ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Rachel Jung Date: 10/26

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Grade Level: 1 Subject/ Topic: Social Studies/ being a good citizen
Approx. time spent planning this lesson: 3 hours
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: How do good citizens follow rules? How do good readers answer questions about key
details in a text?
Brief Context: students will be able to identify that good citizens follow rules at school, at home, and at community.
Prerequisite Knowledge/Skills: students are able to identify their cultures and distinguish similarities and differences in
the classroom.
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learner will: I will assess learning by:
1. Be able to read a book about being a good 1. Having students listen to the story and give
citizen and to answer the guided-reading thumbs-up or down if they heard the detail in the
questions for post-reading activity. story.
2. Be able to identify rules in the story. 2. Having students show the side of card with smiley
3. Be able to sort pictures of students following face if they hear the teacher saying the rule in the
rules and pictures of students not following story and the side of card with the sad face if they
rules. did not hear the rule in the story.
4. Be able to draw a picture and write about a rule 3. Having students sort pictures into appropriate
that is important to follow at school that we categories.
read in the text. 4. Having students think about the rules they have
read and draw a picture and write about a rule
that is important to follow at school that we read
in the text.
Standards Addressed in Lesson: (1.SS.11 Describe situations in which people act as good citizens and
demonstrate Catholic values and core democratic values.
Include full standard.)
Instructional Resources: pictures for sorting activity, video url for the book “being a good citizen”, song “sing the rules”
lyrics

Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation,
Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.

Allow for differentiated responses in the written product. Provide a paper with the sentence stem “A rule I follow at
school is ______”.

Low level- picture only with teacher transcription

On level- given the sentence stem, students complete the sentence and draw a picture accordingly.
High-level- encourage them to include a reason that they need to follow the rule at school in their writing.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building (Note any specific ways in which you plan to build or
strengthen relationships and community: student-student & teacher - student.]
 - Students make their own body motions that represent the classroom rules.
- Students identify the rules in the classroom.

CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self- regulation, etc.)

Identify at least 2 ways you will gain whole group attention:
- Swag tag
- One,two,three eyes on me
- Give me five (carpet)
Strategies you intend to use to redirect individual students:
- Non-verbal signal for C and P (students’ initials)
- Remind the classroom rules that students tend to forget (raise hands to speak)

CONTENT MANAGEMENT: Note procedures/routines that are expected or embedded.

- n/a

PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute to the learning.
- Smartboard for the story

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
- Sorting pictures (following rules vs. not following rules)
o Direct students’ attention to the sort chart paper. Point to the pictures that teacher already used to
pre-label the two columns. As teacher shows the pictures for each of the categories, write the
corresponding word next to it or have students guess the word. Scaffold student ability to do this by
making links to known words.
Development: [It may help to number your steps with corresponding times.]
- Introduce the book
o We are going to spend some time learning about being a good citizen. Today, we will be learning that
good citizens follow rules at school, home, and community. To do this we will read and listen to the book
about good citizens and how we can follow rules as good citizens. To understand this book, it is
important to think about rules that we have that help us become good citizens.
- Read the book “being a good citizen” by Adrian Vigliano (https://www.youtube.com/watch?v=lfivDGzngQ4)
o As listening to the book, stop at some pages and fill out the RULES web with the students. Teacher think
aloud and says “I just heard the detail that ____ is a rule we should follow at school. Give me a thumb up
if you heard that detail”. Have students give thumbs up if they heard that detail. Then teacher adds that
detail to the web.
- Singing the “sing the rules” song with the students (if time allows)
o I brought my listening ears to the class, I brought my listening ears to the class, I brought my
listening ears to the class, so we can have a super day
o Repeat verses with other rules (quiet voice, raising hand, watching eyes, walking feet, thinking
brain, etc.)

Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
- Assessment
o Students as a whole group identifies the classroom rule in our own classroom. Students come up with
body motions that signal different classroom rules and help them remind of the rules they need to follow
in the classroom.
DOMAIN #4: PROFESSIONAL RESPONSIBILITIES
EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your efforts as a professional.
- Came prepared with all the lesson materials
- Made sure that all students engaged in the discussion and the activity
- Differentiated the assessment
- Adjusted to different assessment for the sake of time and prosperous learning

REFLECTION AFTER TEACHING THE LESSON:

Due to the short amount of time, finishing everything in my lesson plan was not possible. However, all students were
engaged in the discussion about the book and identified different rules that they need to follow at school, home, and
community. Students were able to think of the importance of following the rules at school and to identify our own
classroom rules with verbal and physical expressions. The assessment for this lesson had to be changed and was done
on the next day during the morning meeting. The students identified the classroom rules and created physical motion
that expresses each rule in the classroom.