SSE 4313 Lesson Plan Template Name: _____Kristen Houlihan ______

Grade Level Being Taught: 1st

Subject/Content: Social Studies

Group Size:
Whole Group

Lesson Content
Essential Question
What is the big, open-ended
question to be investigated
during the lesson?

Why do we have rules? What would it be like if we had no rules?

What Standards (national or

state) relate to this lesson?
You should include AT LEAST 3
standards:
SS
LAFS: Reading for Informational
Texts
LAFS: Writing or LAFS:
Speaking and Listening
Be sure to include the entire
standard, not just the number.

SS: SS.1.C.1.1 Explain the purpose of rules and laws in the school and community.
SS.1.C.1.2
Give examples of people who have the power and authority to make and enforce rules and
laws in the school and community.
SS.1.C.1.3
Give examples of the use of power without authority in the school and community.

What NCSS Theme relates to this

lesson? Be sure include the entire
theme, not just the number.

6: Power Authority and Governance

Objectives- What should students

know and be able to do after you
teach this lesson?
What will students know and be
able to do after this lesson?
Are your objectives
measurable? Can you assess
them?
Are your objectives aligned with
your standards? Are you

Students Will be able to:

LAFS (Writing/Speaking & Listening):

LAFS.1.RI.1.2
Identify the main topic and retell key details of a text
LAFS.1.RI.1.1
Ask and answer questions about key details in a text.

Determine who makes the rules

Examine what it would be like if we have no rules
Explain the purpose of laws

SSE 4313 Lesson Plan Template Name: _____Kristen Houlihan ______

Grade Level Being Taught: 1st
Subject/Content: Social Studies
assessing the standards?

Group Size:
Whole Group

SSE 4313 Lesson Plan Template Name: _____Kristen Houlihan ______

Grade Level Being Taught: 1st
Subject/Content: Social Studies

Lit Connection
Book must explicitly connect to
objectives.
Provide rubric and description
of text complexity.
Provide rationale for book
selection.

Group Size:
Whole Group

David Goes to School By: David Shannon

https://www.youtube.com/watch?v=ggDAaANhxOs
I chose this book because it introduces the idea of why we have rules in school.
The Kingdom with No Rules, No Laws, and No King
by Norman Stiles
I chose this book because it shows what a world would be like if it had no rules. I think that this would
lead to a great discussion about how people could get hurt if there were no rules in place, and why
everyone needs to be involved in making the rules and laws. This book introduces the idea of why we
need laws in society.
Text Complexity Rubric for both texts goes as follows:
Meaning: One level/layer of meaning; theme is obvious and revealed early in the text
Text Structure: Narration: Simple and conventional; no shifts in POV or perspective
Order of events: Strictly chronological
Use of graphics: if used, extensive illustrations that directly support and assist in interpreting the written
text
Language Features: Conventionality: explicit, literal, straightforward, easy to understand
Vocabulary: contemporary, familiar, conversational language
Sentence Structure: Mainly simple sentences
Knowledge Demands: Life Experiences: explores a single theme; experiences portrayed are every day and
common to most readers
Intertextuality and cultural knowledge: no references to other texts or cultural elements
Subject matter knowledge: requires only everyday content knowledge

Rationale
Address the following questions
reflecting on your readings over the
semester:

This lesson fits into a larger plan about government and teaching about our government here in the
United States.

SSE 4313 Lesson Plan Template Name: _____Kristen Houlihan ______

Grade Level Being Taught: 1st
Subject/Content: Social Studies
Where does this lesson fit
within a larger unit?
Why are you teaching it this
way? (What skills, values, or
beliefs do you hope your
teaching method will help
develop within students?)
Why is it important for
students to learn this concept?
What Content Knowledge is
necessary for a teacher to teach
this material?
What research have you
performed to properly teach the
material?
Provide specific resources:
books, articles, websites.
Cite them on your reference list,
including names of authors,
titles of books, articles,
websites, etc.
Evaluation Plan- How will you
know students have mastered
your objectives?
Address the following:
Describe in detail the formative
assessments you will use to
determine if students are
learning (with you) during this

Group Size:
Whole Group

I am teaching it this way because I feel as though it is easier for them to understand if they have a story to
relate it back to. I also think that this will allow them to come up with the importance of following rules,
instead of them just simply following them.
I think that it is important for students to learn this concept because students need to learn a basis of why
the government is in place.

Teacher needs to know appropriate ways to introduce this material per his/her grade level.
Research other teachers work and what worked in their individual classrooms to provide a basis on how
to teach this concept.

I will be conducting a classroom discussion both during the reading and afterwards. I will be taking
informal notes on what students might need further help when the summative evaluation comes around.
Students will be completing a graphic organizer that provides examples of rules and laws. I will be
collecting these as a formative assessment as well to see if the students are grasping the ideas of rules and
laws.
Summative: Students will pick one rule from the book: David Goes to School. They will then be drawing

SSE 4313 Lesson Plan Template Name: _____Kristen Houlihan ______

Grade Level Being Taught: 1st
Subject/Content: Social Studies
lesson.
Describe in detail the
summative assessment
(product) you will have
students complete to show their
understanding/learning, either
at the end of this lesson or in
upcoming lessons.
Are your assessments aligned
with your objectives?
You will attach all formative and
summative assessments that are
to be handed out to students.

Group Size:
Whole Group

an example of them following that rule. They will also be drawing an example of what it would look like if
no one followed that rule.

Lesson Implementation
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples
include inquiry-based, experiential
exercise, social studies skills
builder, visual discovery,
writing/reading for understanding,
Teach through Deliberation, Focus
In, Teach for Ideas, Teach for
Inquiry, Teach through Drama, etc.)
Explain why you selected this
method.

Writing/Reading for understanding. Teach through deliberation.

I think that classroom discussions can be a great way for many students to share their ideas. This will help
the class come up with a general consensus on what rules and laws are together.
I chose the writing/reading for understanding because the drawings that the students are doing will be a
great tool for showing if students are understanding the material.

SSE 4313 Lesson Plan Template Name: _____Kristen Houlihan ______

Grade Level Being Taught: 1st
Subject/Content: Social Studies

Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute
to carry out the lesson for you.)
Be sure to address the following:
What preview activity will you
use to open the lesson (make
personal connections, make
connections to previously
learned content, etc.)?
What Higher Order Thinking
(H.O.T.) questions will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students transition
between activities?
What will you as the teacher do?
What will the students do?

What student data

(formative assessment) will
be collected during each
phase? Why this data
(formative assessment)?

YOU MUST UPLOAD ANY

HANDOUTS,
MATERAILS/RESOURCES, ETC.
USED TO CANVAS.

Group Size:
Whole Group

Pass out graphic organizers

Open the class with the question: What is a rule?
Have the class discuss possible definitions, leading them to the general consensus of rules are things
we follow to keep us safe
Discuss with the class some different examples of rules. (Do a turn and talk).
Share some examples, model writing one example in the graphic organizer. Have the students
complete the rest of the graphic organizer on their own.
Ask Who makes rules? And have a class discussion on who makes the rules.
Preview Activity: Have the students share some rules that they do not like. When the students are
sharing make a list. Say, we are going to read a story about a boy who does a lot of things that are
against the rules just because he wants to. Let's see what happens...
Read the story David goes to school, stopping to ask comprehension questions
Throughout the story ask questions such as: What do we think is going to happen next? Why do you
think David is getting in trouble? Is he being safe? What could he do to keep himself safe?
After the story go back to the rules that the students do not like and discuss why they are important
Move on to the next graphic organizer.
Ask the class What is a law?
Have the class discuss possible definitions, leading them to a general definition of Laws are rules that
all people in a community must follow to keep them safe.
Discuss with the class some different examples of laws (Do a turn and talk)
Share some examples, model writing one example in the graphic organizer. Have the students
complete the rest of the graphic organizer on their own.
Ask Who makes the laws? have a class discussion on who makes laws
Ask the class What do you think it would be like if we had no rules or laws?
Read the story The Kingdom with No Rules, No Laws, and No King by Norman Stiles
Have the students complete the summative assessment, picking either a rule or law that they learned
about and drawing what it looks like when you follow it and when you do not follow it.
Pull small group if necessary.
Collect all materials.

SSE 4313 Lesson Plan Template Name: _____Kristen Houlihan ______

Grade Level Being Taught: 1st
Subject/Content: Social Studies

Group Size:
Whole Group

Extensions/Differentiation
What will you do if

a student struggles with the content?

If a student struggles with the content, I will have them work with a peer buddy. I will also either
work individually with the student or pull a small group during the summative assessment.
Keep in mind the student must master the standards you have outlined for the lesson.

What will you do if

a student masters the content quickly?

I will allow for the child choose more than one rule to choose and draw a picture of.
BE SPECIFIC! And consider how the modifications you provide extend the content.

SSE 4313 Lesson Plan Template Name: _____Kristen Houlihan ______

Grade Level Being Taught: 1st
Subject/Content: Social Studies

Reference List
Cite all books and authors,
website titles and links, articles
and authors, etc. on your
reference list.
Attach copies of all handouts
students will use, including any
formative and summative
assessments

The Kingdom with No Rules,

No Laws, and No King
by Norman Stiles
David Goes to School By: David Shannon
https://www.youtube.com/watch?v=ggDAaANhxOs
Example of Rules graphic organizer:

Group Size:
Whole Group

SSE 4313 Lesson Plan Template Name: _____Kristen Houlihan ______

Grade Level Being Taught: 1st
Subject/Content: Social Studies

Example of laws graphic organizer:

Group Size:
Whole Group

SSE 4313 Lesson Plan Template Name: _____Kristen Houlihan ______

Grade Level Being Taught: 1st
Subject/Content: Social Studies

Example of Summative:

Group Size:
Whole Group