Lesson Plan #1

Grade: 1 Social Studies Strand: textbook: School & Family; Leader & Rules
Submitted By: Sandra Montgomery
EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell

Lesson Plan #1 Leader & Rules B. Summary of the Lesson Plan:

submitted by: Sandra Montgomery

This lesson will do two things. First it will introduce the key vocabulary and what those terms mean. Lastly, is to read through text with those terms in them. C. Basic Information: Grade Level: 1st grade Time to Complete this Lesson: 45 50 minutes Groupings: Whole group

D. Materials: Houghton Mifflin Social Studies; School and Family Unit 1 Core lesson 3 pg. 44-47 Classroom rules and procedures; example attached. Paper pencil E. Objectives: o NV State Social Studies Standards C13.1.1 Identify and follow classroom and school rules that guide behavior and resolve conflicts. C13.1.2 Identify an individuals rights within the classroom. C13.1.3 Participate in class decision-making, i.e., individual responsibilities in the classroom and school.

o Student-Friendly Standards Vocabulary Leader: A person who leads others. Rules: A set of directions that tells us what to do. C13.1.1 I will know the classroom rules and follow them. C13.1.2 I will know what I can do in the classroom. C13.1.3 I can do what is asked of me.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 2

Lesson Plan #1 Leader & Rules F. Procedure: Italics are for instructions for the teacher only.

submitted by: Sandra Montgomery

1. Teacher and students will choral read together Houghton Mifflin Social Studies School and Family; Unit 1 Core Lesson 3 pg. 44-47 2. TW ask the students what they think a leader is. Refer to pg. 44 in the text. 3. TW have students draw a picture in their vocabulary journal of what a leader is. 4. TW ask the students to give an example who is a leader. If they dont mention it, ask the students if they think a teacher is a leader. 5. Ask the students what rules are. Refer to pg.45 in the text 6. TW ask students to list some rules 7. SW write in their vocabulary journal rule and then write one rule. 8. TW tell students that everybody has rules that they follow, from driving a car, a teacher has rules that they follow, and even students have rules to follow. 9. TW post the expectations of himself/herself as the teacher to do in the classroom and go over it. 10. TW as students to think of one rule they would like to have as a class and write it down on a piece of paper. Give them a minute or two to think and write it down. 11. SW give a rule they think the class should have. TW put it down if it is a reasonable rule. 12. TW write down the rules that he/she definitely want in the class. Students tend to follow the rules if they have a part in it and feel that they had a choice in it. 13. SW turn in their paper with the rules on them. G. Assessment: What will you use to measure student understanding?
Their vocabulary journals will be an informal testing to see if they were able to refer back to the book with the teacher in what the definitions were. The rule they wrote down, will let the teacher know if they know what a rule is by giving an example of a rule.

Explain how you will know students understand the concepts from the lesson. If they will be able to come up with examples of leaders and rules. H. Closure: TW then show how the class will have responsibilities and be a leader for those roles. Show the job chart and what each job is about. Tell each student that they will be switch around so they will have the opportunity to do each one.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 3

Lesson Plan #1 Leader & Rules I. Reflection:

submitted by: Sandra Montgomery

1. Which part of the lesson do you think will be the easiest for you to teach? I feel that this lesson will be pretty easy to teach without too much difficulty. 2. Which part will be most challenging for you to teach? I dont think that there would be anything challenging to teach in this. 3. How will you follow up or extend this lesson? I would extend this lesson into the community because teachers are not just leaders they are part of the community and how in the community there is a mayor which is the leader for the city. In the following lessons, I would have students discuss or do an activity that tells what their parent/guardian does and how they are a part of the community. 4. What can you do for students who dont grasp the concepts? If it is the majority of the class, I would go over it again with the whole class. I would refer to a wagon and ask how can this wagon move? It needs someone to move it or lead it in the direction we want it to go. 5. Which part of the lesson, if any, do you think might need to change? I dont think I would change anything to this lesson. 6. When you were writing this lesson plan, what was the most difficult part? Organizing the way I would like to present the lesson.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 4

Lesson Plan #1 Leader & Rules

submitted by: Sandra Montgomery

An example of what I would do as a teacher for rules and procedures.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 5

Lesson Plan #1 Leader & Rules

submitted by: Sandra Montgomery

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 6