Lesson 2, Laws Rule

Disciplinary Unit: Lesson Plan Format

Student Name: Malory Brunett
I. General Information:
Grade Level:6th
Discipline: Social Studies/History
Unit Topic: How a Bill Becomes Law
Time Frame: 45 minutes, 2 class periods
Text: Congress by Suzanne Levert
Other Materials: Making a Law by Sarah De Capua, strips of
Laws, Laws Rule prompt sheet
II. Standards/Indicators
Maryland State Curriculum: Social Studies, Grade 6
Standard 1.0 Political Science
Students will understand the historical development and
current status of the fundamental concepts and processes of
authority, power, and influence, with particular emphasis on
democratic skills and attitudes necessary to become
responsible citizens.
Topic A. The Foundations and Function of Government
1. Examine the necessity and purpose of government in early
world history
Maryland Common Core State Curriculum: Writing in History/Social
Studies Grades 6-8
CCR Anchor Standard #2
Write informative/explanatory texts to examine and convey
complex ideas and information clearly and accurately through
the effective selection, organization, and analysis of content.
WHST.6-8.2

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Lesson 2, Laws Rule

Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or
technical processes
III. Lesson Objectives
Students will be able to,
1. Define what a law is and what purpose it serves in government
and society
2. Analyze differences between local, state, and federal laws
3. Understand how laws affect their daily life
IV. Procedures:
Introduction:
o I will begin by displaying several rules on the board. The
students will be given a few moments to read over them. The
rules will include things like You cannot hit your brother if he
takes your toy, and You may not litter on the side of the road.
I will ask the students what the differences are in the rules. I
will then explain that some of these rules are laws which will
begin our lesson.
Teaching/Activities:
Day 1 (Suggested timeline, subject to change)
1) After our rules vs. laws discussion, I will have the students meet
in whole group so I can read the first four sections of Making a
Law.
a. Before we begin reading, I will ask the students what
they think a law is. We will work as a class to conjure a
definition to refer to after reading.
b. If time allows, students can also provide input on what
they believe the difference between local, state, and
federal laws are.
c. After we read, we will revisit our definitions and make
any necessary changes.
2) When we have finished reading and discussing, the students
will then head back to their seats for an activity.
a. The students will be split into 3 groups. In 3 designated
areas, there will be a pile of laws. Each group will
spend 5 minutes in an area and will need to decide if
the laws are local, state, or federal laws.
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Lesson 2, Laws Rule

b. Groups will need to be quiet so other groups do not
hear their decisions! When a group decides what kind
of laws the pile is, they will need to be prepared to
defend their answer.
3) Once each group visits each pile, we will return to whole group
to discuss what they thought. Groups will need to defend their
answers using evidence from the text read earlier in the lesson.
4) We will review the 3 kinds of laws and revisit our definition of
what a law is. The students will then be given an activity to
begin.
a. Each student will be given a different law typed out.
This law will apply to their daily lives. They will need to
write about how this law affects them in their
community, in their state, and how it affects the
government.
b. The first step to be completed at the end of the group
activity. Students will read over their law and make
notes. They can denote a question they have, mark
something important about the law, etc. This can be
done to complete Day 1 of this lesson.
Day 2
1) We will begin by having students talk about some of the things
they marked about their law. As a class, we will try to answer
questions students had or offer advice on how a law affects
people at a certain level.
2) Students will then be given the opportunity to write the prompt.
This may be word processed or hand written.
a. Students must make sure to include their interpretation of
the law, how it affects them, their state, and the
government to receive full credit. There is no length limit.
A format will be provided (see attached).
Closure:
o When the students are finished writing about their law, they
will be given the choice to present their analysis to the class.
After students have presented, we will review as a group what a
law is, and how local, state, and federal differ. I will present the
class with a question and if they believe it is true, they will
stand. If false, they remain seated.
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Lesson 2, Laws Rule

VI. Evaluation/Assessment:
Assessment of Objectives:
o Informal observation will take place during the first group
activity.
o The essay prompt will be collected and given a score out of 5 for
a formative assessment. A 5 will be given if a student includes
all necessary components, and conveys how their law affects
each level of people discussed in class. A 3 will be given if the
student is missing 1-2 necessary components, and it is
somewhat difficult to understand their analysis. A 1 will be
given if the student fails to include 3 or more components and
does not complete the assignment.
(See prompt attached)

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Lesson 2, Laws Rule

Name: _____________
1. Read over your entire law. DO NOT MARK
ANYTHING THE FIRST TIME!
2. Take a look at your law again, and this time
make marks. Underline important information,
highlight questions you may have, how you
mark is up to you!
3. Ask Miss Brunett or your classmates any
questions you might have.
4. Time to write, here is the question:
What does a law mean to you? How does the law you
have been given affect you on a local, state, or federal
level?
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