5.++Story+Target+Focus+&+Instructional+Activity

__**Purpose**__

__**Fifth Grade Standards:**__ **Geographic Understandings SS5G1 The student will locate important places in the United States.** a. Locate important physical features; include the Grand Canyon, Salton Sea, Great Salt Lake, and Mojave Desert. **Government/Civic Understandings SS5CG1 The student will explain how a citizen’s rights are protected under the U.S. Constitution.** a. Explain the responsibilities of a citizen. b. Explain the freedoms granted and rights protected by the Bill of Rights. =Writing = The student writes clear, coherent text that develops a central idea or tells a story. The writing shows consideration of the audience and purpose. The student progresses through the stages of the writing process (e.g., prewriting, drafting, revising, and editing successive versions).

The student produces a persuasive essay that:
a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. b. States a clear position in support of a proposal. c. Supports a position with relevant evidence. d. Creates an organizing structure appropriate to a specific purpose, audience, and context. e. Addresses reader concerns. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14pt;">f. Excludes extraneous details and inappropriate information. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14pt;">g. Provides a sense of closure to the writing. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14pt;">h. Raises the level of language using appropriate strategies (word choice).

<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 18pt;">__**Target Audience:**__ <span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 14pt;">5th Grade Students

<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 18pt;">__**Theme and Objectives of the Project:**__ <span style="background-color: white; font-family: 'Comic Sans MS',cursive; font-size: 14pt;">Students will be making an information inquiry into what makes a good citizen, including the rights and responsibilities of citizens.

<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 18pt;">__**Instructional Activities:**__
 * <span style="background-color: #ffffff; font-family: 'Comic Sans MS',cursive; font-size: 16pt;">DAY 1: What is a citizen? How does someone become a citizen? **
 * <span style="background-color: white; font-family: 'Comic Sans MS',cursive; font-size: 14pt;">Students will view the digital story “My Home! America the Beautiful!” as an engagement building activity. The class will discuss the themes of this story, especially the concept of citizenship and being a “good citizen.”
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14pt;"> Students will learn how someone who was not born in the United States can become a U.S. citizen by visiting the website at [].
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14pt;">Students will complete a graphic organizer flow chart using to demonstrate the steps.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14pt;">In collaborative groups, students will complete the citizenship test, and research online any answers they do not answer correctly. (Several practice tests are offered.) []


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 16pt;">DAY 2: What are the rights of a citizen? **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14pt;">Students will get a copy of the Bill of Rights. They will read the document and underline any word they don’t know, creating a list on chart paper.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14pt;">A "kid-friendly version" of the Bill of Rights will then be passed out. Collaborative groups will read the kid friendly version, referring to the list of words to define the unknown words, using context clues and other information from their discussions.


 * <span style="background-color: #ffffff; font-family: 'Comic Sans MS',cursive; font-size: 16pt;">DAY 3: What are the responsibilities of a citizen? **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14pt;"> The students will go to the computer lab and visit the Good Citizen website at [|http://goodcitizen.org].
 * <span style="background-color: white; font-family: 'Comic Sans MS',cursive; font-size: 14pt;">Students will view the "Top 10 Most Important Citizen Actions" section and read the list.
 * <span style="background-color: white; font-family: 'Comic Sans MS',cursive; font-size: 14pt;">In collaborative groups students will discuss the list and choose the action that they feel is most important.
 * <span style="background-color: white; font-family: 'Comic Sans MS',cursive; font-size: 14pt;">They will write a paragraph stating why they feel the action is most important and share this with the larger group.
 * <span style="background-color: white; font-family: 'Comic Sans MS',cursive; font-size: 14pt;">The groups will then discuss the class’s choices and come up with their own Top 5 Most Important Citizen Actions list for young people and will make a poster using Microsoft Publisher listing their ideas.
 * <span style="background-color: white; font-family: 'Comic Sans MS',cursive; font-size: 14pt;">The posters will also be displayed on the "Good Citizen" wall.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 16pt;">**DAY 4 & 5: Assessment**
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14pt;">Students will select one of the Top 5 Most Important Citizen Actions and write a persuasive essay to convince others to take on this action.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14pt;">The essay will be graded using the attached rubric.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 16pt;">**Follow Up/Extension Activity** <span style="font-family: 'Comic Sans MS',cursive; font-size: 14pt;">America the Beautiful:
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14pt;">Students work in groups to create a travel brochure for an important and historical landmark in America.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14pt;">These brochures would include images as well as geographical and historical information about the location.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14pt;">Students may use the internet, personal experiences and photographs, or information gained from local tourist and visitor centers.

<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 18pt;">__**Assessment Strategies:**__