Daily Lesson Plan

Teacher: Julie Guerrero Lesson Date: March 25, 2017

Subject: Elementary Education LDC/Unit Title:

CCSS/CLGs/SC Assessment Limits/Standards: (What are the skills being taught? Which Agenda: (What is the snapshot of my class flow?)
standards are being specifically addressed in this lesson?) Students will be able to understand the legal
CC.1.2: Reading informational text: Students read, understand, and respond to
informational text- with emphasis on comprehension, making connections among
responsibilities of being a teacher. They will also
ideas and between texts with focus on textual evidence. understand the legal rights of students and
parents.
Lesson Objective: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)
Be able to understand their legal responsibilities as educators. We will be reviewing court cases as references on the legal
issues at hand.

TIME INSTRUCTIONAL SEQUENCE FORMATIVE ASSESSMENT

Note: A variety of formative
assessments should be used at key
points throughout the lesson.
Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they enter the classroom?) Self-Evaluation
As students arrive into the classroom distribute handout. Students will need to write 5
10
items or questions that they think could be a legal or ethical issue in the U.S. Education
min system. An example question to start them off could be writing on the board, what
liability does a teacher have when a student gets hurt in their class?

Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that should be tapped? Is there Discussion- Intro
vocabulary that must be cleared? Is there brainstorming that student need to complete before the lesson begins?)
5 Engage conversation from the questions or items that were previously written. Go over
min
what a Tort is. (A tort is a wrongful act leading to a civil liability.)
Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge], Power Point- Lecture
shared reading, shared writing, discussion, writing process.)
Go over Power Point. Refer to court cases as examples in class.
Station v. Travelers Insurance Co. A student was burned in a school
gym that was converted to a science lab temporarily. The teacher in
charge left some documents in the classroom and left the gym students
unattended with gas burners. When the teacher left the room some of
the students tried to fix the burner that went out and ended up pouring
alcohol on a match. The student that was injured ended up dying. Stahl
v. Cocolico School District a student used a garbage dumpster to go on
the roof to retrieve a ball that had been thrown. While on the roof the
20 child fell through a skylight. There was a teacher on the playground
min
supervising the students at the time that the dumpster was located next
to the roof where the student gained access to the roof. The student
died from their injuries. Explain the indicators of abuse using the book
page 231. Review copyright laws and do’s and don’ts for teachers.
Briefly review legal rights of students and parents. Focus on Tinker v.
Des Moines Community School District where 3 students were denied
their 1st amendment right because they were told to remove their black
armbands that they wore to represent a silent protest against the
Vietnam war. The court found the students protected and could not be
punished for using a band in a silent protest. This did not cause a
disruption in the school. Karr v. Schmidt resulted in the U.S. courts
 having the Burden of supervising the length of hair that students should
wear.

Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student or teacher-led collaboration, student Open Discussion
conferencing, re-teaching or intervention, writing process)
5-10 Review chapter 7. Go over any questions or comments. Discuss the
min lesson to make sure everyone has a good idea of the ethical and legal
issues in U.S. Education.
Independent Practice: (individual practice, discussion, writing process.) Comprehension of Law
10 Students will choose one of the cases that were discussed in the Power
min Point. Write one paragraph on how you feel something could have
been done differently to avoid falling under the tort law liability.
Evaluate Understanding/Assessment: (How will I know if students have achieved today’s objective?) Kahoot
Students will play a quick game with 10 questions to be answered with
5 their cell phones. This game is called Kahoot, and will be the way the
min class is assessed that they have learned the basis of the lesson. The
person who scores the most points will receive a prize.
Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective and connect the lesson to the unit?) Conclusion
After completing the Kahoot will be time to make sure the class is
5 comfortable with the material reviewed. Quickly review the Legal
min
Responsibilities that are required to be a good teacher. Final time for
questions before moving on.
Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all learners?)
There will be lecture, interactive learning, group discussion, and real-
life situations, along with written activities.

Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?)

There have been many cases of ethical or legal issues that have went to the Supreme Court and
after researching these cases, I see there are many areas that teachers can improve their
supervising of pupils in school. I used oyez.org for my research into the individual cases. Materials
needed: Computer, Smartboard, Cell Phones, prize.
Notes: All cases were researched on oyez.org. Books used: Becoming a Teacher 9th edition by Forrest W. Parkway. Handout:
nea.org/home/30442.htm

Structure Strategies Included in the City School/ Model of Highly Effective Literacy Instruction
Whole Group -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Questioning the Author (QtA) -Question-Answer-Relationships (QAR)
-Text annotation -Think aloud -Think/Pair/Share
Guided -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Literature Circles -Questioning the Author (QtA)
Practice/Small group -Question-Answer-Relationships (QAR) -Reading conferences -Reciprocal teaching
-Strategy groups -Text annotation -Think aloud
-Think/Pair/Share -Writing Conferences
Independent -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Literature Circles -Questioning the Author (QtA)
Practice -Question-Answer-Relationships (QAR) -Reading conferences -Reciprocal teaching
-Strategy groups -Text annotation -Think aloud
-Think/Pair/Share -Writing Conferences