SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC DETAILS CK
Name Kelcey Miller
Subject Social Studies
Grade Level 2nd
Date/Duration One class period
Big Ideas A good classroom citizen follows the rules.
Essential What is a citizen?
Questions What are rules?
What are the rules of the classroom?
Why does a classroom have rules?
What are the consequences for breaking the rules?
Why are there consequences for breaking the rules?
PA/Common Standard 5.1.2.A: Explain the purposes of rules and
Core/Standards their consequences in the classroom and school
community.
Standard 5.3.2.F: Identify and explain behaviors for
responsible school citizens and possible consequences
for inappropriate action.
Objective All second grade students (A) will correctly list (B) five
rules David broke and two consequences (D) during the
Bloom's completion of the Reading Sheet (C).
Taxonomy

Webb's Depth of
Knowledge
(DOK)
Formative & Formative Assessment:
Summative Teacher checks the Reading Sheets.
Assessment Teacher writes the students responses during the Pre-
Evidence Assessment on the board. Teacher uses this information
to determine how much the students know before
learning the content.
Students complete the electronic exit slip.
ISTE Standards Teacher presents a YouTube video about classroom
for Students rules during the Hook/Lead-In/Anticipatory Set. This
teaches students that YouTube can be an educational
Framework for resource when used correctly. This relates to ISTE
21st Century Standard 2: Global Citizen.
Learning During the Summary & Review of the Learning,
students respond to a question through a Nearpod
presentation. This aligns with the Learning and
Innovation Skills of the Framework for 21st Century
Learning.
Accommodation Lucy will be permitted to go to the comfort area in the
s, Modifications classroom when she is feeling stressed.
She may also visit the school counselor if necessary.
 Lucy will be seated near the door so she will not
distract other students if she needs to leave and re-
enter the classroom.
Teacher will provide Lucy with a picture schedule so she
knows what will occur during the class period.
Teacher will give her extra time to complete the
Reading Sheet.
SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for This is the first lesson in the unit regarding Basic Economic CK
the Learning Principles and Civic Education. The focus for the lesson is
Plan being a good citizen in the classroom. The lesson incorporates
Standard 5.1.2.A: Explain the purposes of rules and their
consequences in the classroom and school community and
Standard 5.3.2.F: Identify and explain behaviors for
responsible school citizens and possible consequences for
inappropriate action.
Introduction Activating Prior Knowledge
Teacher asks students if they remember what the rules
of our classroom are.
Hook/Lead-In/Anticipatory Set
Teacher shows students a video about classroom rules.
Explicit Big Idea Statement
Instructions Teacher tells students that a good classroom citizen is
someone who follows the rules.
Essential Questions Statement
Teacher shares the Essential Questions for the lesson:
What is a citizen?
What are rules?
What are the rules of the classroom?
Why does a classroom have rules?
What bad things, or consequences, happen when the
rules are broken?
Why are there consequences for breaking the rules?
Objective Statement
Teacher tells students that they are going to read David
Goes to School.
By the end of class, their goal is to write five rules David
broke and two consequences on their Reading Sheets.
Transition
Teacher calls students who packed their lunch up to the
rug for Key Vocabulary instruction. Teacher calls
students who bought their lunch to the rug.
Key Vocabulary
 Citizen: a member of a community
Rules: laws or regulations that must be followed
Consequences: something that happens after breaking a
rule
Lesson PreAssessment of Students
Procedure Teacher asks students if they know why the rules must
be followed. Students share their answers with a partner
and then with the whole class. Teacher writes their ideas
on the board.
Modeling of the Concept
Teacher passes out the Reading Sheets and reads David
Goes to School aloud to the students. Teacher shows
students how they will complete their Reading Sheets.
Students will write the rules David broke in the first
column and the consequences in the second column.
Guiding the Practice
Teacher re-reads the first page of the book and asks
students to name a rule that David broke. Teacher shows
the students how to write the answer in the first column
of the Reading Sheet.
Transition
Teacher tells students who are wearing red to find a
partner. Students who are wearing white then find a
partner. This process repeats until all students are
paired.
Providing the Independent Practice
Teacher gives students time to complete their Reading
Sheets in groups.
Reading David Goes to School by David Shannon
Materials The Rules of the Classroom Video:
Technology https://www.youtube.com/watch?v=uWXPCP8t00M
Equipment Reading Sheets
Supplies
Evaluation of Formal Evaluation
the Teacher checks the Reading Sheets.
Learning/Master Informal Evaluation
y of the Teacher writes the students responses during the Pre-
Concept Assessment on the board. Teacher uses this information
to determine how much the students know before
learning the content.
Students complete the electronic exit slip.
Closure Summary & Review of the Learning
Teacher asks students to restate the objective.
Teacher asks students to type a sentence about one
thing they could do to be good classroom citizens. This
electronic exit slip activity is done through a Nearpod
presentation.
Homework/Assignments
Teacher passes out the Homework Sheet and explains
 the directions.
Students are required to complete the sentence to
describe how they could be good citizens at home.
Teacher also informs the students of the due date for the
assignment.
Teacher I will know that students have learned instances of rule
Self-reflection breaking and consequences that result from not
following the rules when they complete their Reading
Sheets.
If students do not master the concept, I will re-teach the
lesson.
Instead of reading the book all at once and then having
students work in groups, I will read in sections. After I
read a few pages, I will allow students to meet with their
partners to complete the Reading Sheet.