EDEL453 Spring2014 JessicaJONES Daniel-marieLEBEL LP-2

Lesson Plan #2: CollaborationGrade: 1st GradeSocial Studies Strand: Citizenship

Submitted By: Jessica JonesPartner: Daniel-Marie Lebel

EDEL 453: Teaching Elementary School Social ScienceNevada State College – Spring 2014Instructor: Karen Powell

Lesson Plan #2 - Citizenship submitted by: Jessica Jones | Daniel-Marie Lebel

B. Summary of the Lesson Plan : This social studies lesson was designed for 1st grade students to learn about laws in communities, why laws are needed, and who creates the laws within communities. This lesson uses the Houghton Mifflin Social Studies Textbook « School and Family » (p. 230-231).

C. Basic Information: • Grade Level: First Grade

• Time to Complete this Lesson: Approximately 50 minutes

• Groupings: Whole class groupings for reading and discussions. Individual work on graphic organizers and vocabulary and study guide for assessment.

D. Materials: • Houghton Mifflin 1st Grade Social Studies Book: School and Family (p. 230-231)- for each

student

• Pencils

• Vocabulary And Study Guide (Unit Resources p. 73)

• Word Web Graphic Organizer (Sample at the bottom of TE p. 231)

• Blank Paper

• Crayons

• K-W-L Chart

E. Standards: o NV State Social Studies Standards

▪ Content Standard C13.0 - Citizenship and the Law - Students know why society needs rules, laws, and government and understand the roles, rights, and responsibilities of citizens.

▪ C13.1.1 - Identify and follow classroom and school rules that guide behavior and resolve conflicts.

o Student-Friendly Standards ▪ C13.0 – I can explain why I need rules, laws, and government and list what

people in a community can and cannot do so that they will stay safe.

▪ C13.1.1. – I can name and follow classroom and school rules to help me solve problems.

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2


F. Vocabulary • Responsibility (noun)- something that people are counted on to do.

• Community (noun)- a group of people who live around the same place.

• Law (noun) - a written rule made by the government for all the people in a community.

• Government (noun) - a group of people chose to make laws in a community, state, or country.

G. Procedure: 1. Read TE #1: Get Set To Read.

o Begin with the preview on p. 230 which shows three common signs in a community. Ask students where they have seen these signs and what they are for.

o Introduce Vocabulary And Study Guide (Unit Resources p. 73). Model how to complete the Vocabulary And Study Guide while reading the textbook.

o K-W-L chart. Ask students what rules they know and follow each day. Refer to the classroom rules. As a class, ask what laws and rules they know. Introduce the two vocabulary terms, and then ask the students as a class what laws and rules they want to know.

2. As a class, read pages 230 and 231.

o Discuss the Review and Lesson Review questions at the bottom of p. 231.

3. Introduce the individual work activity at the bottom of p. 231.

o Students will draw a sign that shows a law in their community.

4. Review Vocabulary And Study Guide (Unit Resources p.73) as a class.

o Ask questions to gauge if students could follow the text to complete the worksheet.

o Fill out the L portion of the K-W-L Chart as a class.

5. Have students complete the Word Web Organizer individually.

H. Assessment: • What will you use to measure student understanding?

Word Web Graphic Organizer (Sample at the bottom of TE p. 231)

Students will write the word people and what their role is to a community/government that was talked about in the text and lesson plan.

• Explain how you will know students understand the concepts from the lesson. Students must be able to define U5-1 Citizenship - why do communities need law, and U5-2 - who makes the laws in a community? Competition of the Word Web Graphic Organizer should show comprehension of both U5-1 and U5-2.



I. Closure: • Quick discussion on the two statements in the “Review and Assess” section of TE 231.

J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach?

Daniel-Marie Lebel : The part of the lesson that I think will be easiest to teach is the KWL chart. This is because most of it is prior knowledge and curiosity. This is what seems to power the lesson.

Jessica Jones : I agree with Daniel-Marie. The K-W-L chart will be the easiest portion to this lesson because it’s tapping into prior knowledge. It’s also a great way to get all the students engaged and talking about the material. Students sharing their answers and experiences will also help other students think about where they have seen rules and laws in their daily life.

2. Which part will be most challenging for you to teach? Daniel-Marie Lebel : The part that will be most challenging to teach is the vocabulary. Getting the vocabulary to a student definition is sometimes hard because not all of the students will understand.

Jessica Jones : I think this lesson is pretty detailed and easy to understand. I’d worry about the vocabulary and that students understand the definition. I’d also think that modeling the worksheet might be a bit of a challenege. In first grade students are still learning how to write and read, and it could be challenging to them as well.

3. How will you follow up or extend this lesson?Daniel-Marie Lebel : As an extension to the lesson, I would use Extended Lesson 1 (p. 232-233) about laws used every day that people do not normally think about.

Jessica Jones : I would also refer to the extended lesson on p. 232-233. I would also refer to the extra support on the bottom of p. 232. This has students role-play situations where they have to follow laws that they learned about in the lesson. I believe this will be engaging and also help the concepts click with students.

4. What can you do for students who don’t grasp the concepts?Daniel-Marie Lebel : For students who don’t grasp the concepts, I would have them use the Unit Resource on p. 72 called Reading Skill : Draw Conclusions. This has the students putting the main idea into their own words. They are able to make sense of the material for themselves.

Jessica Jones : I would have students break off into small groups of four or five and do the Drama activity at the bottom of page 233. This would have students work together to make a script for a commercial on safety. I think by mixing the group with students at different progress with the material they can ask one another questions and check one another for comprehension as they work on the fun activity.



5. Which part of the lesson, if any, do you think might need to change?Daniel-Marie Lebel : Due to the activities that are involved in the lesson, I believe that the students will have a solid understanding of the materials as long as they are walked through every step of the way and guided carefully through instruction. I do not think any part of the lesson really needs to be changed.

Jessica Jones : The only thing I would want to possibly change is the Vocabulary worksheet. I think the graphic organizers would benefit students more as they can refer to them for reference. I would add another graphic organizer. More than likely I would add a flip chart so that there were pictures along with the vocabulary that students could go back to if they need a refresher or confirtmation on certain concepts.

6. When you were writing this lesson plan, what was the most difficult part?Daniel-Marie Lebel : The most difficult part of writing this lesson for me was figuring out how to put the vocabulary into student-friendly definitions. Most people don’t really think about what responsibility really is.

Jessica Jones : This lesson plan format is still new to me, so I was still working on how to fill everything out correctly. Working with a partner made it easier as she understood parts that I was confused with. I didn’t understand the student-friendly defintions portion of the standards but she clarified them for me and it helped a lot.

7. Describe your experience collaborating on this lesson plan.Daniel-Marie Lebel : This partner I love working with because she works just as hard as anyone else I have worked with. Some people will just let the other do all of the work, but the point of working in pairs or in groups is so that the partners or members of the pairings or groups can cover each others’ weaknesses and improve each others’ strengths. Improving strengths to me means that the members are learning from one another. I believe I have learned a lot from my partner like how to piece together lesson plans in this format. She really shed some light on the points that I had trouble with in the past. My partner worked on the two pages of this finished product and I worked on the rest and added more off of my experience in the first lesson to what she had already put, making improvements. My partner did very well and I am very glad to be working with her.

Jessica Jones : I liked collaborating because we were able to share our thoughts with one another and strengthen the lesson together. Input for other people is always helpful when you’re learning something new, or even when completing something you’re familiar with. A different perspective on material gets the gears in my head to work. I can take a step back and think, “wow I never thought of it that way before. This is really great. This can help me get better.” Daniel-Marie is really nice and dedicated to her work. She is easy to communicate with and shares her thoughts in a professional way. She was a great partner to collaborate with.


EDEL453 Spring2014 JessicaJONES Daniel-marieLEBEL LP-2

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