Indiana Wesleyan University

Elementary Education Lesson Plan Template

Social Studies--2018
Community Rules Lesson Plan
Student: Emily Gingrich School: Westview Elementary
IWU Supervisor: Dr.Gloria Earl Co-op Teacher: Ms. Francis
Teaching Date: 11/13/19 Grade Level: Kindergarten
Audit Trail:
 Talked with Ms. Francis about teaching date on 9.25.19 and confirmed the teaching date on 10.4.19
 At our first meeting on 10.4.19, Dr. Earl and I discussed the dates for social studies lessons and confirmed those on the
same day that they were made (10.4.19)
 On 10/29/19, I emailed Dr. Karr asking about when we could talk about this lesson. We agreed to talk 10/30/19.
 On 10/30/19 Dr. Karr and I sat down to discuss the lesson plan along with talking about an E-Unit idea.
 Turned in lesson Plan 11/7/19
 Lesson Plan approved by Dr. Karr on 11/11/19
LESSON RATIONALE
This lesson will explain to students why rules are important for building a successful community. In many situations, students are
given rules and regulations to follow without an understanding as to why they are being put in place. Within this lesson students will
work together with each other and the teacher to create classroom rules to help make the classroom a stronger, more unified
community.
READINESS
I. Goals/Objectives/Standard(s)
A. Goal:
a. Students will recognize the importance of rules and how those rules help unify the communities they belong.
B. Objective
a. Students will identify purposes for having rules and ways that they provide order, fairness, security, and safety
through creating classroom rules.
C. Standards:
a. K.2.3 Give examples of classroom and school rules and explain the importance of following these rules to ensure
order and safety. (IAS)
b. Standard 5: Individuals, Groups and Institutions (NCSS)
c. ISTE N/A
II. Management Plan
a. Materials:
Anticipatory Set Mini-Lesson Activity Closing
Simon Says Game Large piece of paper Matching Game materials N/A
Large space Markers
Large space
Dry erase boards

b. Time
Plan for Instruction Total time: 30 minutes
Anticipatory Set 5 minutes
Mini-lesson 10 minutes
Activity 10 minutes
Closing 5 minutes

c. Space: For the anticipatory set, students will be on the carpet and standing far enough apart so that they have their
own kind of space (this will be specified because students sometimes have struggles keeping their hands to
themselves). The mini-lesson will also be at the carpet because we will be having discussions with one another.
During activity and the closing time is when students will move to their desks so that they are able to fill out a rules
worksheet.
d. Behavior: Students will be expected to work well together, manage time and explore with the materials in a safe and
structured way. The class is managed by a hat clip chart. Each child has their name on a hat. There are 4 different
levels that the hats can be on. The first level that everyone begins on is “outstanding” the second is “good choices”
third is “think about it” and fourth is “Parent contact” if a student is unable to keep their bodies to themselves, or stay
on task, they will be asked to move their hat down.
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018

III. Adaptation to Individual Differences and Diverse Learners—

Sight Impaired: There is one student in the class who has a glass eye. It is sometimes hard for him to see the board or what he is
coloring. I am going to have him sit at the front of the carpet during the mini lesson so that he is able to see. I will also be giving him
papers with larger print so he is able to see better.

Whole class adaptation: There is a big group of the students who have a lot of struggles with sitting down of long periods of time.
Because of this, I will have all of the students do little stretches in between each activity and have them turn on their listening ears.

PLAN FOR INSTRUCTION

IV. Anticipatory Set
 Students will be asked to come onto the carpet area. “Good afternoon class, I would like everybody to stand up and
stretch your arms out as wide as you can. If you are touching someone else with your body, then you need to move
away until you aren’t touching anyone. Now, we are going to be playing Simon Says, does everyone know how to
play?” Wait for students to answer. If students say they have not played the game or don’t understand the rules then
explain the rules. “I will wait until everyone is ready. When I want you to perform an action I will say “Simon says”
then say what I want you to do. If I don’t say Simon says before that action then I don’t want you to perform that
action. If you do perform that action even if I don’t say Simon Says then you are out and need to sit down right
where you were standing. We are going to play until either one person is left standing or if you guys are really good
until my timer runs out. Got it?”
 We will play the game until either one student is left standing or, the game lasts for a long time and I decide the
students get the point.
 “To play this game we had to follow a set of rules, similarly, to make a community work together, there needs to be
a set of rules in place that everyone can follow.”
V. Purpose: Today, we will be talking about the importance of rules and how they can strengthen a community.

VI. Lesson Presentation (Input/Output)

 “To unify our classroom, we are going to make our own promise list that will be our classroom rules. Before we can talk
about making our promise list, we need to talk about what why we make contracts/rules and what makes them important.
 Why do you think we have rules? What rules do you see in your life? Do mom and dad have rules that you have to follow at
home? What are those rules? Give students time to give some examples of things in their lives. After they give examples, I
will give my own examples of rules that I have to follow such as:
o “In my house, one rule that my parents made when I was little was that I could only watch TV for 30 minutes a day.
This was a rule because my parents wanted me to make sure I was not spending all my time in front of the TV and
that I would go outside and use my imagination.”
 Now, because we are in a classroom community, we are going to work together to decide what kind of class we want to have.
And now that we have talked about why rules are important, we need to agree on what these rules are going to be and what
happens if we do not follow the rules. I want you to think for a little bit, when you are ready raise your hand and we will
write down some ideas.” Give students time to think and then let them answer.
 Guide the students into talking about four big topics,
o Be Respectful
o Be Responsible
o Be Kind
o Be a hard Worker
 When students are giving suggestions, write down their answers on a dray erase board and group them together to fit into the
four rules.
 For example, if students talk about keeping their hands to themselves and walking in the hallways/classroom I can say
“Those kinds of great ideas that you have had can be all collected together in one rule, be respectful. Do you know what
respectful means?” Give students time to answer. “Respect is how you feel about yourself and someone else and how you
treat him/her and yourself. So, you should not hit someone because you would not want them to hit you, you should keep your
hands and feet to yourself, you should walk in the hallways so that you do not disturb the classes and so that you don’t trip in
the halls and hurt yourself or run into another student and hurt them.
 Continue to talk through each of these rules until you are ready to write down the four main rules. When all the rules are
written down draw a line across the page and give students room to be able to write their names. “I want you guys to take a
marker and write your name under our classroom contract. When you write your name down, you are agreeing to try your
very best to work on keeping these rules. If you cannot follow the rules, then our other classroom procedure of the hats will
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
be brought into the picture. The hats up on the wall are meant to help show you how you are doing with following the
promises you have made throughout the day.”

VII. Check for understanding.

 “Now that we have made up these rules, I want you guys to go back to the table and we are going to work on a matching
game. While you are going to your table, go get your box and sit in your seat. You are going to need you scissors, glue, and a
pencil.” Give students time to get to their seats. “You guys are going to cut out all of the different pictures, you will then sort
these pictures into different categories; What are good choices and what are poor choices. After you finish gluing all of your
pictures to the categories, you will turn to your table partner and compare answers, when it looks like everyone is finished,
we will go over the answers together. You will have ten minutes to work on your own and then three minutes to work with
each other then we will go over it together.”
VIII. Review learning outcomes / Closure –
 Students will then be asked to look at the board where the rules will be posted along with another rule that would be
considered a “bad rule”. Students will be asked to raise their hand when they think they know the bad rule. After students
raise their guesses, I will ask students another question. “I want you to try and think of the right answer as to why we
have rules in the classroom. I want you to raise either one, two, or three fingers depending on what you think the answer
is. The question I give to you is; why do we have rules in the classroom? Is it because…
o 1. We don’t want to have fun in class
o 2. We want to have a bunch of rules
o 3. We want you to be safe
 “Ready, set, Go!”
 After students answer these questions, I will say “Thanks for all of your hard work. I am proud of all of you. Now I would
like you to please go grab your iPads and get ready for computer lab.”
PLAN FOR ASSESSMENT
Formative Assessment: A lot of the mini-lesson and activity will be group-based learning. I will know if students are understanding
the activity through how they answer questions and participate in group activities. At the end of the lesson when I ask students to
answer my question, I will be able to quickly evaluate who understands what we have been talking about and why rules are important.

Summative assessment: When students work on their individual worksheets for the matching game, I will be able to see if they
understand the importance of rules and what makes a good choice and a poor choice.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
a. I believe that all students were able to identify the purposes for having rules within the classroom but are
struggling to put those reasonings into practice.
2. What were my strengths and weaknesses?
a. I think the mini-lesson portion went great! I was able to take really good control of the classroom, keeping them
engaged and promoting healthy conversation. My weakenesses came when I had them move to the table and could
not get them to stay quiet so that I could give directions. I began to stress out and instead of giving positive
reinforcement to try and encourage them to be quiet I began to raise my voice. I was able to try other methods
than just raising my voice, but overall I began to lose control and I feel as though some of the students could sense
that.
3. How should I alter this lesson?
a. Maybe instead of having a matching activity on good and poor choices I could do some kind of skit with them so
that they can have the opportunity to move around and get their energy out in a productive way.
4. How would I pace it differently?
a. I would give more concrete time to when the good choices and poor choices activity was over.
5. Were all students actively participating? If not, why not?
a. During the mini-lesson activity all students were very engaged and ready to learn, but, during the time at the table
a lot of students were having some issues with talking. Many would not listen while I tried to give directions and I
had to continuously repeat myself which became stressful. Everyone other than two students did complete the
activity sheet and eventually signed their name up on the Classroom Promise page.
6. What adjustments did I make to reach varied learning styles and ability levels?
a. I tried to break directions down if students did not seem to understand what I was asking of them.
7. Were students able to follow directions well?
a. For a lot of the time students were able to follow directions, but, there was a lot of chatting that would not stop
even when I tried management techniques such as ringing a bell to get their attention.
8. Is there a way I could have better incorporated technology into the lesson?
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
a. I think the only thing I might’ve done to include technology would be putting on a video about rules for students
who had completed the lesson. But I personally do not believe that this incorporation would really benefit the
students as much as it would have given me a place to put students when they were done.
9. How could I expand on this lesson plan into creating a unit plan/where would this lesson be placed if I could’ve created a unit
plan for it?
a. I would love to include a writing activity where I could have students pick one of our rules and explain why that
rule is important to follow.
10. Were there enough active parts that kept the students entertained?
a. For the most part, students followed directions and stayed involved in the learning process. I think today was just
a really chatty day.

Student: Emily Gingrich School: Westview Elementary

IWU Supervisor: Dr.Gloria Earl Co-op Teacher: Ms. Francis
Teaching Date: 11/13/19 Grade Level: Kindergarten
Audit Trail:
 Talked with Ms. Francis about teaching date on 9.25.19 and confirmed the teaching date on 10.4.19
 At our first meeting on 10.4.19, Dr. Earl and I discussed the dates for social studies lessons and confirmed those on the
same day that they were made (10.4.19)
 On 10/29/19, I emailed Dr. Karr asking about when we could talk about this lesson. We agreed to talk 10/30/19.
 On 10/30/19 Dr. Karr and I sat down to discuss the lesson plan along with talking about an E-Unit idea.
 Turned in lesson Plan 11/7/19
 Lesson Plan approved by Dr. Karr on: 11/11/19

Materials for Lessons

Good Choices Poor Choices worksheet:
https://docs.google.com/presentation/d/1oH_1Ru91Q2D6UpQSFHeOlhiBqOB0mN99-
CrPw42UwSQ/edit#slide=id.g6f7e50fed6_0_45

OPPORTUNITY FOR IMPROVEMENT Format COMPETENT OUTSTANDING

Heading Student uses the provided template for Social

Studies content.
Template Student includes all of the information in the
template heading.
Audit Trail Student includes a list of dates and methods
for communicating with cooperating teacher.
Rationale Statement of rationale for the learning
experience and environment in this lesson.

Goals The lesson plan contains objectives that

connect goals and standards with lesson
Objectives
activities and assessments.
Standards
Each objective should include the
following: Conditions; Desired learning;
Observable behavior; and Accuracy (as
necessary)

NCSS:
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
IAS:

Management Plan A. Materials:

B. Time:
C. Space:
D. Behavior:
E. Technology: (as appropriate)
Anticipatory Set The anticipatory set is clear and direct and
focuses students’ attention on the lesson.

Purpose The statement of purpose is clearly connected

to the content of the lesson and is presented
in terms that are easily understood by
students.

Plan For Instruction

Adaptation to Instructional opportunities are provided in

Individual Differences this lesson. The opportunities are
and Diverse Learners developmentally appropriate and/or are
adapted to diverse students.

Early Finishers
Reteaching-
ELL –
Exceptional Needs-
Lesson Presentation Candidates demonstrate understandings,
for Social Studies capabilities and practices associated with
the central concepts and tools in Civics,
Economics, Geography, and /or History
within a framework of inquiry.

Lesson Presentation The candidate’s lesson demonstrates an

understanding of developmentally
appropriate practice.

The candidate’s lesson includes both

modeling and guided practice.

The lesson presentation includes relevant

activities that encourage student
participation and critical thinking.

Check for The lesson plan includes a plan and the means
Understanding to check for student understanding of the
lesson. A provision is included to reteach all
[CFU] or part of the lesson to all or part of the class.
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
Review Learning Lesson closure relates directly to the lesson
Outcomes and/ or purpose and/or objective.
Closure

Plan for
Competent 3
Assessment

Formal and Informal A plan for formal and informal assessment [

Assessment mainly formative]throughout the lesson is
included. The assessment strategies are
uniquely designed for the students.

Reflection and Post- The lesson plan includes all required self-
Lesson Analysis answer questions.

SCORING
A lesson plan with elements that do to meet the A competent lesson plan earns a score of An outstanding lesson plan earns a
competent level will receive a score of 33 /40 or lower 34-37/40. score of 38/40-40/40

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