Lesson Plan #2: Collaboration

Grade: 1st Social Studies Strand: Civics

Submitted By: Nicole Sheehan Partner: Krista Varley
EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell

Lesson Plan #2 - civics

submitted by: Nicole Sheehan

B. Summary of the Lesson Plan: This Social Studies lesson is a lesson designed for 1st grade students and focuses on citizenship, particularly leaders and importance of rules following. . This lesson uses the Houghton Mifflin Social Studies textbook School and Family (p.46-47). C. Basic Information: Grade Level: 1st Time to Complete this Lesson: 40 Min Groupings: Whole group- discussion and compare/contrast chart Small group creating rule poster Individual- journal work

D. Materials: Student journal Pencil Houghton Mifflin Social Studies textbook School and Family Poster/ poster supplies (color pencils, crayon, marker, etc.)

E. Objectives: o NV State Social Studies Standards o C13.1.1 Identify and follow classroom and school rules that guide behavior and resolve conflicts Students will be able to explain why people make rules. Students will be able to explain why it is important to follow rules.

Student-Friendly Standards

F. Vocabulary Rule-something that tells you what to do. Lead-to show the way. Leader- someone who helps a group work well together. Group-a few or many people that work together. Rule- Something that tells people what they should do.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 2

Lesson Plan #2 - civics

G. Procedure:

submitted by: Nicole Sheehan

1. We begin with a writing on the board Why do rules help our class? then follow with instruction list two rules you have at home 2. As we read from the book, we will work together to fill out a compare and contrast chart that compares and contrasts leaders at work and at home. 3. We will begin discussing the roles of a leader one of them being making the rules we then will venture into a discussion about rules and even list rules from school and from home individually in their student journals. After students will share with each other examples they have written in their journal. 4. Students will be partnered up and each assigned a different rule they follow. Students will create a poster with their assigned rule written on it. They can be creative and design it however they choose to. 5. When finished the posters will be hung up on a rules to follow bulletin board. 6. Closure- I will go over all the rules with the class and ask key questions. Why do we have rules? Who makes rules? Etc. H. Assessment: What will you use to measure student understanding? The poster/sign will list the rule with correct spelling (only for words on the word wall and mechanics) for some of the assessment. In addition to the grammatical portion, the rule it self will be used as a quick assessment of understanding (did they list a rule? Common rule? Everyone have the same rule? Etc..) Student will turn in compare and contrast diagram that was filled out. (Was everything in the right section?) I will also go over their student journals at the end of the week which follow up the daily questions. Explain how you will know students understand the concepts from the lesson. Students will show an understanding of rules, why we have them, and who makes rules by completing the worksheet, journal work, and the rule poster. I. Closure: I will have students verbally share one rule from home this rule will be the one they will complete for their homework assignment. This activity is from one of the lesson review activities on p.47.

J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach?
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 3

Lesson Plan #2 - civics

submitted by: Nicole Sheehan

The easiest part of the lesson for me to go over with and teach students would be during the comparing and contrasting between home and school. I feel students love to share about their home life and getting to really understand the concept through it will be much simpler because of that which makes it easy for them as well as myself. 2. Which part will be most challenging for you to teach? I think getting students to work together and come up with one rule might be a challenge because in the minor experience I have had with this grade level, I have seen many students argue about similar projects. 3. How will you follow up or extend this lesson? I would enjoy having students come in the next day to a bell ringer activity based on a rule they have followed in the past week and why they think it was a rule. This will happen though verbal discussion prior to picking the most common four and extending into listing who they feel may have made the rule. 4. What can you do for students who dont grasp the concepts? I can have students that dont understand the concept work on a few (self made) practice sheets at home as well as following along in class. 5. Which part of the lesson, if any, do you think might need to change? I think our lesson was okay! I dont feel it needs to be changed on a majority of it. The wording for the assessment section is a little bit wordy but its definitely curriculum based. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part of this lesson plan was getting everything grade level appropriate without losing out focus. 7. Describe your experience collaborating on this lesson plan. I enjoyed working with my partner because we worked well as a team on what portions that we felt strongest/most important point, fixing weak points and even

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 4