Core Assignment

ABSTRACT
A Special education, Social Studies Unit about

RULES IN OUR important rules we follow in our homes, schools and
communities.
Crawford, Erin
HOMES, LLT 321
SCHOOLS AND
COMMUNITIES
Social Studies Lesson
1
Table of Contents
Introduction .................................................................................................................................................. 3
Grade/Subject Area................................................................................................................................... 3
Title ........................................................................................................................................................... 3
Alignments ................................................................................................................................................ 3
PDESAS Standards ................................................................................................................................. 3
ITSE Standards (for students) ................................................................................................................ 3
Objectives ................................................................................................................................................. 3
Duration .................................................................................................................................................... 3
Daily Lesson Plans and Procedures ............................................................................................................... 4
Day One..................................................................................................................................................... 4
Topic ...................................................................................................................................................... 4
Standards .............................................................................................................................................. 4
Objectives.............................................................................................................................................. 4
Duration ................................................................................................................................................ 4
Materials ............................................................................................................................................... 4
Instructional Procedures ....................................................................................................................... 4
Rationale ............................................................................................................................................... 5
Day Two .................................................................................................................................................... 7
Topic ...................................................................................................................................................... 7
Standards .............................................................................................................................................. 7
Objectives.............................................................................................................................................. 7
Duration ................................................................................................................................................ 7
Materials ............................................................................................................................................... 7
Instructional Procedures ....................................................................................................................... 7
Rationale ............................................................................................................................................... 9
Day Three ................................................................................................................................................ 10
Topic .................................................................................................................................................... 10
Standards ............................................................................................................................................ 10
Objectives............................................................................................................................................ 10
Duration .............................................................................................................................................. 10
Materials ............................................................................................................................................. 10
Erin Crawford LLT 321 Section 030 Monday, December 31, 2018
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Instructional Procedures ..................................................................................................................... 10

Rationale ............................................................................................................................................. 12
Day Four .................................................................................................................................................. 13
Topic .................................................................................................................................................... 13
Standards ............................................................................................................................................ 13
Objectives............................................................................................................................................ 13
Duration .............................................................................................................................................. 13
Materials ............................................................................................................................................. 13
Rationale ............................................................................................................................................. 15
Day Five ................................................................................................................................................... 16
Topic .................................................................................................................................................... 16
Standards ............................................................................................................................................ 16
Objectives............................................................................................................................................ 16
Duration .............................................................................................................................................. 16
Materials ............................................................................................................................................. 16
Rationale ............................................................................................................................................. 17
Attachments................................................................................................................................................ 18
Booklet .................................................................................................................................................... 18
Community Safety Sign PowerPoint – Day 2 .......................................................................................... 19
Safety Sign Cut Out Page for Booklet Entry – Day 2 ............................................................................... 20
Writing Response Template – Day 5 ....................................................................................................... 21
Written Response Rubric – Day 5 ........................................................................................................... 22
Reflection .................................................................................................................................................... 23
References .................................................................................................................................................. 25
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Introduction
In this unit, students will learn about different rules we follow in different environments, the
home, school and community. The unit will begin by defining what a rule/law is and understanding why
they are created. Each environment will be taught on its own day and we will focus on the important
rules and laws we follow within those environments. The goal of the lesson is for students to understand
that there are rules that need to be followed in the world around them and that these rules are
important and made for a reason.
Grade/Subject Area
Special Education Grades 5-8/Social Studies
Title
Rules in our Homes, Schools and Communities
Alignments
PDESAS Standards
Standard - 5.1.5.A - Understand the rule of law in protecting property rights, individual rights and the
common good.
ITSE Standards (for students)

3d - Students build knowledge by actively exploring real-world issues and problems, developing ideas
and theories and pursuing answers and solutions.
Objectives
Students will be able to:
1. Explain what a law/rule is.

2. Identify rules we follow in the home, school and community environments.
3. Match an image of a safety sign from the community to its meaning.
4. Appropriately react to scenarios presented in class.
5. Write about one environments rules/laws accurately with corresponding facts and picture if
appropriate to the student.
Duration
Five Day Unit: Lessons 50-60 Minutes Each in Length
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Daily Lesson Plans and Procedures

Day One
Topic
What is a Law/Rule?
Standards
PDESAS Standard - 5.1.5.A - Understand the rule of law in protecting property rights, individual rights
and the common good.
ITSE Standard - 3d - Students build knowledge by actively exploring real-world issues and problems,
developing ideas and theories and pursuing answers and solutions.
Objectives

Duration
50 minutes
Materials
 Smart Board- showing the video, internet
 White board
 White board markers
 Video - https://app.discoveryeducation.com/learn/videos/aff2fbe8-c39c-43ab-a851-
d7a3c426c565/
 Booklet
 Writing Utensils
Instructional Procedures
Introduction
 The teacher will begin the lesson by asking introducing the game Simon Says. As a class, play the
game Simon Says before diving into the lesson. After about ten commands of Simon Says, ask
the students what they found to be difficult in the game and anything they had to do to make
sure they did not mess up. (10 minutes)
o Talk about paying attention to the commands given and talk about how you needed to
listen for the specific words “Simon Says” if you were to do the task.
 After the class discussion, ask the students what they had to follow in order to play the game.
The answer should be rules. They had to follow rules in order to play the game and play it
correctly. Rules are something that you follow in order to keep you and others safe. Write the
definition on the board. (4 minutes)
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 Tell the students that rules are important and they are all around the world around us. We
follow rules in every part of our lives. Ask the students for some places they may follow rules. (2
minutes)
o Possibly Answers: School, Home, Community (different places in the community).
Development
 Tell the students that we have rules everywhere we go and sometimes those rules can be
known as laws. A law is a rule that everyone in a community must follow or obey. Write the
definition on the board. (2 minutes)
 Ask the students if they know of any laws that we need to follow. (3 minutes)
o Possible answers: speed limit and stealing
 Know that we have talked about what a rule/law is and some different examples for each we are
going to watch a quick video about these rules. The video title is, The Importance of Rules. (6
minutes)
o https://app.discoveryeducation.com/learn/videos/aff2fbe8-c39c-43ab-a851-
d7a3c426c565/
 Review the video with the students. (5 minutes)
o The video starts out with two people playing a game and there is a disagreement.
Another person comes in to help them look over the rules and explains to them why
rules are important. It mentions laws/rules that are in different environments including
the home, school and community. It then discusses the history of laws and how
they were initially developed and why they are important to use today.
 Discuss how laws and rules help us stay safe. (4 minutes)
 Review with the students the different environments we have rules and laws in and tell them
that we are going to be focusing on rules in the community, homes and school for the week.
Write the three places on the board. (4 minutes)
Closure
 Have the students write down the three places in which we are discussing this week and the
definition of a law and rule on their booklet. (See the end of this document for the booklet
attachment.) (10 minutes)
Rationale
Day one will be spent introducing the idea of what a law and a rule are. We will look at the
different environments we follow rules in and discuss why they are important to have. The video was
chosen to reinforce the different locations we follow rules and the definition of a law. Since this is a
Special education setting, providing a visual to help spark their imaginations will help develop the
classroom conversations fuller and to assist it in having more meaning. I think it is of great importance
to take the day to introduce the students to the overall topic of the week and begin the week with a
solid foundation of knowledge. Starting out with the main idea of the week and truly focusing on the
topic of law/rule as a whole without any other distracters will help them understand the information to
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come in the days following day one. Keeping the lesson concise and interactive will keep the students
attention and help them feel like they know the information better.
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Day Two
Topic
Laws and Rules in our Community
Standards
Objectives

Duration
50 minutes
Materials
 PowerPoint
 Smart Board- PowerPoint
 Booklet
 Writing Utensil
 Safety Sign Cut Out Page
Introduction (10 minutes)
 Laws in our community are laws that everyone needs to follow. These are important rules that
our police help make sure people follow. These rules are important to keep us safe and keep our
communities running nicely.
 Can anyone name some laws that our police help to reinforce in our community?
o Driving rules, stealing, hurting, etc.
 Say, “Now we are going to play a quick game. I am going to show you some safety signs that are
tied to rules or laws, we follow in our community and I am going to see if you know them. When
a picture comes up, raise your hand before telling me the answer. Ready, let’s play!”
o Safety Sign PowerPoint is attached at the end of the document
Development
 Say, “You guys did a great job with those signs and now we are going to talk even more about
them. Let’s look at the first sign. A stop sign.”
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 Ask the students, “When you see a stop sign what is it telling you to do? What are you doing
when you are supposed to follow a stop sign?” Allow for student discussion.
o Answers: When you are driving, you are supposed to listen to stop signs and they mean
to stop driving when you come to one.
 Ask the students, “Why are stop signs important for our community?”
o Answer: They keep people say while driving and help cause less accidents because they
tell people to look both ways and wait before driving any farther.
 Ask, “Do you think stopping at a stop sign is considered a law we need to follow?”
o Answer: Yes
 Say, “Yes it is a law because it keeps us safe while driving.”
 Say, “Now let’s look at the next sign, a speed limit sign. This sign also helps us when we are
driving. Why do you think these signs are important for drivers?”
o Answer: They are important for drivers because it tells them what a safe speed to be
driving on the road is.
 Ask the students, “Have you ever seen a speed limit sign before? They are all over our
community because they help to keep us safe. Do you think following the speed limit is a law we
need to follow?”
o Answer: Yes
 Say, “What is our next sign, does anyone know? Yes, it is the do not enter sign. When we see
this sign, what is it telling us to do?”
o Answer: To not go into a specific place.
 Say, “When you see this sign you are supposed to listen to the sign and not go into the specific
place for a reason, what may some of those reasons be?”
o Answers: To keep us safe from an area or we are not allowed into the area
 Say, “This sign is a law that we need to follow to keep us safe and out of trouble.”
 Say, “Our next sign is the pedestrian crossing sign. Does anyone know what pedestrian means?”
o Answer: People
 Say, “Yes, people. When we see a pedestrian crossing sign, it means it is a place for people to
cross a street. This sign helps two types of people, people who need to walk across a street and
drivers. Why might this sign help drivers?”
o Answer: This sign might help drivers because it warns them to look out for people
crossing the street.
 Say, “This sign is super important for people in the community because it keeps them safe.”
 Say, “What is our last sign? Yes, a do not walk sign. What does this sign tell us?”
o Answer: It tells us to not walk across at a point at this time and we need to wait until the
sign tells us we can walk across the street.”
 Say, “This sign is super important for people in our community to follow because if we cross the
street when this sign is showing, we could get hit by a car. We need to follow this sign to keep us
safe in our community.”(25 minutes for above content)
 Say, “Now we are going to work on matching our community signs to their meaning. In your
booklet, there are definitions of each of these safety signs. You are going to get pictures of these
safety signs to cut out and match to the definition. You can glue them in and then check with an
adult.” (10 minutes)
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Closure
 Review the booklet answers and tell the students that tomorrow they are going to be learning
about laws and rules we follow in school. (5 minutes)
Rationale
Day two will be spent introducing different laws we follow in our community based off safety
signs. The introduction includes a safety sign guessing game because it introduces the students to the
topic of conversation before actually diving deeper into the content. A game is a great way to introduce
and review information with students because it will hook them into the content and help create an
interest for them in the content. This will also show the students that they may have seen some signs
that create laws, out in their communities before. This lesson is important to this unit because it
introduces very important content that involves the student’s safety. The game and number of safety
signs are short and few which will benefit this classroom setting and its students well. The students in a
Special education setting are going to have shorter attention spans and focusing on a lower number of
signs and keeping the lesson interactive will help with the long-term understanding of the material.
Understanding different safety signs is important for a student to understand for their safety.in
everyday life. This will help them develop independence in their community settings.
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Day Three
Topic
Laws and Rules in School
Standards
ITSE Standard - 3d – Students build knowledge by actively exploring real-world issues and problems,
Objectives

Duration
50 minutes
Materials
 White board
 Booklets
 Begin by asking, “Can anyone tell me what we talked about yesterday?”

o Answer: Community Laws and Safety Signs
 Say, “Yes, we did talk about rules in our communities. Does anyone remember some of the
safety signs and laws we talked about, you can look back in your booklets if needed?”
o Answer: Stop signs, speed limit sign, do not enter sign, pedestrian walking sign, and do
not walk sign (5 minutes)
 Then say, “Can anyone tell me what one of our classroom rules are?”
o Provide time for students to answer and write each rule on the white board.
1. Follow directions when given
2. Keep hands and feet to self
3. Respect others
4. Be safe
5. Do my best work
 Say, “Thank you for telling me our classroom rules. Can anyone tell me why we have our
classroom rules?”
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o Example Answer: We have rules in our classroom to keep others and ourselves safe and
to create a positive learning environment.
Development
 “Thank you guys for answering. Today we are going to be talking about rules, kind of like laws,
that we follow in school. Rules are super important in schools and classrooms because they help
keep us safe and help us to learn. Without rules our classrooms would be completely different.”
 Say, “We are going to do a little activity. I want you to pretend that we have no classroom rules.
What would happen if we did not have the rule, follow directions when given?”
o Allow time for student response
 “Now imagine what would happen if we did not have the rule, keep hands and feet to self, what
could happen? Would we always be safe?”
 “Now imagine what would happen if we did not have the rule, respect others. I am thinking that
maybe the nicest things would not be said all of the time and our actions would maybe not be as
nice to our classmates, what do you think?”
 “Our next rule is, be safe. This is a very important rule because it keeps our bodies safe and
keeps our classroom and comfortable place to be. What might happen if we did not have this
rule? Imaging when you get mad.”
 “Our last rule is do you best work. What would happen to our grades and how you work if we
did not have this classroom expectation?”
o Allow time for student response (15 minutes)
 Say, “Without all of these rules our classroom would be completely different. Our classroom
would not be a safe place physically or even mentally, meaning how you feel about our
classroom. You might not be comfortable in the classroom if you are worried about someone
hitting or kicking you and you would lose focus on your schoolwork.”
 Say, “What are some ways you would feel about not having some of these rules in our
classroom?”
 Say, “Would you miss the rules?”
o Allow time for student response (8 minutes)
 Say, “Rules are super important in school because they keep us safe, help us learn and help us
all get along. We need rules in our classrooms to help them run smoothly, just like we need rules
and laws in our communities. Now, I want you to take out your booklets and on the next page I
want you to write our five classroom rules.” (8 minutes)
Closure
 Review the booklet answers and tell the students that tomorrow they are going to be learning
about laws and rules we follow in our homes. (4 minutes)
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Rationale
Day three will be spent reviewing our classroom rules and introducing the idea of why these
rules are important to our classroom setting. The introduction includes a brief review of our classroom
rules. This recall of rules will help the students understand what is being discussed for the day. From the
list of rules, the students will be able to build on and develop an understanding of why these rules are in
place. We will only be focusing on our classroom rules because they are most prevalent to our students
and the list is not extensive which is best for this classroom setting. Discussing what they classroom
would be like without rules and how it would make them feel if the classroom was not a safe place,
makes the lesson personal to the students and therefore more relatable for them. The main part of the
lesson is completed in a discussion format because it will keep the students involved and present in the
conversation. Keeping the students involved in the conversation creates a more powerful connection to
the content of discussion. Keeping the lesson shorter and more relatable to the Special education
students will help keep their attention for longer.
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Day Four
Topic
Laws and Rules in our Homes
Standards
Objectives

Duration
50 minutes
Materials
 White board
 Booklets
 Colored Pencils
 Crayons
 Markers
 Begin by asking, “Can anyone tell me what we talked about yesterday?”

o Answer: School/Classroom Rules
 Say, “Yes, we did talk about our classroom rules. Can anyone tell us what our classroom rules
are?”
o Answer: Follow directions when given, keep hands and feet to self, respect others, be
safe and do my best work
 Say, “Thank you for helping us remember those rules. Now can anyone think of another place in
our lives that we have rules or laws to follow?”
o Answer: Our Houses
 Say, “One answer is our houses and that is the place we are going to be talking about today.
Does anyone have rules at their house they would like to share with the class?”
o Provide time for student response
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 Say, “Thank you for sharing those rules, we are going to quickly talk about some rules that are
kind of common in different houses before doing an activity.”
Development
 As you introduce the next four common household rules, write them on the whiteboard as
examples for the students to follow for their booklet entry at the end of the lesson.
 Say, “The first household rule we are going to talk about today is cleaning up after yourself. How
many of you are expected to pick up your toys after you are done playing or throwing away your
trash after having a snack?”
 Say, “Why do you think this is a common rule in people’s houses because I had this rule growing
up and it is in my house now too?”
o Allow for student response. Possible answer: our houses would become dirty, it builds
responsibility
 Say, “Yes, our houses would get too messy and if we never cleaned up our toys or threw away
our trash our house could become smelly and we would run out of room to walk if there were
toys everywhere. So it is super important to clean up after yourself.”
 Say, “Our next common rule is respecting your parents or whoever takes care of you at home.
Why do you think it is a good idea to respect and listen to these people in your lives?”
o Allow for student response. Possible answers: they take care of us so we should listen to
them, they help us and love us, they give us what we need so it is nice to listen to them,
they are adults and they know more than we do
 Say, “If we didn’t listen to these people in our lives we could get into trouble, not understand
how to do daily tasks like brushing our teeth and getting dressed because they taught us how to
do those things. If we do not listen to them, it may show them that we do not care about their
feelings and that is not a nice thing to do. Do any of you have this rule at your house?”
 Say, “Our next rule is doing your chores. This may not seem like a rule but it is. If you parents ask
us to do, our chores they are creating a list of things for us to follow and complete making them
rules. Not everyone will have the same chores but many people have chores they need to do at
their house. Do any of you have chores at home?”
 Say, “Our final household rule is telling the truth. What would happen if we never told the truth
at home?”
o Allow time to student response. Possible answers: nothing would get done the right
way, we would not respect the people in our house, it may make us feel upset when
someone lies to us
 Say, “It is important to tell the truth at home because the people in your houses are your family
and it is important to be honest with them with everything we do because if we do not, we may
create a house that is not a comfortable place for us to go.” (15 minutes)
 Say, “Now I want you to take out your booklets and turn to the page that says rules in your
house. On this page, I want you to draw a picture of yourself following a rule that is at your
house and write a sentence or two about the rule. You will have 15 to 20 minutes to complete
this. If you need any help, just raise your hand and ask an adult. You can use color in your
picture and write your sentences in complete sentence form. Go ahead.” (18 minutes)
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Conclusion
 Once everyone is done tell the students, “I want you to turn to your neighbor and show them
your drawing and tell them about your rule. You can read your sentence and if you want to tell
them anymore you can add on a little bit. Make sure both of you have time to share about your
rule.”
 Once the class is done sharing with their partners say, “Now you can put away your booklets
and tomorrow we will be looking back at all we have learned this week!” (7 minutes)
Rationale
Day four will be spent looking into different household rules and how they may differ from
house to house. We will look at why these rules are important how they our houses would be different if
we did not have these rules in place. The introduction makes this topic personal for the students by first
talking about rules they may have in their household. Making this topic personal and different for each
student will help them connect to the lesson and the lesson content, which is beneficial for their
longtime understanding of the topic. Allowing them to have time to be creative at the end of the lesson
with drawing themselves following a rule at their house will provide the students who like to express
themselves and their learning in the manner an opportunity to do so. This will also provide the students
with a different way to show the topic of each day in the booklet as opposed to listing, matching or
writing. This is the most personal booklet entry and I hope if gets students interested in the topic
through the personal aspect of their booklet creation. The class discussion portion of this lesson is kept
short and brief to keep the attention of the students in the Special education classroom and the drawing
time is kept longer so the students have enough time to brainstorm their rule, draw and color it, and
write about it. If a student would need extended time for this portion of the activity, the extra time will
be provided to them.
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Day Five
Topic
Review of Laws and Rules in Different Locations
Standards
Objectives

5. Write about one environments rules/laws accurately with corresponding facts and picture if
appropriate to the student.
Duration
60 minutes
Materials
 Kahoot Quiz - https://play.kahoot.it/#/k/7541c6cc-5162-4078-8629-c36219e50548
 Computers/IPads- playing the Kahoot quiz, internet
 Writing Template
 Booklet
Introduction
 Say, “Today we are going to review all we have been learning in the past four days about laws
and rules. We are going to do a Kahoot quiz. This quiz will help us review all of the material we
have learned this week.”
o https://play.kahoot.it/#/k/7541c6cc-5162-4078-8629-c36219e50548
o Have all students with their devices go to kahoot.it online
o Once all students are there, they type in the seven-digit number code (the game pin) to
enter into the game.
o They then create a nickname to be used as their player name then they are in the game
o Then click start and the quiz will begin
 Play the game with the students to review and monitor the students’ performance based off
their scores. Print out the scores at the end of the quiz to document how each student
performed. (20 minutes)
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Development
 Say, “Now that we have reviewed, each of you are going to pick one of the places we talked
about either the community, school or your home and write about the rules and laws for that
location. You need at least two laws or rules in your sentences and you can ask an adult for help
with spelling or writing if you need. After you are done writing, you will draw a picture of the
place you were talking about with one or more of your rules or laws in the picture. You will have
the rest of class to complete this assignment. You can use your booklets that we have been
creating all week to help you with this assignment. If you have any questions, please ask. You
may start!” (30 to 40 minutes)
o While students are working, walk around and monitor the students work. Assist
students where needed and for students with limited fine motor skills they can type the
paragraph or have someone scribe for them.
o If you see a student struggling to formulate their thoughts, assist them and help them
get started.
Conclusion
 Have the students hand in their assignment.

 Say, “Thank you guys for doing so well with this lesson this week. I hope you learned a lot about
rules and laws in our communities, schools and homes and why they are important in our lives.
If you have any questions about the week, you can ask any adult in the room.” (2 minutes)
Rationale
Day five will be spent reviewing the week’s content. This review is important for these students
because it helps bring it all together to create a bigger picture. The day will start with a review game on
Kahoot. A game is a great way to review information with students because it will hook them into the
review. While participating in game students become more involved because they want to win and in
order to win they need to pay attention to the material to answer correctly. This is a great way to get
students more involved in their learning. The written response portion of the lesson is a more personal
response to the students learning because they get to decide the topic of their response. The reason for
providing a computer or scribe for some students during this response is due to the need of developed
fine motor skills. If a student does not have a high level of these skills, this task may become frustrating
for them even if they know the material and what they would like to say. Providing simple
accommodations for students such as this are incredibly important for their learning and their learning
environment. Another example of an accommodation I may include for this assignment would be extra
time. Overall, this assignment should be enjoyable for the students since they are able to make the
response more personal based of their interest of the week. This lesson serves as a wrap up for the
week’s lesson but the topic is left open if any students have questions. Allowing students to ask
questions will promote academic growth and independent learning, both important skills for students to
learn in a Special education setting.
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Attachments
Booklet
 The booklet document will be included with the submission of this assignment, separate from
this document. The pictures below show a printed copy of the booklet. It will show how all of
the pages will come together since the booklet document is in a different order to achieve the
booklet format printed.
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Community Safety Sign PowerPoint – Day 2

This is a screenshot of all of the slides on the PowerPoint document. This image is here to represent the
document. The actual PowerPoint document will be submitted with this document for proper viewing.
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Safety Sign Cut Out Page for Booklet Entry – Day 2
Safety Sign Cut Out Page
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Writing Response Template – Day 5

Name: __________________________________ Date: _____________________
Laws and Rules Writing Response
Place: _________________________________________
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Written Response Rubric – Day 5

Written Response Rubric
Criteria Plus or Minus

Chose a Location
Included 2 or more laws or rules from their
location.
Drew a corresponding picture to their location
and its laws/rules.
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Reflection
When creating a lesson and introducing your students to technology it is important to not only,
introduce them to the technology itself but also the safety precautions that they need to follow when
using the technology. The Children’s Internet Protection Act is an important aspect of this protection.
This act made it so that internet use on school properties have filters that remove harmful content. This
is a great tool to use to protect your students at school but then it is important to talk to your students
about safety precautions they need to take at home, a place without as many filters. Discussing with
your students the importance of internet safety is important for their emotional and mental wellbeing.
An idea to pose to Special education students, the field I hope to teach in, is to provide website
suggestions to both the students and their parents. Provide the families with a list of great websites that
are safe and educational for their child and this can help promote that internet safety. Talking with the
families and students about setting website and internet limitations is a great way to protect the
student’s young minds and to keep them safe from any inappropriate or harmful content on the
internet.
Another important legal consideration to make when using technology is copyright. As
educators and for our students it is important to make sure we do not copyright not only people’s words
but images as well. Many times, people google a topic and take an image without a citation creating
plagiarism. As teachers, it is important to model for you students the importance of not copyrighting
others work. As educators there have been acts put into place to help us be able to use different
materials in our educational content. The TEACH act allows educators to use copyrighted material for
certain specific purposes such as in a video or presentation for a class. This act allows us to use materials
similarly to fair use. In fair use, in the educational setting, the material you want to use has to pass
through a short “test”. When using fair use you may use a portion of the content, you want to
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implement in your lesson. This is important to implement in our classrooms so we are not plagiarizing
others work for the benefit of our students without it passing through these acts.
Finally, in all of this and in every lesson there should be accommodations for exceptional
learners. In my desired field, Special education, our lessons consist of accommodations and
modifications for our students to meet their IEP goal and nay other needs they may have.
Accommodating students is very important for their educational growth. Without taking the needs of all
of your students into account, you may miss fully educating that child. In my lesson, specifically I took
into the account the amount of fine motor skills some of the activities may have. Providing students
with deficits in their fine motor skills with the opportunity to type their sentences or having someone
else scribe for them is an important accommodation for them so they can get their ideas out of their
head and onto paper. Other accommodations that could be made for students are including closed
captioning on videos for students with heading impairments and allowing students to take a minute or
so break to regroup and gain their focus again. Even though that student may miss a minutes worth of
information, they will gain more from the times in the lesson they are present. Allowing for flexibility in
your classroom is an important part to teaching and allowing for flexibility in your lessons for students
with exceptionalities only adds to its importance. Taking into account every learner you are coming into
contact with will help your lessons become better received by your students.
25
References
Clipart - High Quality, Easy to Use, Free Support. (n.d.). Retrieved December 8, 2018, from
https://openclipart.org/
Digital Textbooks and Educational Resources. (2018). Retrieved December 8, 2018, from
http://www.discoveryeducation.com/
Standards Aligned System. (2018). Retrieved December 8, 2018, from http://pdesas.org/
Pixabay · Stunning Free Images. (2018). Retrieved December 8, 2018, from https://pixabay.com/en/

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ABSTRACT

A Special education, Social Studies Unit about

Instructional Procedures ..................................................................................................................... 10

ITSE Standards (for students)

1. Explain what a law/rule is.

Daily Lesson Plans and Procedures

1. Explain what a law/rule is.

1. Explain what a law/rule is.

1. Explain what a law/rule is.

 Begin by asking, “Can anyone tell me what we talked about yesterday?”

1. Explain what a law/rule is.

 Begin by asking, “Can anyone tell me what we talked about yesterday?”

1. Explain what a law/rule is.

 Have the students hand in their assignment.

Community Safety Sign PowerPoint – Day 2

Safety Sign Cut Out Page for Booklet Entry – Day 2

Safety Sign Cut Out Page

Writing Response Template – Day 5

Written Response Rubric – Day 5

Criteria Plus or Minus

Another important legal consideration to make when using technology is copyright. As

Standards Aligned System. (2018). Retrieved December 8, 2018, from http://pdesas.org/

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