Subject: Social Studies

Grade Level: K
Course: Being a Good citizen
Unit: Being A Good Citizen
Lesson Title: BEING A GOOD CITIZEN: PROBLEMS
Created Date: 9/15/2019 11:15:22 AM
Last Modified: 9/15/2019 12:00:00 AM

Lesson Definition
Teacher: ALTHEA ALABANZAS
Main Standard Code: K.R.F.4
Main Standard: Read emergent-reader texts with purpose and understanding.
Main Lesson Objective
Learner / Behavior: Students will be able to identify problem and offer solutions for the problem
Student will be able to...
Mastery of Objective
Condition: from picture shown
(Context of Mastery)
Criteria: with 2 out of 3 correct responses.
(Level of Accuracy)

Lesson Detail

Instructional Modes

• Teacher - Directed Whole - Class Instruction

Behavior Check
Teacher will use "Simon says" game to check behavior
1. Sit Down
2. Quiet Mouth
3. Hands to yourself
4. Eyes on Teacher

Review
Review the Rules in the classroom
Think (stimulate interest)
Recite the nursery rhyme “Little Miss Muffet” to children.
Little Miss Muffet sat on a tuffet,
Eating her curds and whey;
Along came a spider,
Who sat down beside her
And frightened Miss Muffet away
Repeat the rhyme several times, encouraging children to join in. Then
ask them to identify Miss Muffet’s problem and tell how she solved it.
Write their ideas in a simple chart. Discuss other ways Miss Muffet could

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have solved the problem, such as making friends with the spider, asking
him nicely to leave, etc. Then have children look at Magazine pp. 8–9.
Have children point to the heading of this section and read it aloud.
Have children echo you.
Know (teach)
Use the following questions to help children identify and discuss
solutions for the problems illustrated.
• Explain Count the number of children in the first illustration on
Magazine p. 8. Then count the markers. What is the problem? There
are only three markers and four children. What is a good solution?
Possible responses: take turns with the markers, find another marker.
• Explain Guide children to point to the middle illustration. What
is the problem? Two people want to sit in the same chair. What
would you do in this situation? What is a good solution? Possible
responses: Take turns in the chair; find another chair; sit on the floor
instead.
• Explain Guide children to point to the top of Magazine p. 9. What
is the problem in this illustration? All but one child is ready to move
on to the next activity. What is a good solution? Possible responses:
Wait patiently for Carly to finish; suggest ideas to help her finish.
Turn and talk with a friend to discuss what you would do in this
situation. Invite partners to share their ideas with the class.
Show (check for understanding)
What could you do if there were four people at your
table who all needed to cut something and your table had only three
scissors? Possible responses: take turns with or share the scissors so one
person will have to wait until a pair of scissors is available; ask the teacher
for another pair of scissors; borrow a pair from another table

• Teacher - Directed Group

Have partners work together to solve a problem. Give the class a
problem to discuss such as: three games and their pieces got all mixed
up; it is cold outside and you forgot your hat and gloves; you and your
friend both want to look at the same book and there is only one copy
of it. Allow time for partners to discuss ways to solve their problem and
choose the best solution. Have partners share their solutions.

• Student - Directed Groups

Description:
Instructions to Students:
Group Goal (task/product):
Invite small groups of children to act out the situations on Magazine
pp. 8–9. Encourage them to think about what they would say and do in each
situation. Discuss how their actions will lead to better relationships with
others. Have them act out how they would solve each problem.
1. Group the class into 5.
2. Ask students to open page 8- 9 of the magazine.
3. Ask students to act out the situations.
4. Assist students
" Role Playing"

• Guided Practice
Minutes: 0
Critical Thinking Skills: Solve a Problem
Remind children of the problem-solving steps: 1. Identify the problem.
2. Think of ways to fix it. 3. Choose the best solution.

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Have children choose a problem from this list and follow the steps to
solve it:
At recess, a friend won’t let you slide down the slide.
At lunch, the person in front of you drops all of his food on the floor.
At home, your dog tore up the newspaper and made a mess.

• Independent Practice (Teacher Assigned, with Student Option)

Target (Student chooses one)
Activity 1:
Using worksheets.
Students will analyze the problem and make judgement for possible solutions to the
problem.
Students will encircle the picture that shows the best solution.

• Homework
Target Activity (instuctions to students)
Using a diagram.
Draw a problem and the possible solution to a problem.
 Includes an assignment that engages the family. (i.e., student interviews a parent, shares and discusses work or
topic from the day, completes a worksheet with a parent)

Resources / Materials and Technology

Technology Integration
(what and how):
Learn more about what to do when there’s a problem by asking the
following questions.
FIND A VIDEO ABOUT CHILDREN PLAYING IN THE PLAYGROUND
What to Do When There’s a Problem
• On the Playground What could you do when a friend is
unhappy and not playing by the rules? Possible response: I could
talk to my friend and encourage him/her to play by the rules. How can
the children work together to fix the problem? Possible responses:
They can talk to the friend; they can agree to change the rules; they
can play a different game.

Accommodations and Modifications

Accommodations: Extend Think Time
Repeating questions/directions
Speaking slowing
Model instructions
Modifications
Accelerated: Tell children the story of “Jack and the Beanstalk” or read aloud the book
Jack and the Beanstalk by Paul Galdone. Ask them to identify the problem
Jack had, what he did about it, and whether they think it was a good
solution. Children can also discuss the problems and decisions made by
Goldilocks in “Goldilocks and the Three Bears.” One humorous retelling of
this classic folktale can be found in Three Bears by Paul Galdone.
Pre-requisite: For Learners with Disabilities
To help children focus during a group discussion, agree on a simple
gesture, such as nodding three times or giving a thumbs-up, for children to
use when they agree with another child’s point during a discussion. Before
the discussion, remind children about the gesture. Model the gesture
when you agree with something someone adds to the discussion.

Personalization Strategies
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Strategy: Close Reading
Describe the personalization strategy (including Instructional Modes where it is applied)
Students are to analyze closely the situation and scenario presented.

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