Lesson Plan #4

Grade: 1st Grade Social Studies Strand: Civics

Submitted By: Deavon Hinebauch

EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell

Lesson Plan #4 - Civics

submitted by: Deavon Hinebauch

B. Summary of the Lesson Plan: This social studies lesson is designed for 1st grade students to learn about the importance of classroom and school rules. This lesson uses the Houghton Mifflin Social Studies textbook School and Family (p. 230-231). C. Basic Information: Grade Level: 1st Grade Time to Complete this Lesson: 50 minutes Groupings: whole group for introduction, reading, and data sheet; small group for acting out scenarios, creating a law, and discussion; independent for ticket out the door.

D. Materials: Houghton Mifflin 1st Grade Social Studies Book: School and Family (p. 230-231)- one for each student One Data Sheet-Service Learning Strategy-to be filled out as a class Smart board and one poster board Writing utensils

Objectives: o NV State Social Studies Standards o C13.1.1 Identify and follow classroom and school rules that guide behavior and resolve conflicts. I can create and follow classroom and school rules (laws) that guide my behavior and resolve conflicts.

Student-Friendly Standards

E. Vocabulary Law- Community Rule Government-Group of people chosen to make laws

F. Procedure: 1. Introduction

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

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Lesson Plan #4 - Civics

submitted by: Deavon Hinebauch

Create a bubble map on the board that says, Why do we need rules? Ask students to discuss in small groups and then share. Write responses in the bubble map. Go over vocabulary with students Inform students that they will be researching and creating some classroom rules or laws together.

2. As a class, read p. 230-231, relating laws and government to the classroom. Students will act as the government to create the laws of the classroom-reference definitions. 3. Display some examples of rules for students to view (rules at home, school rules, rules in the library, etc.) 4. Have students in small groups (3-4 students) act out scenarios in which one student is disrespected by the behavior of another (provide the behavior: stealing, being disruptive, etc.). Model this explicitly for students first. 5. Ask each group to provide a classroom law that they as the government should create to prevent these scenarios from happening and write them on a poster board. 6. Incorporating Service Learning (strategy 10)-Fill out the Service Learning Data Sheet as a class and devise other ways to help each other learn and implement respect and rapport in the classroom, add these laws to the poster board. Hang the laws somewhere in the class when finished for students to continually access and review. G. Assessment: What will you use to measure student understanding? Ticket out the door will help assess individual student understanding. This lesson will require plenty of observational assessment of whole group, small groups, and individual participation. I will put a check mark next to all students who I notice actively participating in the lesson, and make a note of those that do not to address later. Explain how you will know students understand the concepts from the lesson. Students must create and follow classroom and school rules by creating one classroom law in small groups, as well as any added during discussion of how to implement respect and rapport. Ticket out the door will assess individual understanding of concepts. H. Closure: Ticket out the door: Which do you think is the most important law we created today? Why do you think it is the most important?

I.

Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The easiest will be the introduction and vocabulary relationship to the classroom. As well as discussing rules in which students are already familiar. 2. Which part will be most challenging for you to teach?

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

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Lesson Plan #4 - Civics

submitted by: Deavon Hinebauch

The most challenging will be to work with students in small groups in acting out the different scenarios. This will require strong classroom management, scaffolding, and explicit modeling. 3. How will you follow up or extend this lesson? I can extend the lesson by having students write a small paragraph about why it is important to have rules. 4. What can you do for students who do not grasp the concepts? I would work with the students more one-on-one and describe various scenarios of how I, the teacher, have felt when another person was disobeying a rule or law, and then help them relate this to their own lives. Then scaffold through guided questioning to help students reach appropriate responses of why it is important to have rules (student safety, class norms, etc.) 5. Which part of the lesson, if any, do you think might need to change? The acting out scenarios may need to be changed, maybe showing a video instead. I would like students up and moving around, but time and individual students will have to be considered. 6. When you were writing this lesson plan, what was the most difficult part? Integrating a language-arts strategy that closely matched my objective and standard for the lesson. 7. Explain the strategy from Integrating Language Arts & Social Studies that you included in this lesson plan. I included an incorporating service learning strategy for this lesson. This strategy matched well with my lesson because service learning is an important method of preparing students to be citizens who take responsibility for others and contribute to betterment of society. At a first grade level, this is only taught in relation to the classroom and school, but still teaches students about service to others and how to address issues. An effective way to do this is to have students identify issues and create solutions.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

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