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EDUC 450: Professional Clinical Practice Reflective Lesson Plan Model Name: Jessica McCrea Date: February 19,

2014

PART I: PLANNING Exploring the Law! Title of Lesson


Is this lesson original idea? If not, from what source did I borrow this lesson? This lesson was created by the First Grade Team at Sheridan Elementary.

Source Social Studies Subject Area (s) 1st Grade Level

Curriculum Standards

1-2.1 Explain the making and exploring of laws as a basic function of government.
Describe the lessons activities and content to provide a clear overview of the lesson.

Description and Background Information

During this lesson, the teacher see what students already know about laws and leaders by asking questions and creating a graphic organizer. Students will create the graphic organizer in their SS journals. The teacher will introduce the sections vocabulary (law and leader) using a complete sentence to build the foundation for the lesson. To activate students prior knowledge the students will be asked to name people in the community who are leaders (ex. Principal/school and mayor/town). Together the teacher and students will read and discuss pages 71 in the SS textbook. Students will complete a Community laws and Leaders worksheet as independent practice. As a closure students, will reflect on what they have learned.

Lesson Objectives

What will students be able to do at the conclusion of this lesson? Make sure that your objective(s) are measurable. Students will be able to explain the need for laws and identify the responsibility of authority figures and public officials with 80% accuracy. How will I vary these objectives for students who do not understand the material? How will I vary these objectives for students who have already mastered the concept? How will I vary these objectives for students who are presently learning English?

Varying Objectives for Individuals Needs

For students who do not understand the material and are presently learning English, visuals and vivid examples will be given to help illustrate the content. The teacher will read with students who are below a first grade reading level. For students who have already mastered the content, a writing prompt will be given about what they learned. Why is it important for the students to learn this content?

Statement of Purpose

It is important for the students to learn this content because students should know the purpose of laws and the importance of having leaders who enforce the laws. This will help them better understand the government as they become active citizens in society.

Materials and Resources

What materials and supplies are needed to help your students achieve the stated objectives? What will the teacher need? What will the students need? What other resources are needed? Will you use resource speakers? The students will need pencils, a Social Studies journal, Social Studies assessment, and a Social Studies textbook. The teacher will need paper, internet access, laptop, smartboard, Social Studies TE, and a red pen.

Anticipatory Set

What will you do to motivate the students and get their attention? What is the hook that will serve as a focus for the lessons activities? To motivate and get students attention, the teacher will randomly select students to act as if they were a police officer enforcing the rules, and the teacher will ask students what they know about laws and leaders while completing a graphic organizer. This will serve as the hook for this lesson.

Part II: IMPLEMENTATION


How will I find out what students already know about this topic?

Pre-assessment

To find out what students already know about laws and leaders, students will complete a graphic organizer on the topic. What will I do to show students what is expected?

Teacher Modeling or Demonstration

To show what is expected of students, the teacher will introduce the sections vocabulary (law and leader) using a complete sentence to build the foundation for the lesson. The teacher will use this sentence to explain laws: People must obey each law of our state. The President of the United States is the leader of our country. What will we do together as they learn how to succeed at the new task?

Guided Practice

The teacher will activate prior knowledge by asking the students if they can name people at school who make rules or who are their leaders. I will mention that the teacher made the rules for the classroom, but that the principal made the rules for the school since he/or she is the leader of the school. Students will copy the vocabulary definitions in their SS journals with the teacher. The left side of the class will the tell the right side the definition of law, and the right side will tell the left side the definition of leader. Together, the teacher and students will read and discuss pages 70-71 in the SS textbook. What questions will you ask to determine if students understand so far? What techniques or strategies will be used to determine if students understand so far? To determine if students understand so far, the teacher will ask students the following questions: Why do we need rules? How would things be without rules? What do leaders do? Techniques that will be used throughout the lesson are scaffolding and questioning. What will students do by themselves to show that they have internalized the knowledge? To demonstrate what students have learned, students will complete worksheet on laws and leaders.

Checking for Understanding

Independent Practice Closure


How will I conclude the lesson and relate it to future experiences? How will you wrap up the lesson to reinforce concepts taught during the lesson? To conclude and wrap up the lesson, students will transfer the graphic organizer from the board into their SS journal. Students will be allowed time to reflect on what they have learned. What will students do to demonstrate what they have learned?

Assessment (attach to lesson

To demonstrate what students have learned, students will complete assessment on laws and leaders.

plan) Extension Activities


What can students do at home or in the classroom to apply the knowledge or skills? How could you use your colleagues or community agencies to improve student performance? In the classroom, students can decide which classmate would make a good class leader and explain why. At home, students can discuss with their parents about what leaders are active in their community. To improve student performance, the teacher could a college president or law official to talk to the class about being a leader and its importance. How will you use technology to assist students with learning the concepts? What technology will you use to enhance the delivery and comprehension of your content?

Technology

To assist students with learning the content and enhance delivery and comprehension, the teacher will show a video , http://www.youtube.com/watch?v=wZOAygrQAtk&edufilter=qkBmVv1bc6UzW8WGQ4AzDQ&safe=active) , and the teacher will point out how the video related to the lesson. How will you connect this lesson with other content areas across the curriculum? The Arts: Students will draw a law and leader graphic organizer in their SS journals and students will do a police man skit to illustrate the law and being a leader.

Connection Across the Curriculum

Health: Together the teacher and students will discuss how laws are made to make sure that foods are safe to eat (health inspectors, temperatures) and ensure that restaurants are clean so we eat uncontaminated food.

Physical Education: The students will act out (by moving around the classroom) during the police skit that illustrates the law and being a leader of the law. Math: The students will count the number of US Presidents (leaders) using the internet. Science: The class will talk about laws in science (fire safety, not putting water near electrical circuits, etc.) ELA: The students will read pages 70-71 in their SS textbook about laws and leaders.

PART III: REFLECTION


Describe the strengths of your instructional techniques, strategies and classroom management. Describe the strengths of student engagement.

Strengths

A strength of my instructional techniques/strategies were my ability to engage students by allowing them to participate in a skit activity. I believe that this was very appropriate because it allowed students to make meaning of the lesson and have fun while learning. A strength in my classroom management was my fairness while addressing students who were disruptive.
Describe the weaknesses of your instructional techniques, strategies and classroom management. Describe the weaknesses of student engagement.

Weaknesses Suggestions for Improvement

I did not see any weaknesses in my instruction techniques and strategies, classroom management or student engagement.
What would you change when teaching this lesson again?

When teaching this lesson again, I would allow students the opportunity to create their own 3 minute skit that illustrates a leader enforcing the law.
Revised 6-2013
THE CLAFLIN IMPERATIVE

PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

Name___________________________Date___________________ Number ___

Standard 1-2.1 Explain the making and exploring of laws as a basic function of government.

1. A law is_________. a. a rule that should be broken. b. a rule that people must obey and help keep people safe. c. a rule that is for fun d. a rule that doesnt keep us safe. 2. ________ shows different laws using words and pictures. a. Cars b. Signs c. Stop lights d. Books 3. A leader ____________. a. helps people decide what to do b. is a bad person c. breaks the rules d. is not fair

4. Who is the leader of a school? a. a judge b. a principal c. a teacher d. a president

Critical Thinking

5. Why do we need rules and laws? Write using complete sentences.