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Stellaluna teaches school citizenship in this lesson

Subject:

Social Studies  

Grades:

K, 1  

Title – Stellaluna and Social Studies
By – Natasha Pratt
Primary Subject – Social Studies
Secondary Subject – Language Arts
Grade Level – K-1

Teaching Strategy: Whole Group (class of 8)
Time Required: 30-60 minutes

I. Concepts

      To evaluate the responsibilities of citizens and exhibit behaviors that are part of responsible civic life in the school setting resulting in harmonious and socially satisfying relationships with others.

II. Behavioral Objectives

      With instruction, the student will be able to evaluate the responsibilities of citizens and exhibit behaviors that are part of responsible civic life in the school setting resulting in harmonious and socially satisfying relationships with others.

III. Alabama Course of Study

      Social Studies 1st (17)

      Evaluate the responsibilities of citizens.

      Social Studies K (7)

      Exhibit behaviors that are part of responsible civic life in the school setting resulting in harmonious and socially satisfying relationships with others.

IV. Materials

      A. The book Stellaluna / CD-ROM Stellaluna

      B. Stuffed Stellaluna

      C. Bat Fact cards (optional)

      D. Fruit smelling spray (optional)

V. Teaching/Learning Procedures

      A. Motivation

        1. Have the students participate in a sorting activity (true/false or fact/fiction) about bats with cards. The major focus of the sorting activity is about bats and how they interact with each other.

        2. Introduce the stuffed Stellaluna. Tell the children that Stellaluna is going to be watching for the students who are doing all the right things.

      B. Instructional Procedures

        1. Ask the children about what they learned about bats in the previous activity.

        2. Introduce the book,

Stellaluna

        .

        3. Read the book and use the scent when the mother bat “smells the ripe fruit.”

        4. When the story is complete. Ask questions about why Stellaluna acted the way she did when she was with the birds, and why she acted the way she did when she was with the bats.

        5. Let the students lead the discussion, but ask questions that will lead to the discovery that Stellaluna was acting as a responsible bird should. When the students bring out the point of Stellaluna not being a bird, but a bat, explain that Stellaluna was obeying the rules so she could live with her bird family.

        6. “Even though we may not like the rules, me need to obey them. Stellaluna wanted to sleep upside down, but she wanted to stay with her bird family. She did not like eating bugs, but she ate them anyway. It is our job, as students at Summerdale, to obey the rules.”

      C. Closure

        1. In their journals, the students will write about a time they have broken a rule and the aftermath. Then the student will write about how they could have done the right thing.

        2. When the student has completed their writing, they must illustrate their “story.”

VI. Evaluation

      A. The teacher will observe the students during the discussion on following the rules and why it is important.

      B. The teacher will ask questions to let the student discover what could have happened if Stellaluna did not follow the rules, and what happens when we do not follow the rules.

VII. Professional Reflection

      A. The children must be asked many questions to lead them into the direction of discovering the importance of rules.

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