Lesson Plan #2: Collaboration
Grade: 1st
Social Studies Strand: Civics
Submitted By: Nicole Sheehan
Partner: Krista Varley
EDEL 453: Teaching Elementary School Social Science
Nevada State College – Spring 2014
Instructor: Karen Powell
Lesson Plan #2 - civics submitted by: Nicole
Sheehan
B. Summary of the Lesson Plan:
This Social Studies lesson is a lesson designed for 1 st grade students and focuses on
citizenship, particularly leaders and importance of rules following. . This lesson uses
the Houghton Mifflin Social Studies textbook “School and Family” (p.46-47).
C. Basic Information:
Grade Level: 1st
Time to Complete this Lesson: 40 Min
Groupings:
Whole group- discussion and compare/contrast chart
Small group – creating rule poster
Individual- journal work
D. Materials:
Student journal
Pencil
Houghton Mifflin Social Studies textbook “School and Family”
Poster/ poster supplies (color pencils, crayon, marker, etc.)
E. Objectives:
o NV State Social Studies Standards
C13.1.1 Identify and follow classroom and school rules that guide
behavior and resolve conflicts
o Student-Friendly Standards
Students will be able to explain why people make rules.
Students will be able to explain why it is important to follow rules.
F. Vocabulary Rule-something that tells you what to do.
Lead-to show the way.
Leader- someone who helps a group work well together.
Group-a few or many people that work together.
Rule- Something that tells people what they should do.
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor
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Lesson Plan #2 - civics submitted by: Nicole
Sheehan
G. Procedure:
1. We begin with a writing on the board “Why do rules help our class?” then follow
with instruction ‘list two rules you have at home’
2. As we read from the book, we will work together to fill out a compare and contrast
chart that compares and contrasts leaders at work and at home.
3. We will begin discussing the roles of a leader one of them being ‘making the rules’
we then will venture into a discussion about rules and even list rules from school
and from home individually in their student journals. After students will share with
each other examples they have written in their journal.
4. Students will be partnered up and each assigned a different rule they follow.
Students will create a poster with their assigned rule written on it. They can be
creative and design it however they choose to.
5. When finished the posters will be hung up on a “rules to follow” bulletin board.
6. Closure- I will go over all the rules with the class and ask key questions. Why do we
have rules? Who makes rules? Etc.
H. Assessment:
What will you use to measure student understanding?
The poster/sign will list the rule with correct spelling (only for words on the word
wall and mechanics) for some of the assessment. In addition to the grammatical
portion, the rule it self will be used as a quick assessment of understanding (did
they list a rule? Common rule? Everyone have the same rule? Etc..)
Student will turn in compare and contrast diagram that was filled out. (Was
everything in the right section?)
I will also go over their student journals at the end of the week which follow up the
daily questions.
Explain how you will know students understand the concepts from the
lesson.
Students will show an understanding of rules, why we have them, and who makes
rules by completing the worksheet, journal work, and the rule poster.
I. Closure:
I will have students verbally share one rule from home this rule will be the one they
will complete for their homework assignment. This activity is from one of the
‘lesson review’ activities on p.47.
J. Reflection:
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor
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Lesson Plan #2 - civics submitted by: Nicole
Sheehan
1. Which part of the lesson do you think will be the easiest for you to teach?
The easiest part of the lesson for me to go over with and teach students would be
during the comparing and contrasting between home and school. I feel students love
to share about their home life and getting to really understand the concept through it
will be much simpler because of that which makes it easy for them as well as myself.
2. Which part will be most challenging for you to teach?
I think getting students to work together and come up with one rule might be a
challenge because in the minor experience I have had with this grade level, I
have seen many students ‘argue about similar projects.
3. How will you follow up or extend this lesson?
I would enjoy having students come in the next day to a bell ringer activity
based on a rule they have followed in the past week and why they think it was a
rule. This will happen though verbal discussion prior to picking the most
common four and extending into listing who they feel may have made the rule.
4. What can you do for students who don’t grasp the concepts?
I can have students that don’t understand the concept work on a few (self
made) practice sheets at home as well as following along in class.
5. Which part of the lesson, if any, do you think might need to change?
I think our lesson was okay! I don’t feel it needs to be changed on a majority of
it. The wording for the assessment section is a little bit wordy but its definitely
curriculum based.
6. When you were writing this lesson plan, what was the most difficult part?
The most difficult part of this lesson plan was getting everything grade level
appropriate without losing out focus.
7. Describe your experience collaborating on this lesson plan.
I enjoyed working with my partner because we worked well as a team on what
portions that we felt strongest/most important point, fixing weak points and
even
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor
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