ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Rachel Jung Date: 10/26

Grade Level: 1st Subject/ Topic: Social Studies/ the power with authority
Approx. time spent planning this lesson: 3 hours *The template will expand as text is
added.*
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: A good citizen respects authority.
Brief Context: students will be able to identify authority figures at home, school, and community.
Prerequisite Knowledge/Skills: students recognize that good citizens follow rules at home, school, and community
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 identify authority figures at home, 1. Having students sort the authority figures into
school, and community home, school, or community. (formative
2. Be able to recognize the roles for each assessment)
authority figure. 2. Having students work on the worksheet
(summative assessment)
3. Having students verbally explain what role each
authority figure takes at home, school, and
community.

Standards Addressed in Lesson: 1.SS.9 Give examples of the use of power with authority (i.e. principal or pastor
enforcing rules) and power without authority (i.e. types of bullying). Give examples of use of power with
authority/power without authority.

Instructional Resources: authority figures pictures, Guess who cards, worksheet

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.

- Low-level- one-on-one assistance, introduce words with pictures and examples

- on-level - modeling and follow-up
- High-level- work individually without teacher’s assistance

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 come up and sort out authority figure to each column: home, school, or community
- Students give example of roles that authority figures in their lives
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.
- Chart paper that everyone can see
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
- Trip of the Principal’s office and hear about her job at school
- Introduce the use of power with authority
o Introduce the definition of authority figure with a picture and words
Development: [It may help to number your steps with corresponding times.]
- Discussion
o Who are authority figures at your home? What are the roles they take?
o Who are authority figures at your school? What are their jobs?
- Sorting activity
o Teacher introduces authority figures at home, school, and community
o Students come up and sort out each figure into the place they belong
- Guess who?
o Students name an authority figure as the teacher gives a description of the authority figure’s role
o For example, teacher tells, “I am authority figure at school. I make sure that all students at school
follow the rules. Who am I?”.
o Students raise their hands to guess the authority figure.
Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
- Assessment
o Students identify an authority figure at home, school, and community.
o Students draw a picture of an authority figure and identify where the figure takes his or her role at.

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
- Attended faculty meetings to support the students in needs

REFLECTION AFTER TEACHING THE LESSON:

Students were able to successfully figure out different authority figures at home, school, and community. They were
all engaged and interested in identifying authority figures in their lives. If I were to teach this lesson again, I would
make sure that the trip of the principal’s office was arranged and possible for the students to visit.