the centuries (Civics 5.2.3)
Use technology, including the Internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information
(CCSS WHST.6.11-12)

Materials/Evidence/Sources: Today, students will need the reading (icivics) which I will
supply them with. Next, they will need laptops to conduct research and fill out their section of
our class Citizenship Timeline. I will provide them with the rubric/instruction sheet for this
activity as well.

Assessment: Today I will assess students informally during the whole-class reading I will
conduct (their responses to my various questions). I will be formally assessing their
interpretation and analysis of the different quotes from our in-class activity during the second
half of class.

Instructional Sequence:
I. Agenda whats happening today?
II. Recap: Citizenship
A. Ill remind students what our definition of citizenship was (and for those who may have
been absent). Ill remind them of the difference between rights and responsibilities
of citizens here in the U.S..
III. How do you become a citizen then?
A. ICivics Reading (whole-class)
1. This reading will walk students through what it takes to be a citizen. Well read the
two-pages aloud as a class. Again, Ill be giving examples throughout this reading.
Then, Ill lead a whole-class discussion where well dissect what we have read by
creating a concept web (See Appendix B for what this will look like). Students will
record this in their notes and will be contributing responses to help organize this
information.
IV. Quote Analysis
A. I have transcribed and glued quotes from a citizenship activity I found online. Theres
one class set of these quotes and some had to be used twice. However, I will distribute
these quotes and then go through the instructions with students (which will be projected
for them to see up front).
B. Students will read their quote and answer the prompts on the worksheet Ive provided.
They will source the quote (info provided) and then re-write it in their own words,
making the quote easier to understand. Students will have access to their cell phones for
dictionary use (if needed). Then they will write 3-5 sentences explaining the quotes
importance.
C. After students have had time to do this independently, they will get into groups of 4-5
students (they will choose their groups today). In their groups, they will compare each
others quotes and each student will come up with their own definition of what good
citizenship is.
V. No homework!
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Grade level and course: 11th grade Government

Date and Length of lesson: Wednesday March 9, 2016 (One-day Lesson)

Title of lesson: Citizenship in Action: Part 1
Essential Question(s) (unit-level and/or lesson-level please specify):
1. What does it mean to be a citizen of the United States of America? (Unit-Level)

Objectives and Standards:

Students will be able to
Describe the dispositions thought to encourage citizen involvement in public affairs (e.g.,
civic virtue or attentiveness to and concern for public affairs; patriotism or loyalty to
values and principles underlying American constitutional democracy) and to facilitate
thoughtful and effective participation in public affairs (e.g., respect for the rights of other
individuals, for the law, etc.) (Civics 5.5.2)
Evaluate the claim that constitutional democracy requires the participation of an attentive,
knowledgable, and competent citizenry (Civics 6.2.9)
Address a public issue by suggesting alternative solutions or courses of action, evaluating
the consequences of each, and proposing an action to address the issue or resolve the
problem (Civics 6.1.4)
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience (CCSS WHST.4.11-12).

Materials/Evidence/Sources: Today, I will need a sticky note for each student. They will
use these to write down some of the dispositions of citizens who participate in our political
system. Students will also need an icivics reading and activity, which I will provide them with.

Assessment: Today I will informally assess student knowledge of what it takes to be an active
citizen and why participating politically is important. I will formally assess their ability to
identify a problem in their lives (school-related) and come up with a solution to fix it, along with
a persuasive argument for that solution.

Instructional Sequence:
I. Agenda whats happening today?
II. Take out quote assignment ask them for their definitions of a good citizenship (Im
anticipating responses will be grounded in the idea of political participation, based on the
quotes they were given and some ideas that have been expressed by students in class
already).
A. Sticky Notes (for each student)
1. What makes an active citizen?
a) One side of the board will be for characteristics people who are politically
active (e.g., leadership, has an education, etc.)

2. What are some different forms of participation?

a) Forms of political participation
(1) Ill provide students with an example voting
b) Debrief: Ill ask students to elaborate on some of the characteristics theyve
listed. Ill also ask students what they know about their parents political
participation relates to a Google forum I asked them to fill out over the
weekend.
B. In pairs: Ill ask students to come up to the white board and write down 1-2 issues
theyve witnessed in their own school. After these have been recorded on the white
board, Ill ask for students to again elaborate on several of their responses (e.g., the
school dress code, parking at school, lunches, etc.).
III. ICivics Activity
A. After talking through some of these issues, I will choose one on the board and ask the
class to come up with two solutions for this particular problem. I will then transition into
the next activity by showing students the class data I took from a Google Forum I asked
them to participate in. I was trying to get students to begin thinking about their parents
political participation and the ways in which they either hope to or already participate
politically. I was also trying to gauge my students attitude when it came to their ability
to make a change in their school, neighborhood/town, and more.
1. Unfortunately, many students were discouraged, unsure how to go about making a
change or convinced no one would listen. Thats why this next activity was so
important!
B. I will pass out the Action Plans I have for the class. Students will then choose a
different problem (either listed on the board or one they though of on their own) in their
school and will create an action plan for how they plan to enact change.
1. Prepare, organize & write a speech persuading a large audience of your solution
2. Presentations I will tell each class that I will be randomly selecting 2-3 students to
present their speeches in class the next day.
IV. Homework: finish your action plan and be prepared to present your speech!
Examples of class data taken

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Grade level and course: 11th grade Government

Date and Length of lesson: Thursday March 10, 2016 (One-day Lesson)
Title of lesson: Citizenship in Action: Part 2
Essential Question(s) (unit-level and/or lesson-level please specify):
1. What does it mean to be a citizen of the United States of America? (Unit-Level)

Objectives and Standards:

Students will be able to
Explain why the development of citizens as independent members of society who are
respectful of individual worth and human dignity, inclined to participate in public affairs,
and are thoughtful and effective in their participation, is important to the preservation and
improvement of American constitutional democracy (Civics 5.5.3)
Describe the relationship between politics and the attainment of individual and public goals
(e.g., how individual interests are fulfilled by working to achieve collective goals) (Civics
6.2.1)

 Describe how, when, and where individuals can participate in the political process at the
local, state, and national levels; evaluate the effectiveness of these methods of participation
(Civics 6.2.3)
Evaluate an authors premises, claims, and evidence by corroborating or challenging them
with other information (CCSS RH.8.11-12).

Materials/Evidence/Sources: Today, I will supply students with a packet of Case Studies

and the video clips that go along with them. Students will need a piece of lined paper to write on
at the end of class (writing activity).

Assessment: I will be informally assessing students throughout todays lesson. I will begin by
assessing their understanding and interpretation of three Case Studies which exemplify the
importance and ability of individuals to enact change at the national/international level (no
matter their age, race, gender, class, etc.). I will also be assessing their written responses
answered via a forum post.

Instructional Sequence:
I. Agenda what are we doing today?
II. Begin with a wrap-up
A. Remind students of what weve discussed the last three days (citizenship, good
citizenship, the history of citizenship in the U.S., etc.). Today, well be looking at
citizenship in action with three case studies.
III. Introduce and Read Case Studies
A. Pass out the packet to students with the information about each of the three cases. After
we read a case, we will show them a video clip that accompanies that case study. We will
hear student reactions to these case studies after each video clip. My AT has conducted
this activity before and says its really powerful and students leave feeling more
motivated and confident that they can make a change.
IV. Writing Activity (if time!)
A. If we have time, Ill ask students to respond to the question Is political participation a
necessary component of good citizenship? In other words, can you be a good citizen
by just obeying the laws or is participation as a citizen of your community, state or
country necessary for you to be a good citizen?
V. Homework: Current events for those who have them!
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Grade level and course: 11th grade Government

Date and Length of lesson: Friday March 11, 2016 (One-day Lesson)

Title of lesson: Trimester Wrap-up!

Objectives and Standards:
Students will be able to
Evaluate various explanations for actions or events and determine which explanation best
accords with textual evidence, acknowledging where the text leaves matters uncertain
(CCSS RH. 3.11-12).
Evaluate an authors premises, claims, and evidence by corroborating or challenging them
with other information (CCSS RH.8.11-12).

Materials/Evidence/Sources: Today, students will need their final exam packets to use for
studying purposes in class. They will also need any current event materials they may have if they
are presenting this week.

Assessment: Today I will assess students on their current event reflections (based on my
rubric for the assignment). I will also assess time management skills as I keep students on task
and help them study for their final exam.

Instructional Sequence:
I. Thank my students for an awesome trimester (bringing in final exam goodie bags)
II. Current Event Presentations
A. The last group of students will give their current event presentations in class.
III. In-Class Study time
A. Go over final exam details (e.g., number of questions, some general content, etc.)
B. Run through the final exam study guide with them
C. Individual student work time
1. Student questions will be taken as I walk around the room while they study

Appendix A

Appendix B

Appendix C
Quote Analysis Activity

Appendix D
Case Study Activity (final day)