ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Rachel Jung Date: 11/5

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Grade Level: 1 Subject/ Topic: Social Studies / the use of power without authority
Approx. time spent planning this lesson: 2hours *The template will expand as text is added.*
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: a good citizen respects people without authority in school.
Brief Context: students will be able to differentiate the use of power with and without authority.
Prerequisite Knowledge/Skills: Students are able to identify authority figures 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 which situation is use of 1. have students holding up red strip if they think it
power with or without authority is a use of power with authority and green strip if
2. be able to apply it to self by acting the situation it is a use of power without authority
out 2. having students develop a role-play for each
scenario

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. (Include full standard.)
Instructional Resources: definitions for power and authority, T-chart, green and red paper

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- provide vivid example of scenarios with pictures
On-level- different level of questions for discussion
High-level- role-play for the scenarios

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 discuss about the questions that would develop their understanding of the use of power with and
without authority
- students do the role-play for the scenarios
CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self- regulation, etc.)
Identify at least 2 ways you will gain whole group attention:
- one,two, three, eyes on me
- give me five
Strategies you intend to use to redirect individual students:
- non-verbal signal
- give different jobs to regain their attention (push-up on the wall, take a walk and come back)
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.
- Students sit with their table groups
- Definition/ t-chart on the smartboard
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
- Project the definitions of power and authority and discuss the terms as a whole class. Teacher Note: Be sure to
explain the relationship between the two words. Explain to students that authority and power are not the
same, when a person has authority they have the right to tell others what to do.
o Power – control over people or things
o Authority – the right to control people and things in certain situations
Development: [It may help to number your steps with corresponding times.]
- Discussion: pose the following questions
o Who has authority at school? Who has authority in our community?
- Use a T-Chart and work as a whole class to list authority figures in the school and in the community.
- Pose the following question for discussion: What do all of these people have in common? Teacher Note:
Lead students to the understanding that the people in authority have the power to make and enforce rules.
- Explain to students that sometimes people use power without authority.
- Pose the following questions for discussion: Can you think of examples of people using power without the
authority? What about older students or siblings? What about bullies?
- Power with or without authority activity
o Explain to students that you will read a scenario and they will hold up red if they think the person in
the story used power without authority and green if the person in the story used power with authority.
Scenarios:
o Your parents ask you to take out the trash as part of your chores. (green)
o The principal makes an announcement that all students must come to school in dress code. (green)
o One of your friends tells you that you have to give them your lunch money because they want it and
they are bigger than you. (red)
o Your teacher tells you that you must turn in your homework tomorrow morning. (green)
o A student in an older class comes up to you and tell you they are getting in front of you for the bus
line. (red)
o A friend tells you a something bad about another student in your class and tells you to tell other
people. (red)
Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
- Review each scenario with the students by having them do the role-play
DOMAIN #4: PROFESSIONAL RESPONSIBILITIES
EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your efforts as a professional.
I have attended staff meetings and lower elementary faculty meetings. I graded the summative assessment for the
previous lesson to indicate the students’ needs.
REFLECTION AFTER TEACHING THE LESSON:
I think this lesson went pretty well because students were able to figure out the power without authority. They talked
about how bullying affects their emotions and how it prevents them from being a good citizen. They showed their
understanding by making the role-play and participating the activity without any struggle. If I were to teach this lesson
again, I would give out different scenarios for the role-play and have every student a chance to act out. Due to the
short amount of time given to this lesson, only few students were able to participate with the role-play.