Design Topic _Good Citizenship__________ Subject(s) __Social Studies__ Grade(s) _Kindergarten__ Designer(s) ____Maria Recinos______

STAGE 1 – DESIRED RESULTS

Unit Title: ___Good Citizen________________

Established Goals: (Copy & Paste Standards here)

K.1 Students understand that being a good citizen involves acting in certain ways.
1. Follow rules, such as sharing and taking turns, and know the consequences of breaking them.
2. Learn examples of honesty, courage, determination, individual responsibility, and patriotism
in American and world history from stories and folklore.

Understandings: Students will understand that… Essential Questions (2-5 max):

• Student will understand that we can use our gifts • How can we help our community?
and talents to help others in our community. • Who are the good citizen that helps your
community?
• Why do we have rules?

Knowledge:
Students will know:
• Student will know that making good choices on
the playground, in the classroom, and at home
such as sharing and taking turns will be
characteristics of a good citizen.
Skills:
Students will be able to:
• Identify [daily trait] of a good citizen.
• Identify [daily model] of good citizenship.
• Connect being a good citizen in the classroom to
being a good citizen in the community.

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks (Think about G. R. A. S. P. Other Evidence (e.g., texts, quizzes, prompts,
S.): work samples, observations, self-assessments,
Goal: Your goal is to have an opportunity to talk reflections):
to Goldilocks over the phone. Work Samples:
 Picture-Perfect Citizen: Students will
Role: You are a police officer at a local police identify pictures that shows actions of good
station searching for bad citizens. citizenship by circulating them and
crossing out the pictures that show actions
Audience: Your target audience is Goldilocks. of bad citizenship.
 Rules for a Happy Day: I’m a Good
Situation: Your challenge involves dealing with Citizen: Students will look at the choices
Goldilocks that has not showed traits of being a the children are making in the pictures and
1
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic _Good Citizenship__________ Subject(s) __Social Studies__ Grade(s) _Kindergarten__ Designer(s) ____Maria Recinos______

good citizen to the three little bears.
Product, Performance and Purpose: You have
been ask to talk to Goldilocks over the telephone
and give her 2 reasons why she not being a good
citizen to the 3 little bears and 2 ways how she can
correct her behavior.
Standards and Criteria for Success: Remember
to speak clearly and loud enough so that
Goldilocks can follow and understand directions.
glue a happy face if the choice is good or a
sad face if the choice is bad.
 I’m a Good Citizen: Students will draw a
picture of a citizen making a good choice
and orally explaining their drawing.
Observations:
 During the activities the teacher will
monitor the students and assess their
comprehension of the topic and provide
support to those students that are
struggling. The teacher will also observe
students responses during discussion and
partner sharing.

Self- Assessment:
 In the middle of the unit, the student will
take a self-assessment to assess their
citizenship in the classroom. The student
will assess if they are making good or bad
choices during class time. The teacher will
read the questions to the student and they
will color their response.

Key Criteria (e.g., rubric for Performance Task):

See Attachment

STAGE 3 – LEARNING PLAN

Summary of Learning Activities (Think about WHERETO):

 Introduced the unit by reading a book called “Good Citizen”. Then, the class will identify traits
of a good citizen using a circle map.
 Students will learn about rules and consequences they must follow to be a good citizen. Read
aloud: No, David! Then, the student will create a craft of David and add one rule they felt it was
important to them.
 The teacher will project a video: “The Rules of the classroom”. After, the students will work in
partners to develop one new rule they will like to incorporate to the classroom rules. Then, the
students will share their responses as a whole class.
 The teacher will project a video: “I can make good choices”. Then, the students will work in
partners on a worksheet “Picture-Perfect Citizen” and identify pictures that shows actions of
good citizenship by circulating them.
2
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic _Good Citizenship__________ Subject(s) __Social Studies__ Grade(s) _Kindergarten__ Designer(s) ____Maria Recinos______

 The teacher will read aloud: “David goes to School”. Then, the students will discuss with their
elbow partner what bad choices David did. After, the students will draw a picture of a citizen
making a good choice rather than a bad choice and orally explain their drawing to a partner.
 After reading the story of “Little Red and the Very Hungry Lion” and scaffolding the word rule
using a circle map. The student will receive pictures of the lion action and sort them into two
categories. The two categories should be a good choice or a bad choice. Then, students will work
independently as they sort the pictures of the lion action. In the end, the students will pair-shared
with their elbow partner their answers.
 After reading the story of “Goldilocks and the Three Little Bears”, student will receive a white
piece of paper and they will create a painting that express a rule they to follow with their
families. Students will choose the colors and shapes they want to use in their painting. Then,
students will work independently as they create their painting and then they will pair-shared with
their elbow partner their painting.
 The student will take a self-assessment to assess their citizenship in the classroom. The student
will assess if they are making good or bad choices during class time. The teacher will read the
questions to the student and they will color their response.
 The class will watch a clip from Sesame Street that shows students the importance of being
honest. Then the students will need to create a scenario that shows honesty.
 Students will learn about being a good citizen in their community. Read aloud: “What If
Everybody Did That?” Then, the student will create a craft to show ways they can be a good
citizen in their own community.
 The students will have a guest speaker come to the class. A local Sheriff Officer will talk to the
class about the importance of being a good citizen to the community. He would share how
people need to be honest and respectful to their peers.
 After the visit from the local Sheriff Officer the students will draw a thank note to him
expressing their gratitude of being a good citizen to the community.
 The students will recall the bad choices Goldilocks did to the three little bears. The teacher will
inform the students that they have been hired by the local police to search for bad citizen.
Therefore, they need to find Goldilocks and have a conversation about her actions.
 Students will brainstorm the 2 reasons why she not being a good citizen to the 3 little bears and 2
ways how she can correct her behavior. Then, the students will pair-share their answer and take
turns being the police officer and having the conversation with Goldilocks.
 The students will be assess in the performance task and teacher will remind the students to speak
clearly and loud enough so that Goldilocks can follow and understand directions.

3
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic _Good Citizenship__________ Subject(s) __Social Studies__ Grade(s) _Kindergarten__ Designer(s) ____Maria Recinos______
Stage 3--Learning Matrix
Monday
Introduced the unit by
Week 1 reading a book called
“Good Citizen”. Then,
the class will identify
traits of a good citizen
using a circle map.
The teacher will project
Week 2 a video: “I can make
good choices”. Then,
the students will work
in partners on a
worksheet “Picture-
Perfect Citizen” and
identify pictures that
shows actions of good
citizenship by
circulating them.
After reading the story
Week 3 of “Goldilocks and the
Three Little Bears”,
student will receive a
white piece of paper
and they will create a
painting that express a
rule they to follow with
their families. Students
will choose the colors
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Wednesday
Students will learn
about rules and
consequences they must
follow to be a good
citizen. Read aloud: No,
David! Then, the
student will create a
craft of David and add
one rule they felt it was
important to them.
The teacher will read
aloud: “David goes to
School”. Then, the
students will discuss
with their elbow partner
what bad choices David
did. After, the students
will draw a picture of a
citizen making a good
choice rather than a bad
choice and orally
explain their drawing to
a partner.
The student will take a
self-assessment to
assess their citizenship
in the classroom. The
student will assess if
they are making good
or bad choices during
class time. The teacher
will read the questions
to the student and they
Friday
The teacher will project
a video: “The Rules of
the classroom”. After,
the students will work
in partners to develop
one new rule they will
like to incorporate to
the classroom rules.
Then, the students will
share their responses as
a whole class.
After reading the story
of “Little Red and the
Very Hungry Lion” and
scaffolding the word
rule using a circle map.
The student will receive
pictures of the lion
action and sort them
into two categories. The
two categories should
be a good choice or a
bad choice. Then,
students will work
independently as they
sort the pictures of the
lion action. In the end,
the students will pair-
shared with their elbow
partner their answers.
The class will watch a
clip from Sesame Street
that shows students the
importance of being
honest. Then the
students will need to
create a scenario that
shows honesty.
4
Design Topic _Good Citizenship__________ Subject(s) __Social Studies__ Grade(s) _Kindergarten__ Designer(s) ____Maria Recinos______
and shapes they want to
use in their painting.
Then, students will
work independently as
they create their
painting and then they
will pair-shared with
their elbow partner their
painting.
Students will learn
Week 4 about being a good
citizen in their
community. Read
aloud: What If
Everybody Did That?
Then, the student will
create a craft to show
ways they can be a
good citizen in their
own community.
The students will recall
Week 5 the bad choices
Goldilocks did to the
three little bears. The
teacher will inform the
students that they have
been hired by the local
police to search for bad
citizen. Therefore, they
need to find Goldilocks
and have a conversation
about her actions.
Performance Task
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
will color their
response.
The students will have a
guest speaker come to
the class. A local
Sheriff Officer will talk
to the class about the
importance of being a
good citizen to the
community. He would
share how people need
to be honest and
respectful to their peers.
Students will
brainstorm the 2
reasons why she not
being a good citizen to
the 3 little bears and 2
ways how she can
correct her behavior.
Then, the students will
pair-share their answer
and take turns being the
police officer and
having the conversation
with Goldilocks.
Performance Task
After the visit from the
local Sheriff Officer the
students will draw a
thank note to him
expressing their
gratitude of being a
good citizen to the
community.
The students will be
assess in the
performance task and
teacher will remind the
students to speak
clearly and loud enough
so that Goldilocks can
follow and understand
directions.
Performance Task
5