Title: What are ways that you can be responsible in the classroom?

Grade: Second Grade

Names: Kelli, Devin, Emily, Molly
Overall Goal: Our overall goal is that the students will be able to confidently express and
demonstrate the ways in which responsible actions can be shown in the classroom. The
lesson demonstrates this through a skit, a few demonstrative worksheets, and an end
project for the students to create and present. Students should show this specifically
through the culminating activity at the end of the lesson where the students will correct
the behaviors of other fictional, irresponsible students. When the lesson is complete we
will expect students to be able to share positive and negative behaviors in relation to
responsibility.

Standards Learning Objective Assessment

Social Studies: 3. K.2.4 Give Objective 1: Students will be able All objectives are
examples of how to be a to gradable as
responsible family member provide examples of when they highlighted in the
and member of a group. have been responsible in the rubrics
classroom

Objective 2: Students will be able

to distinguish what makes
someone responsible versus
what makes them not
responsible

Objective 3: Students will be able

to describe and explain key
terms that are related to
responsibility

Key Terms & Definitions:

Term: Definition
● Responsibility: the state or fact of having a duty to deal with something or of
having control over someone.
● Collaboration: the action of working with someone to produce or create
something.
● Respect: a feeling of deep admiration for someone or something elicited by their
 abilities, qualities, or achievements.
● Honesty: the quality of being truthfully.
● Morality: principles concerning the distinction between right and wrong or good
and bad behavior.
● Ethics:moral principles that govern a person's behavior or the conducting of an
activity.

These should be at the reading and comprehension level of your audience! These should
not be copy and pasted

Lesson Introduction (Hook, Grabber):

We will begin the class with a skit to entertain and engage the students. One skit
(role plays) where in one a student is being responsible and in the other a student is
being irresponsible. We will have the students discuss the skit and pick out the student
being responsible and the one they were not being responsible in. We will then show a
PowerPoint displaying an overview of the vocabulary terms we will teach in our lesson
(https://docs.google.com/presentation/d/1SRrLLHn2JpVpCdfB1ZhN391KFKnUqbWkQUxvt
CZMbzQ/edit?usp=sharing) .

Skit:
Students sitting on the floor reading books quietly
Teacher: Can everyone stop where they are and put their books back where they belong
please.
Students begin cleaning and putting books away, three books are left on the floor by
Student 1
Teacher: Whoever left the books on the rug can you pick them up please
Student 1 looks around the classroom as if he did not leave his books on the floor
Teacher: Can someone please clean up their classmates books
Student 2 picks up the books and puts them away on the right space
Teacher: Thank you [student 2 name] for taking care of our classroom

Lesson Main:
We will begin our main lesson with a classroom discussion where students talk about
how the role play demonstrates responsibility. We will then move on to discussing
how to create solutions when someone is being irresponsible in the classroom.
● Present skit to class, twice if needed (about 2 minutes for them to think about it)
● Present students with worksheet
(https://docs.google.com/document/d/1bn7TRovgijuaG5ZlKEPK9syKNf3QOLKQkB
Q0-C5XxS0/edit?usp=sharing) and have them answer the questions on their own
for 4 minutes.
● Have students share answers by raising their hands ( highlight how raising hands
to answer questions is responsible in the classroom)
● Introduce key terms for students through powerpoint provided
(https://docs.google.com/presentation/d/1SRrLLHn2JpVpCdfB1ZhN391KFKnUqbW
kQUxvtCZMbzQ/edit?usp=sharing)
● Have students volunteer to read each slide to better engage them with the words
● Students should then view examples for chatterpix
(https://docs.google.com/document/d/15-
UvfhwE0FcCn0SLzrv7b9gHHBDWgfcwP9GC8mavQRA/edit?usp=sharing)
● Each student will use their own device to create a chatterpix that demonstrates
one way to be a responsible student in the classroom (10 min or less)
● Chatterpix will be a good way to be creative and also productive while
entertaining children.
● Next we will have students turn in chatterpix so they can be graded later using
rubric below.
● Ask students to get into groups of 3-4 to end the lesson
● Explain the assignment and share the sketches they will present the poster about
(https://docs.google.com/document/d/11NdtvI6Qm_esTm-
axphHS3V497MT4LsFxlBIKNRZErQ/edit?usp=sharing)
● Move to lesson ending (making posters)

Lesson Ending: CULMINATING ACTIVITY GOES HERE

We will give students scenarios by presenting it on a board and verbally where

people are being irresponsible. The students will then have to come up with a solution
showing how they would’ve shown responsibility in each situation. Students will be given
a worksheet to prompt them on how each new scenario that the student creates shows
responsibility. Students can present their problem-solution scenario through telling a
story or present it through a skit.
As a culminating activity and to wrap up our lesson, student will be split up into
groups of 3 or 4. They will be given a scenario where a student is not behaving
responsible in the classroom. The students will collaborate with their group members and
come up with a way that the student should have handled the situation in the classroom
in a responsible manner. They will make a poster to draw out and demonstrate what they
would have done differently.

The activity is authentic because students are applying the knowledge they
learned about responsibility to a real-life possible scenario. The audience of this
culminating activity could be students and teachers. By having each group share their
poster in front of the class, it allows the entire class to learn more about responsibility
and understand what to do in certain situations too. This activity connects to the driving
question because it teaches students what they can do to be responsible instead of the
opposite. Showing a poor example of responsibility and then having the students fix the
situation is important so students know what is good behavior and what is not. This
activity provides students with the opportunity to present and defend their solution to the
problem because they get to share their ideas in front of the entire class. They will be
able to state why they would have handled particular scenarios in a responsible manner.
They can use their posters to defend their answer and they can give reasons behind why
they chose certain pictures to represent responsibility. This activity requires students
collaboration. Students must work in groups to first define responsibility. They then must
figure out how they will represent responsibility on a poster board which will require that
they talk to one another so they are on the same page with the definition.
We will know that they've learned what I wanted them to learn if they have an
accurate portrayal of responsibility in their poster boards. The poster boards will be good
because it allows students the freedom to decide how they want and how they see
responsibility. Students can show creativity in this activity while also demonstrating their
knowledge.

Assessment Rubric:
 Excellent Good Average Poor Very Poor
(4) (3) (2) (1) (0)

Participation Student Students Student Student does Student never

participated volunteer sometimes not often pay participated in
heavily in the and ask good volunteers/ask attention or discussion/
poster and in questions s questions volunteer poster
class related to and pays
discussions class attention
and pay
attention

Understanding Student Student has Student Student No attempt was

demonstrates considerable demonstrates demonstrates made to
in-depth Understandin limited little understand
understanding g Understanding understanding
of topic

Creativity in Work Work Work Work Work not

skit exceptionally generally somewhat occasionally unique or
unique, unique, unique and unique or detailed
detailed, and detailed, and detailed detailed
interesting interesting

Collaboration Student Students Students Students Student did not

communicate listened and joined group joined group work with any
d and tried to and presented but did no peers
engaged with engage with little communicatin
his/her peers others communicatio g
n

Chatterpix Rubric:

Good (3) Average (2) Poor (1)

Creativity Topic is original and Only 1 or 2 other 4 or plus students

chatterpix is people used the used the same
decorated same solution solution and
chatterpix was not
decorated
Clearity Student was Student used The solution in the
enthusiastic, clear, unnecessary chatterpix was
and concise with language in their undefinable.
their solution chatterpix making
their solution
unclear

Length At least 45 seconds 30 seconds 20 seconds or less

long no more than
60 seconds

Resources / Artifacts:

● Script for role play(hook)-Molly

● Questions Worksheet
https://docs.google.com/document/d/1bn7TRovgijuaG5ZlKEPK9syKNf3QOLKQkB
Q0-C5XxS0/edit?usp=sharing - Devin
● Rubric- Devin
● https://docs.google.com/document/d/11NdtvI6Qm_esTm-
axphHS3V497MT4LsFxlBIKNRZErQ/edit?usp=sharing Scenarios for students to
analyze-Emily
● Chatterpix that students create on their solution-
https://docs.google.com/document/d/15-
UvfhwE0FcCn0SLzrv7b9gHHBDWgfcwP9GC8mavQRA/edit?usp=sharing - kelli
● Directions and Rubric for chatterpix - Molly
● Worksheet for creating story for students who have difficulty with writing: Kelli
● PowerPoint for Vocabulary:
https://docs.google.com/presentation/d/1SRrLLHn2JpVpCdfB1ZhN391KFKnUqbWk
QUxvtCZMbzQ/edit?usp=sharing Emily

Differentiation:

This section should describe how you could to differentiate your lesson for learners with
diverse needs. Some ideas would be to offer differentiated solutions for English
Language Learners, students with mobility challenges, students on the autism spectrum,
students with emotional or behavioral challenges, students with auditory or visual
impairments, gifted students, etc. You should address

1. Differentiation for ability levels

● Students who are low ability learners may not completely understand the
vocabulary words or they may have trouble remembering what each term means
and how to apply it to our lesson. In order to accommodate for this, we could write
the vocabulary words on the board or on a separate piece of paper to give to
each group. For high ability learners, we could have them pair up with low ability
learners when they make a poster for different scenarios so that they can help
each other out.

2. Differentiation for demographics

● Gender, race, culture, and/or sexual identity-For students of a different race,
gender or sexually identity, we would make sure the students within their group
were making them feel comfortable and important in the group. We would
observe their behavior during the lesson and make sure they are feeling
comfortable during their peer interaction.

3. Differentiation for languages

● ESL, EFL, ENL- For students who don’t speak fluent English, have a hearing
impairment, etc. we will make sure these students have a clear understanding of
what they’re supposed to do. We would check in frequently to make sure they are
understanding the game well and give them extra attention while they are
problem solving within their groups. Also, they could display their knowledge by
writing their answer on a whiteboard.

4. Differentiation for access & resources

● Computers, Internet connection, and/or Wifi access: If the wifi isn’t working or if
there is no internet connection, we could pull up the PowerPoint, Chatterpix, etc.
on our own personal devices. We could also print out the scenarios instead so that
students can have a hard copy available to them.

Anticipated Difficulties:
We anticipate that not all students will equally participate in making a poster. In order to
eliminate this difficulty, we could potentially assign each student in the group a task. For
example, person 1 could be the writer, person 2 could be the collector of the materials,
person 3 could be the person who speaks out to the class and explains their group’s
poster. This way, all students have an equal chance to participate and they can all
actively be engaged.

Reference
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