Time Frame: 50 min (split up with recess)

Whos the boss?

Section One
113.11. Social Studies, Kindergarten, Beginning with School Year 2011-2012.
(9) Government. The student understands the role of authority figures. The
student is expected to:
(A) identify authority figures in the home, school, and community;


Objective: The students will continue developing understanding of what a rule is
and why we have them. Using multiple resources, students will be able to;
1. Define the term authority figure 100% of the time
2. Identify authority figures at home, school, and in the community 9/10 times.
3. Understand why and how we enforce rules
4. list examples of rules and connect them to authority figures that enforce them.
.




Section Two Preparation
Multiple Resources
Allard, Harry Miss Nelson Is Missing.
Carlson, Nancy Arnie and the Stolen Markers.
Carlstrom, M. Better Not Get Wet, Jesse Bear
Rubel, Nicole Grodys Not so Golden Rules
Henkes, K. Lillys Purple Plastic Purse.
Video: The Rules of the Classroom http://youtu.be/aPhrJZ72akI
Guest speakers: Police officer, principle, parent, coach
Assorted Magazines
Puppets and Artifacts (handcuffs, mallot, etc.)
Police sirens audio file
President Obama speech to school children
(partial):http://youtu.be/q58S1Zqv6UQ?t=1m50s

Section Three Delivery System

Anticipatory Set
Audio file of police sirens will go off right before the lesson begins. Teacher will
instruct children to sit on the rug.
Teacher will take out popsicle stick puppets of the principle, teacher, a parent, the
president, a fireman, etc. . . . Teacher will also take out objects such as a mallet,
handcuffs, a whistle, chalk, etc. . . .
Ask the students to guess what we are going to learn about by looking at all of the
pictures and objects.
After children have had the chance to raise their hand and answer, tell them we
are going to be learning about authority figures.
Write the definition of authority figures on the board.
Teach students the terms enforce and consequence
Read childrens literature selection: Grodys Not so Golden Rules By Nicole
Rubel (Description of literature selection from AMAZON.COM)
Why do kids have to follow so many rules? Everyone in Grody's life gets
to tell him what to do: his mother, his father, his sister, his teacher. . . .
He's tired of it! Determined to take matters into his own hands, Grody
comes up with his own set of rules. Clean socks? Who needs 'em? Use a
napkin? What's the point?
Discuss who the authority figures in the book were and why they were important.
Have guest speakers (Principle, parent, coach, custodian, police officer) come in
and talk about why it is important to listen to authority figures.
Let the students ask questions.


Direct Instruction
Ask students who makes the rules we have and why rules are
important.
Teach students the terms enforce and consequence Ask: Grody
had to follow lots of rules from lots of people, just like we do. Who
were some of the people that gave Grody rules to follow?
Allow children to respond.
Discuss that these are examples of authority figures (Write on chart
paper as heading).
Explain that authority figures are people that are older than us. They
give us rules to keep us safe, and so that we can become good citizens.
Under the heading authority figures Divide the chart into 3 columns.
Title them Home-School Community.
Ask students to raise their hands and give examples of authority
figures from home (parents, older family members), from school
(Principle, Teachers, Custodians), and from the community (President,
Governor, Judges, Coaches, lifeguards, Policemen and Policewomen,
and Firemen and women). As they answer, add them to the correct
column on the chart paper.
Discuss that even people who are authority figures have to listen to
other authority figures.
Guided Practice
Show students cards that have different authority figures on them and
explain what each one is, and how they make rules and laws and help keep
us safe. Ask students questions through out to check for understanding.
Have children get into small groups of 3-4 students. Pass out magnetic
cards that have pictures and names of different authority figures.
Have children brainstorm different rules that we have at home, in
school and in our community.
Call on groups and ask them for a rule and write the rule on the board
and have a student from the group put the correct magnetic picture of
who would enforce that rule then next to the rule.
When each group has had a chance to go and all of the pictures are on
the board, go over the rules and ask what consequences there might be
for breaking that rule.


Independent Practice
Children will cut out pictures from magazines of authority figures and glue them
accurately on a pre-made blank book that has three sections: Home - School
Community (with pictures to represent each one).
Students will read their book to small groups.

Closure
Introduce the book Miss Nelson is Missing. Take a picture walk of the book,
allowing the children to predict what the story is about and how it will end. Ask
them to discuss who may have authority in the story and why they believe this.

Read the book, Miss Nelson is Missing. Discuss with the students that the school
children discovered what happened when they misbehaved because there was an
absence of authority. Compare this situation to the situation read in the first story,
Grodys Not so Golden Rules.

Give each child an authority figure bingo template. They are to select the
names of eight authority figures to write and/or illustrate in each empty space.

Provide the children with manipulatives (iebingo markers, beans) for use when
covering spaces during the game.

The teacher will randomly call the names of authority figures from the Chart we
made on the board earlier. Children will cover spaces with manipulatives as
called, by either reading their words or illustrations.

To conclude the lesson, children will discuss the authority figures that they chose
with a partner and explain how each has authority. Bingo cards may be kept for
use in small reading groups, which would provide an excellent opportunity for a
small group review of concepts covered
Section Four Special Circumstances
Modifications:
Children are able to either write the names or draw a picture of their authority
figures on their bingo cards to incorporate UDL. Jonny, who has physical and
intellectual impairments will have authority figures already cut out for him to do his
book. A buddy will work with Jonny to help him glue his pictures in his book, Jonny
must point to the correct page he wants his buddy to glue the picture on.

Section Five Reflection
This lesson was actually more difficult than I anticipated. I think the students will
really enjoy the guest speakers (especially the police officer). I also think they would
have fun doing the small group work where they have to decide where their magnetic
picture goes and decide what kind of rules some authority figures make and why. The
thing I learned most doing this lesson is that using numerous resources makes the lesson
much more enjoyable. When kids are actively involved and seeing new things, they are
going to be more engaged. Improvements I would make include maybe making this into a
weeklong lesson plan and including a fieldtrip to the governors office or a similar
authority figure.