Kelly Swensen 2/12/20

Teachworthy Lesson Plan Template

Week of Date: Teacher: Grade: Content:
Feb 3 - Feb 7 Kelly Swensen First Social Studies
Categories Monday Tuesday Wednesday Thursday Friday
Objective TEKS: TEKS: TEKS: TEKS: TEKS:
(List TEKS aligned to the 1.11A 1.11A, 1.11B 1.11A, 1.11B 1.10A 1.11B
curriculum)

SMART Objective SMART Objective SMART Objective SMART Objective SMART Objective
After reviewing classroom rules,
After whole group discussion, students During the lesson, students will After whole group discussion, students After reading, Manners Mash-up,
students will choose one classroom
will classify each classroom rule: identify the positive and negative will work in smalll groups to describe 3 students will identify correct and
rule, illustrate themselves following it,
(maintain order, provide security, and consequences of each classroom classroom jobs and what they looked incorrect behavior in specific settings
and explain why the rule is important.
manage conflict) and add any rule by creating a consquence chart. like when well performed. (classroom, cafeteria, playground).
additional rules to complete the list.

Assessing/Rehearsing
(Planned project or assignment.
Must be aligned to objective).
Graphic organizer: Whole group Consequence chart Whole group After read-aloud,
students will complete
illustration with discussion each during whole group discussion to
caption of following classroom rule will brainstorm different T-chart drawing (in)
classroom rule and be classified into one jobs and their correct behaviors in
of three categories specific settings
its importance characteristics

-Graphic Organizer -David goes to -consequence chart -3 column job -Manner's Mash-up
Material Planning -No David! by David school by David description chart by Ted Arnold
Shannon Shannon -Computer for
-exit slip online game
- 3 items -Exit Slip
Retrieval/ Identify what a rule Review what Consequence Review types of Review classroom
Introduction is classification is jobs rules/consequences
• prior
(Activate Q knowledge)
posted in the
classroom

Relevance-Hook Announce three Pass around three Who am I? Charades - act out Break an obvious
(Capture their attention )
 Metaphors common statements items: ruler, Pass around 2 jobs for the class rule, ask students
 Analogies and ask students to thermometer, scale "tickets" for to guess (Cook, what the
identify what they breaking traffic rules Coach) consequence
are: rules. should be?
Essential Vocabulary Rule Rule, Purpose
(List words and mastery activities)
Consequence, rule, Job, responsibility, Choice, Manners,
responsibility, community, service responsibility
choice

-Read-aloud: No -Read-aloud: David -Introduce the - Whole group -Review

Routing-Direct discussion to classroom rules
David by David goes to School by consequence chart
Instruction/Guided Practice Shannon David Shannon brainstorm different and consequences
with resources -Whole group
-Whole group -Whole group discussion on why jobs and their -Assign students
(What are you going to DO and USE to
discussion: identify discussion: Identify everyone needs to characteristics their classroom job
teach your students?
rules that David did rules David did not follow rules - Role-play with a for next week.
Refer to Bloom’s Taxonomy to ensure
rigor. Modeling is essential: “I do, we not follow and follow and discuss partner performing Give time to
do”) Work Stations, Cooperative discuss the the importance of a classroom job practice
Learning Groups importance of each each rule. (paper monitor or -Read-aloud:
-Choral reading of -Define purpose and trash helper) well Manner's
classroom rule list introduce categories Mash-Up
-Small groups for classroom rule to
assigned rule to be sorted in whole
explain the group
importance of and
tell the class

Retaining-Independent -Graphic
-Small groups -Each table group - Graphic -Graphic
Practice with Resources Organizer:
(“You Do” Students demonstrate their decide one rule to will brainstorm 1 Organizer: Job organizer
class rule negative and 1 Chart
understanding) add/change based T-Chart: Illustrate
 Questioning positive Do's and Dont's
on homework
 Cause and Effect consequence of in various settings
 Table Walks breaking/following
Work Stations, Differentiated Small each classroom rule
Group Instruction at Teacher Table,
Technology Differentiated Lessons
1. What are rules? 1. Why do we have 1. Are each of 1. Why do we need 1. How do you
Re-Exposing-Check for 2. Why are rules rules? these classroom jobs? know when you
Understanding important? 2. What are the consequences fair? are being
2. What does it
(Helps you determine if your 3. Where do you different types of 2. What happens if impolite?
look like to perform 2. What is your
students are getting it. Use have rules? rules? someone breaks a
Blooms Taxonomy Question Stems
a job well? responsibility
3. Why do you rule? 3. What could you in the
to explore higher order thinking).
think rules should do to improve the classroom?
be fair? classroom 3. Why are
community? manners
important?

Reflection-Daily Students share Exit slip: Explain what Exit slip:

EXIT TICKET/Assessment what classroom Exit slip: Name one will happen if you (3 Exit Slip:
(At the conclusion of every lesson rule they think rule that keeps you Pick one job you What rule do you
broken rules: don't
they should complete an exit ticket is most safe at home. would like to do think is most
like strategy that prompts them to
turn in homework, talk
important and important to do well
answer a question or performing a out of turn, push next week and
why with in school?
operation targeting the big idea of partner.
someone on the explain why you
the lesson) playground) would be good at it.

Rehearsal-Homework Brainstorm one rule Students must review

(Extended learning and practice. Must you think should be and sign the rule list
be objective relevant while added or amended and consequence
demonstrative). to the classroom chart with a parent
rule list.
Rigor-Instructional
Resources

Notes:
 Bloom’s Taxonomy
Increase the rigor of your lesson by using ACTION WORDS in your objectives to ensure you are teaching at the HIGHEST LEVELS

Knowledge Comprehension Application Analysis Synthesis Evaluation

Count, Define, Conclude, Apply, Change, Analyze, Characterize, Compose, Construct, Appraise, Argue,
Describe, Draw, Find, Demonstrate, Discuss, Choose, Compute, Classify, Compare, Create, Design, Assess, Choose,
Identify, Label, List, Explain, Generalize, Dramatize, Interview, Contrast, Debate, Develop, Integrate, Conclude, Critic,
Match, Name, Quote, Identify, Illustrate, Prepare, Produce, Deduce, Diagram, Invent, Make, Decide, Evaluate,
Recall, Recite, Interpret, Paraphrase, Role-play, Select, Differentiate, Organize, Perform, Judge, Justify, Predict,
Sequence, Tell, Write Predict, Report, Show, Transfer, Use Discriminate, Plan, Produce, Prioritize, Prove,
Restate, Review, Distinguish, Examine, Propose, Rewrite Rank, Rate, Select
Summarize, Tell Outline, Relate,
Research, Separate