CM Lesson Sharing Outline

Lesson Learning Goal

SWBAT define and engage the big ideas of global citizenship, by working in groups to analyze and
reflect what global citizenship means for themself, and create a reflection paragraph.

Text (if applicable)

Global Citizenship in the Classroom: A guide for teachers, Oxfam (handout)
5 notecards of big ideas in global citizenship
Handout:
https://docs.google.com/document/d/15FIrhhpRbsd43UCJbja0jbye8w3afCQKxxYnxb5Dw8M/edit?usp=
sharing
Key Bricks taught and practiced Key Mortar taught and practiced
I think...
Global Citizenship This relates to me because…
Global Education I noticed that…
Sustainable Development Goals (SDG) In order to…
Community This means….
Society This is important because…
Sustainable I/We can....
Interdependence I believe…
Issues ….is relevant because…
Social Justice The article states that…
Globalization ...is evidence of…
Politics I agree that….
Inclusive To take it a step further….
Culture Similarly…
I noticed that…
I found it interesting that ….

Activating/ Building Background Knowledge

How will the lesson be introduced? What are the opportunities to link to prior knowledge or build necessary background? What
explicit language instruction is needed to prepare students for the lesson task? What ​student talk routines​ are included?

Prior Knowledge:
Students went through global math stories, analysis/gallery walk of all 17 Sustainable Development
Goals, and reflective global education slides last semester.
Link:​ https://spark.adobe.com/page/jb9JnPsPJLifu/

Introduction of Lesson:
Review Global Citizenship formal definition from slides, provide one page document to personally
annotate and generate students understanding/ideas (write, think, pair, share)
Class share out-what do we recall from last semester, what new ideas or questions based on what is
and what isn’t global citizenship?
Discussion Cards-Build an Idea/Support Your Thinking-review cards as a tool, use language
frames/reframe student ideas in frames
 CM Lesson Sharing Outline
Learning the Material
How will students be engaged in learning the key material for this lesson? How will they be supported in comprehending any
reading? What additional explicit language instruction is needed? What ​student talk routines​ are included?

Students will be split into their groups of 3-4 and will be given 1 of 5 big idea of global citizenship card.
Each card discusses the big ideas of what entails global education and the Sustainable
Development Goals (SDGs) with 2 or 3 reflection questions. Students will use the talking sticks
using the discussion cards for guidance in sharing his/her own ideas about the big ideas, and
then do a second round to clarify or share another idea.
Students will engage with all 5 cards, and take notes to prepare and refer back to for their reflection
paragraph.

Closing the Lesson​ ​ (Lesson task)

How will students independently complete the lesson task? How will student reflect on their progress toward the lesson goal?

Students will write a reflection paragraph to close the lesson on defining the concept of global
citizenship.
Students will answer the following questions: Why is global citizenship/education important? What
does global citizenship mean to you? How can it be implemented by you? By the school? By
the community? By the world?

Sample Student Response:

Global Citizenship is relevant to me because it defines who are as a society. It is way to connect with the
world around us and reminds me of my role as a citizen to contribute to a sustainable and just society.
Being a global citizen is evidence of being mindful of the world around us, interconnect with others, and
understand different perspectives and cultures. It is important because we each play a part in making the
world better and we are each empowered to educate ourselves for the better of humanity. I believe we can
incorporate global citizenship in our school by being aware of different perspectives and actually follow
the golden rule: treat others the way you would like to be treated. I noticed that kindness and empathy are
human emotions we take for granted and we as a society are poor examples of those actions.

Lesson Note/Future Project:

Students will select one SDG they find most important and develop small steps to create change based
on the data of their surveys. Students will be doing a data analysis on their selected SDG and
create a survey to ask the community how the SDGs goals are being met in our
school/city/state/world. Students will be gathering their own data and use Statistical Measures to
share their data, along with data already gathered by the UN, and 3 articles of current practices to
meet the SDG.