Emma Steil

EDU: 335
Lesson Overview: Grade Level: 1st Grade
Class: Social Studies Unit: Civics Unit 1

Lesson 1: Getting Along in School

 Essential Question: How do we get along in school?
 Unit Objectives: I can describe ways we can get along in school in order to succeed and
distinguish between right and wrong in school behaviors.
 Activities:
o “Getting Along” Worksheet
o “Two Goats on a Bridge” Story and Worksheet
 Assessment:
o Exit Ticket:
 Multiple Choice: Below are ways we get along in school. Which one
does not fit how we get along in school?
 Follow the Rules
 Take Turns
 Fight
 Listen
 True or False: The story of “Two Goats on a Bridge” showed the goats
listening, taking turns, and sharing.
 True
 False
 Materials Needed:
o Smart Board
o Markers
o Student Textbook: Pages 12-15 & 17-18
o Worksheets: Pages 16 & 19
o Exit Ticket
o “Show What You Know” Homework Page
o Video: https://www.youtube.com/watch?v=QjjRbq6RnMw

Lesson 2: The Importance of Learning From One Another

 Essential Question: Why is it important to learn from each other? Are all people the
same? What can we learn from each other?
 Unit Objectives: I can apply my speaking and listening skills to a partner and describe
how everyone is different.
 Activities:
o Vocabulary Activity
o Textbook Reading
o Listening and Speaking to a Partner Game & Worksheet
  Assessment:
o Exit Ticket:
 True or False: All people are the same.
 True
 False
 True or False: We are all good at different things. I can learn from you and
you can learn from me.
 True
 False
 Materials Needed:
o Smart Board
o Markers
o Student Textbook: Pages 27-30
o Vocabulary Worksheet
o Worksheet: Pages 31-32
o Exit Ticket
o “Classmate Interview” Homework Page

Lesson 3: School Rules

 Essential Question: Why do schools have rules?
 Unit Objectives: I can identify school rules and apply school rules to be safe and treat
others with respect.
 Activities:
o Vocabulary Activity
o Textbook Reading
o Video: How rules keep us safe in the community.
o “Playground Rules” Worksheet
 Assessment:
o Exit Ticket:
 Multiple Choice (select all that apply): Rules ______.
 Tell us how we should act
 Tell us how to treat others
 Are not needed for school
 Allow us to be safe

 Multiple Choice: One classroom rule we have is to ________.

 Be loud
 Yell at the teacher
 Raise our hands before speaking
 Fight with our peers
 Materials Needed:
 o Smart Board
o Markers
o Student Textbook: Pages 40, 42, 44, & 46
o Vocabulary Worksheet
o Worksheet: Page 45
o Video: https://www.youtube.com/watch?v=uIcGIwgPg-g
o Exit Ticket
o Homework: “Write Your Own Rule”

Lesson 4: Good Helpers

 Essential Question: How are we good helpers at school?
 Unit Objectives: I can identify ways we are good helpers at school and show how to be a
good helper at school by being respectful and responsible.
 Activities:
o Vocabulary Worksheet
o Textbook Reading
o Worksheet: “Ways We Are Good Helpers at School”
 Assessment:
o Exit Ticket:
 True or False: To be a good helper at school, you can show respect and
responsibility
 True
 False

 Multiple Choice (select all that apply): Good helpers ______.

 Wash their hands
 Listen
 Share
 Lack listening skills

 Multiple Choice: We play nicely with our friends and treat them as we
want to be treated. We follow the ______________.
 Directions
 Golden Rule
 Orange Rule
 Teacher
 Materials Needed:
o Smart Board
o Markers
o Student Textbook: Pages: 54, 55, 56, 58 & 59
o Vocabulary Worksheet
 o Worksheet: Page 57
o Exit Ticket
o Homework: “Good helpers at school”

Lesson 5: Groups We Belong To

 Essential Question: What groups do we belong to?
 Unit Objectives: I can recall what I have learned about my family group, identify that we
all belong to groups, and select the groups I belong to.
 Activities:
o Vocabulary Worksheet
o Textbook Reading
o Graphic Organizer: School & Family Groups
o Paragraph about family groups
 Assessment:
o Exit Ticket:
 True or False: We all belong to a group or groups.
 True
 False

 Multiple Choice (Select all that apply): Which of these is a type of group?
 Family
 School
 Teams
 Work

 True or False: A type of group that may share the same name or the same
home is a community.
 True
 False
 Materials Needed:
o Smart Board
o Markers
o Student Textbook: Pages 68, 69, 70, 72, 73, 74
o Student Journals
o Vocabulary Worksheet
o Worksheet: Pages 71
o Exit Ticket
o Homework: “Draw a picture of each group you belong to.”
Class: Social Studies

Grade Level: 1st

Unit: Civics Unit 1, Lesson 1

Teacher: Emma Steil

C3 (College, Career, and Civic Life) Standard(s)

Social studies programs should include experiences that provide for the study of the ideals,
principals, and practices of citizenship in a democratic republic.

Common Core State Standard (CCSS)

Participate in collaborative conversations with diverse partners about grade 1 topics and texts
with peers and adults in small and larger groups.

Iowa Core Curriculum-Subject Area Standard

SS.1.9. Describe a situation that exemplifies democratic principles including, but not limited to,
equality, freedom, liberty, respect for individual rights, and deliberation.

21st Century Skill(s)

Civic Literacy
Participating effectively in civic life through knowing how to stay informed and understanding
governmental processes.
Exercising the rights and obligations of citizenship at local, state, national and global levels.
Understanding the local and global implications of civic decisions.

Essential Question
How do we get along in school?

Objectives
I can describe ways we can get along in school in order to succeed and distinguish between right
and wrong in school behaviors.

Anticipatory Set (10 minutes)

 “1,2, 3... eyes on me! Hello 1st graders. Today we are beginning a new unit on civics. I
want to begin by drawing your attention to the board.” (Display a photo on the board of a
crossing guard helping students cross the street.) “Let’s begin by raising our hands and
listing some things we see going on in this picture. Where do you see good helpers?
Where do you see people following the rules or not following the rules?” (Students
respond). “Great ideas! This crossing guard is helping students get to school. He is
keeping them safe in order for them to navigate around traffic. Other adults can help keep
 students safe too. Even students like yourself can help each other too! Our main question
through this unit is ‘how can we help each other inside and outside of school?’.” (Point to
main unit question on the board). “Our first essential question for this lesson is ‘how do
we get along in school?’.” (Point to essential question on the board).
 “We know we all go to school to learn. In order for us to enjoy school, we have to get
along with others. Think about at recess when we all want to play on the slide at the same
time. What can we do to make it fair for everyone? Share to the person next to you what
you could do to make it fair for everyone.” (Students discuss ideas to a partner).
 “1st graders, I heard a lot of great ideas! I want you to open our textbooks to page 12 and
put your listening ears on as I read out loud. I want you to read along and find out other
ways we can get along in school.” (Teacher reads out loud pages 12-18 to students).

Teaching: Activities (20 minutes)

 “Now that we have finished reading about ways we can get along in school, I want you to
go back to your seats quickly and quietly and being working independently on the
‘getting along’ worksheet located on your desks. When you are finished, I would like for
you to turn to a partner and share what you drew or wrote about the ways the students
could solve the problem of not sharing or taking turns.”
 “It sounds like everyone has finished the worksheet. Please place the worksheet on the
front desk and come back to the floor. We are now going to watch a video of a story
called “Two Goats on a Bridge”. Before we begin the video, lets think about what this
video may be about. Please raise your hands to share your ideas.” (Students hypothesize).
“Great ideas! Lets now watch the video to see if your ideas were correct!” (Display the
video on the board).
 “Okay first graders, the video is now over. When I say so and not before, I would like
you to grab the “Two Goats on a Bridge” activity worksheet from me and go back to your
seats quickly and quietly and begin working independently. Use what you have learned
from our reading today to write how the goats could have solved their problem. Ready,
set, go!” (Students go back to their seats and work on the worksheet about the story).

Closure (10 minutes)

 “1,2, 3…eyes on me! 1st graders, we have now come to our stopping point. Please
come back to the floor with your worksheets. I want to end our lesson today by
sharing how we thought the goats could have solved their problem. Raise your hand
to share your ideas.” (Students respond, “They could take turns, be a good sport,
listen, play fairly, share, and talk”). “Awesome ideas! Did you spot listening, taking
turns, and talking in the video? Put a thumbs up if you did or a thumbs down if you
did not.” (Students respond with a thumb down). “I am seeing lots of thumbs down
which means they were not listening, taking, or taking turns. I am so happy you all
could find ways to resolve their problem. First graders, awesome work today! We
learned we can get along in many ways. We can share or take turns and talk about our
feelings and listen to others. We can also play fairly and be good sports.”

Assessment (5 minutes)
 Your exit ticket for today is answering the following two questions:
 o Multiple Choice: Below are ways we get along in school. Which one does not
fit how we get along in school?
 Follow the Rules
 Take Turns
 Fight
 Listen
o True or False: The story of “Two Goats on a Bridge” showed the goats
listening, taking turns, and sharing.
 True
 False
 “Please grab an exit ticket off of the table and answer the questions when I say so.
Does anyone have any further questions? Ready, set go!”

Independent Practice
Students will be assigned the ‘show what you know worksheet’ as homework.

Materials
Smart Board
Markers
Student Textbook: Pages 12-15 & 17-18
Worksheets: Pages 16 & 19
Exit Ticket
“Show What You Know” Homework Page
Video: https://www.youtube.com/watch?v=QjjRbq6RnMw
Duration
45 minutes
 Anticipatory Set (10 minutes)
 Teaching: Activities (20 minutes)
 Closure (10 minutes)
 Assessment (5 minutes)
Class: Social Studies

Grade Level: 1st

Unit: Civics Unit 1, Lesson 2

Teacher: Emma Steil

C3 (College, Career, and Civic Life) Standard(s)
Social studies programs should include experiences that provide for the study of individual
development and identity.

Common Core State Standard (CCSS)

Participate in collaborative conversations with diverse partners about grade 1 topics and texts
with peers and adults in small and larger groups.

Iowa Core Curriculum-Subject Area Standard

SS.1.7. Investigate how social identities can influence students’ own and others’ thoughts and
behaviors.

21st Century Skill(s)

Civic Literacy
Participating effectively in civic life through knowing how to stay informed and understanding
governmental processes.
Exercising the rights and obligations of citizenship at local, state, national and global levels.
Understanding the local and global implications of civic decisions.

Essential Question
Why is it important to learn from each other? Are all people the same? What can we learn from
each other?

Objectives
I can apply my speaking and listening skills to a partner and describe how everyone is different.

Anticipatory Set (10 minutes)

 “Class Class!” (Students respond, ‘yes, yes!’). “Today we are going to continue our
lesson on civics. Can anyone tell me what we learned yesterday? Raise your hand if you
know.” (Students respond, “How we get along in school”). “Great, and can you raise your
hands and tell me ways we can get along in school?” (Students respond, “sharing, taking
turns, talking, listening to others, playing fairly, being good sports”).
 “Awesome job first graders! Let’s begin today with a picture to think about.” (Have a
picture on the board of someone tying their shoes).
 “Let’s pretend you can tie your shoes and your friend does not know how. What can you
do to help your friend? Raise your hand if you have any ideas.” (Students respond, “help
your friend tie their shoes, teach your friend how to tie their shoes”). “These are great
ideas. These would all help your friend be able to tie their shoes too! Our essential
question for today is “why is it important to learn from each other”. (Have essential
questions on the board). “We may also want to think about questions like “are all people
the same?” and “what can people learn from each other?”.

Teaching: Activities (20 minutes)

 “We are going to begin todays lesson with a vocabulary activity. Our vocabulary words
for today are: alike, different, and learn. When I say so and not before, I would like you
 all to get up and grab the worksheet from me and go back to your seats quietly and begin
working independently. Ready, set, go!” (Students work on vocabulary worksheet
independently at their desks).
 “Okay it seems that everyone has finished. I would like you to place your vocabulary
worksheets inside of your desks and come back to the floor to begin our reading for
today. Please open your textbook to page 27 and put your listening ears on as I read out
loud. Follow along with me!” (Teacher reads pages 27-30 out loud).
 “Now that we have finished our textbook reading for today, I would like you to grab a
partner and go back to your desks quickly and quietly when I say so. I will be coming
around to each group to pass out a worksheet. Do not fill the worksheet our right away.
What I need you and your partner to do is play a ‘game’ with each other where you take
turns talking and listening to one another. You will practice your listening and speaking
skills during this ‘game’. Once you have finished your conversations, I would like you to
fill out the worksheet about what you and your partner told each other. Ready, set, go!”
(Students go back to their desk with a partner and have a conversation. They then fill out
the worksheet.)

Closure (10 minutes)

 “Class, class” (Students respond, ‘yes, yes’) “We have reached our stopping point for
today. I need you all to come back to the floor with your worksheets as we wrap up our
lesson. Let’s discuss what it was like to play this ‘game’. Was it hard to stay quiet and
listen while your partner was talking? Was it fun to talk? Did you learn anything about
your classmate that you did not know before? Raise your hands to share what you and
your partner discussed.” (Students share what they learned). “1st graders, awesome work
today! It sounds like you had very good discussions with your partners and learned a lot
from one another. Today we learned we are not all the same and there are many things we
can learn from one another. To end todays lesson, it is important to know that we are all
good at different things and we can use what we are good at to teach others. I can learn
from you and you can learn from me!

Assessment (5 minutes)
 Your exit ticket for today is answering the following two questions:
o True or False: All people are the same.
 True
 False
o True or False: We are all good at different things. I can learn from you and you
can learn from me.
 True
 False
 “Please grab an exit ticket off of the table and answer the questions when I say so. Does
anyone have any further questions? Ready, set go!”

Independent Practice
Students will be assigned the ‘classmate interview’ homework page.
Materials
Smart Board
Markers
Student Textbook: Pages 27-30
Vocabulary Worksheet
Worksheet: Pages 31-32
Exit Ticket
“Classmate Interview” Homework Page

Duration
45 Minutes
 Anticipatory Set (10 minutes)
 Teaching: Activities (20 minutes)
 Closure (10 minutes)
 Assessment (5 minutes)
Grade Level: 1st

Unit: Civics Unit 1, Lesson 3

Teacher: Emma Steil

C3 (College, Career, and Civic Life) Standard(s)

Social studies programs should include experiences that provide for the study of the ideals,
principals, and practices of citizenship in a democratic republic.

Common Core State Standard (CCSS)

Participate in collaborative conversations with diverse partners about grade 1 topics and texts
with peers and adults in small and larger groups.

Iowa Core Curriculum-Subject Area Standard

SS.1.10. Compare and contrast rules or laws within different communities and cultures. (21st
century skills)

21st Century Skill(s)

Civic Literacy
Participating effectively in civic life through knowing how to stay informed and understanding
governmental processes.
Exercising the rights and obligations of citizenship at local, state, national and global levels.
Understanding the local and global implications of civic decisions.

Essential Question
Why do schools have rules?

Objectives
I can identify school rules and apply school rules to be safe and treat others with respect.

Anticipatory Set (10 minutes)

 “1, 2, 3… eyes on me! 1st graders today we are going to be continuing our lesson on
civics. Let’s begin by sharing what we learned yesterday. Can anyone raise their hand
and tell me what our essential question was from yesterday?” (Students respond “Why is
it important to learn from each other”). “Yes! We also learned that everyone is different
and we are not all the same. Today we are going to be learning about school rules. Our
essential question for the day is “Why do schools have rules?” (Point to essential question
on the board). “I would like you to make a prediction why you think schools have rules.
Turn to a partner and tell them one reason you believe schools have or need rules.”
(Students share ideas to a partner). “Awesome job! Rules tell us how we should act.
There are rules for the classroom, library, and cafeteria. Rules allow us to be good helpers
at school. Let’s learn some other ways rules help us and how we can follow these rules!”

Teaching: Activities (20 minutes)

  “We are going to begin our lesson today with another vocabulary activity. Our
vocabulary words for today are: Fair, Rule, and Safe. When I say so and not before,
please go back to your seats quickly and quietly and begin working independently on the
vocabulary activity on your desks. Ready, set, go!” (Students go back to their seats and
work independently on vocabulary worksheet).
 “1, 2, 3... eyes on me! It looks like everyone has finished their vocabulary activity. Please
place this worksheet inside of your desks and meet me back on the floor. I need you to
open your textbooks to page 40 and listen as I read out loud. As I read, use you thinking
caps to think about ways rules can help us.” (Teacher reads textbook out loud).
 “Okay now that we are finished with our reading, I need your full attention on the board.
We are going to watch a video that shows us how rules keep us safe in our community.
Remember video on means voices off.” (Display the video on the board).
 “First graders, the video is now over and I have a question for you. Raise your hands and
tell me if you saw or heard ways rules are used in our community.” (Students respond
“Rules help us get along, they keep us safe, they tell us how to treat each other.”)
“Awesome job! Now let’s open our textbooks to page 44 and learn about ways rules
create fairness. Read along as I read out loud!” (Teacher reads textbook out loud).
 “We are now finished reading for today. When I say so and not before, please go back to
your seats quickly and quietly. Your activity today will be done independently. You will
complete the worksheet ‘playground rules. I will come around and pass out the
worksheets to each of you. Ready, set, go!” (Students go back to their desks and work on
the ‘playground rules’ worksheet).

Closure (10 minutes)

 “Class, Class?” (Students respond “yes, yes’). We have come to our stopping point for
todays activity. Please meet me back on the floor with your worksheets as we wrap up
todays lesson. What did you learn from your worksheet about playground rules? Could
you spot all of the photos where students were playing fairly or not?” (Students discuss).
“Is fighting over a ball a fair way to play? Put a thumbs up if it is or a thumbs down if it
is not.” (Students respond putting thumbs down). “Great! Fighting over a ball is not a fair
way to play. What is a fair way to play on the playground. Raise your hand if you know.”
(Students respond “sharing the ball, playing together, taking turns”). “Awesome job
today first graders! I heard so many great things from our discussion today. To end
todays lesson, it is important to know that rules tell us how to act so we can get along.
Rules help keep us safe and tell us how to treat other fairly and with respect. When we
follow rules, we are prepared to learn and do our best work in and outside of school.
Think about what else you learned today about rules as I pass out our exit ticket.”

Assessment (5 minutes)
 Your exit ticket for today is answering the following two questions:
o Multiple Choice (select all that apply): Rules ______.
 Tell us how we should act
 Tell us how to treat others
 Are not needed for school
 Allow us to be safe
 o Multiple Choice: One classroom rule we have is to ________.
 Be loud
 Yell at the teacher
 Raise our hands before speaking
 Fight with our peers

Independent Practice
Students will be assigned the ‘write your own rule’ homework sheet.

Materials
Smart Board
Markers
Student Textbook: Pages 40, 42, 44, & 46
Vocabulary Worksheet
Worksheet: Page 45
Video: https://www.youtube.com/watch?v=uIcGIwgPg-g
Exit Ticket
Homework: “Write your own rule”

Duration
45 minutes
 Anticipatory Set (10 minutes)
 Teaching: Activities (20 minutes)
 Closure (10 minutes)
 Assessment (5 minutes)
Class: Social Studies

Grade Level: 1st

Unit: Civics Unit 1, Lesson 4

Teacher: Emma Steil

C3 (College, Career, and Civic Life) Standard(s)

Social studies programs should include experiences that provide for the study of individual
development and identity.

Common Core State Standard (CCSS)

Participate in collaborative conversations with diverse partners about grade 1 topics and texts
with peers and adults in small and larger groups.

Iowa Core Curriculum-Subject Area Standard

SS.1.9. Describe a situation that exemplifies democratic principles including, but not limited to,
equality, freedom, liberty, respect for individual rights, and deliberation. (21st century skills)

21st Century Skill(s)

Civic Literacy
Participating effectively in civic life through knowing how to stay informed and understanding
governmental processes.
Exercising the rights and obligations of citizenship at local, state, national and global levels.
Understanding the local and global implications of civic decisions.

Essential Question
How are we good helpers at school?

Objectives
I can identify ways we are good helpers at school and show how to be a good helper at school by
being respectful and responsible.

Anticipatory Set (10 minutes)

 “Class, Class.” (Students respond “yes, yes”). “First graders we are going to be
continuing on our unit about civics today. Before we begin, lets refresh our minds with
what we learned yesterday. Our essential question was “Why do schools have rules?”.
Can you turn to the person next to you and share one reason why schools have rules?”
(Students share ideas with a peer). “Awesome! Schools have rules to keep us safe and
help us get along with one another.”
 “Today our essential question is “How are we good helpers at school?”. (Point to the
essential question on the board). There are many ways we are good helpers at school, and
when everyone helps, school is a better place to learn. One way we can be a good helper
at school is doing our part in a group project. I want you to think of other ways you know
we can be good helpers at school. Raise your hand to share your ideas.” (Students share
their ideas, teacher writes these ideas on the board). “Great ideas! Let’s keep these in
mind as we do todays activities!”

Teaching: Activities (20 minutes)

 “We are going to begin our lesson today with a vocabulary worksheet. When I say so and
not before, please come up to the front to grab your worksheets and got back to you desk
quickly and quietly and begin working independently. Your vocabulary words today are;
Golden Rule, Respect, and Responsible. Ready, set, go!” (Students go back to their desk
and work on the vocabulary sheet independently).
 “Class, Class” (Students respond, “yes, yes”). “It sounds like you have all finished your
worksheets. Please place these into your desks and come back to the floor.”
 “Please open your textbooks to page 54 and listen and read along while I read out loud
ways we are good helpers at school.” (Teacher reads textbook out loud as students read
along and listen). “Great job listening as I read today. The textbook helped us learn so
many ways we can be good helpers at school. I want you to keep these in mind as we go
onto our final activity for the day. When I say so, please go back to your desk with a
partner. You and your partner will work on the “Ways we are good helpers at school”
worksheet together. I will come around to each group to pass out this worksheet. Ready,
set, go!” (Students go back to their desk with a partner and work on the worksheet).
Closure (10 minutes)
 “1, 2, 3… eyes on me! First graders, we have come to the stopping point in our activity
today. Please join me back on the floor with your worksheet and partner. Let’s begin by
talking about the worksheet. I want to go around the room and ask each group ways they
found good helpers at school.” (Student share, “We found good helpers work together…
we found good helpers wash their hands… we found good helpers listen… we found
good helpers share”). “Awesome, can another group tell me where they found not good
helpers?” (Students respond, “We found not good helpers fight in the lunch room, we
found not good helpers argue over a toy”). “Awesome work today first graders! You all
found ways to be good helpers at school. We learned that good helpers take care of
things, do their best, respect one another, show responsibility, and are good leaders. Can
you think of any other ways we can be good helpers at school? Keep these in mind as you
complete your exit ticket for today”

Assessment (5 minutes)
 Your exit ticket for today is answering the following three questions:
o True or False: To be a good helper at school, you can show respect and
responsibility
 True
 False

o Multiple Choice (select all that apply): Good helpers ______.

 Wash their hands
 Listen
 Share
 Lack listening skills

o Multiple Choice: We play nicely with our friends and treat them as we want to be
treated. We follow the ______________.
 Directions
 Golden Rule
 Orange Rule
 Teacher
 “Please grab an exit ticket off of the table and answer the questions when I say so. Does
anyone have any further questions? Ready, set go!”

Independent Practice
Students will be assigned the “Good helpers at school” worksheet.

Materials
Smart Board
Markers
Student Textbook: Pages: 54, 55, 56, 58 & 59
Vocabulary Worksheet
Worksheet: Page 57
Exit Ticket
Homework: “Good helpers at school”

Duration
45 minutes
 Anticipatory Set (10 minutes)
 Teaching: Activities (20 minutes)
 Closure (10 minutes)
 Assessment (5 minutes)
Class: Social Studies

Grade Level: 1st

Unit: Civics Unit 1, Lesson 5

Teacher: Emma Steil

C3 (College, Career, and Civic Life) Standard(s)

Social studies programs should include experiences that provide for the study of interactions
among individuals, groups, and institutions.

Common Core State Standard (CCSS)

Participate in collaborative conversations with diverse partners about grade 1 topics and texts
with peers and adults in small and larger groups.

Iowa Core Curriculum-Subject Area Standard

SS.1.8. Identify students’ own cultural practices and those of others within the community and
around the world.

21st Century Skill(s)

Civic Literacy
Participating effectively in civic life through knowing how to stay informed and understanding
governmental processes.
Exercising the rights and obligations of citizenship at local, state, national and global levels.
Understanding the local and global implications of civic decisions.

Essential Question
What groups do we belong to?

Objectives
I can recall what I have learned about my family group, identify that we all belong to groups, and
select the groups I belong to.

Anticipatory Set (10 minutes)

  “1, 2, 3… eyes on me! First graders, today is our final day learning about our unit on
civics. Let’s begin by discussing what we learned yesterday. Your homework assignment
was to write a sentence about how to be a good helper at school using one of our
vocabulary terms and drawing a picture to go with it. Can I have a few of you share out
your sentences to the class and what you drew?” (Students share to the class). “Awesome
job. All of the sentences and pictures you shared were great.”
 “Today we are going to be learning about what groups we belong to. We all belong to
groups. We have groups in school. We also belong to family groups. You may even be in
a sport on a team. A team is a type of group too! Think about what type of groups you
belong in as we move onto our activity.”
Teaching: Activities (20 minutes)
 We are going to begin today with a vocabulary worksheet. Our words today are
community and family. When I say so and not before, I need you to go back to your seats
quickly and quietly and begin working independently on the vocabulary worksheet on
your desks. Ready, set, go!” (Students go back to their desks and work on the vocabulary
worksheet).
 “Class, class” (Students respond “yes, yes”). “Please put your vocabulary worksheets in
your desk and meet me back on the floor for a discussion. Can someone raise their hand
and tell me what our vocabulary word “community” means?” (Student responds, “A
community is a very big group of people”). “Awesome! Can someone else raise their
hand and tell me what our vocabulary word “family” means?” (Student responds “A
family is a type of group that may share the same name or the same home”). “Awesome
work my friends. We are now going to begin our reading for today. Please open your
textbooks to page 68 and follow along as I read out loud.” (The teacher reads out loud as
the students read along and listen).
 “Okay first graders, we have now finished our reading for today about the groups we
belong to. What I would like for you to do now is to go back to your desks to grab a
pencil and come back to the floor.” (Students grab pencils).
 “I am going to be passing around todays activity’s graphic organizer. The graphic
organizer asks us to think about two groups we belong to; our class and our family’s.”
(Display the worksheet on the board). “We will answer the class questions together and
the family questions you will answer yourself. You know more about your own family
than anyone else in the class because that is the group you belong to. Follow along as we
answer the questions and write the answers in our graphic organizers on the side that says
“class”. The first question asks how many people are in this group, so students how many
people are in this class? Count how many people are in this class and when you have the
answer write it down on your worksheet. I counted 20 students and one teacher in this
classroom, so I will write a 21 on my paper. The next question asks us who are some
people in this group. Since we are in the classroom our group is the students and the
teacher. I am going to write students and teacher in my graphic organizer box, and you
should be doing the same. Finally, the last question asks what makes this group special.
Think about our class and write in the last box what you think makes our classroom
special. I am going to write in my box that our classroom is special because we are all a
community of learners that help one another. When I say so and not before, I ask that you
go back to your seats quickly and quietly and fill out the other side of the graphic
 organizer independently. This side is about your family. Ready, set, go!” (Students go
back to their seats and work on the graphic organizer).
 “1, 2, 3… eyes on me! First graders, it seems that everyone has finished filling out their
graphic organizers. I would now like for you to pull out your journals as we are going to
use the information from our graphic organizers to write complete sentences to form a
paragraph. Here is an example of what my family paragraph would sound like. My family
group has 5 people, my Mom, Dad, two brothers, and me! The people in my family group
are nurses, truck drivers and teachers. This group is special because we are a family and
share love for one another. Please now write your own paragraph about your family.
Remember that when we begin a sentence we use capital letters. When we end a
sentence, we use a period” (Students write a paragraph about their family using their
graphic organizers).

Closure (10 minutes)

 “1, 2, 3… eyes on me! We have now come to a stopping point for todays activity. Please
bring join me back on the floor with your graphic organizers and paragraph that you
wrote. I would like you all to raise your hands as I call on a few of you to answer the
questions on the graphic organizer. My first question is what did write for how many
people are in your family group?” (Students respond). “Awesome, my next question is
who are some people in your family group?” (Students respond). “Finally, my last
question is what makes your family group special?” (Students respond). “Awesome work
today first graders. I was very impressed to hear what you wrote about your families and
that group that you belong to. Did you notice how we all shared different things and that
not one of our family groups was exactly alike? This is very important to notice and
understand. We also learned today that we all belong to groups; school groups, family
groups, and community groups. Together we all share a community.”

Assessment (5 minutes)
 Your exit ticket for today is answering the following three questions:
o True or False: We all belong to a group or groups.
 True
 False

o Multiple Choice (Select all that apply): Which of these is a type of group?
 Family
 School
 Teams
 Work

o True or False: A type of group that may share the same name or the same home is
a community.
 True
 False
 “Please grab an exit ticket off of the table and answer the questions when I say so. Does
anyone have any further questions? Ready, set go!”
Independent Practice
Students will be assigned a homework page drawing each group they belong to.

Materials
Smart Board
Markers
Student Textbook: Pages 68, 69, 70, 72, 73, 74
Student Journals
Vocabulary Worksheet
Worksheet: Pages 71
Exit Ticket
Homework: “Draw a picture of each group you belong to.”

Duration
45 minutes
 Anticipatory Set (10 minutes)
 Teaching: Activities (20 minutes)
 Closure (10 minutes)
 Assessment (5 minutes)
1st Grade Unit Test: Civics
Name: ___________________________________
Date: ___________________________________
Teacher’s Name: ____________________________

1. Multiple Choice: Below are ways we get along in school. Which one does not fit how we
get along in school?
a. Follow the Rules
b. Take Turns
c. Fight
d. Listen

2. True or False: All people are the same.

a. True
b. False

3. True or False: The story of “Two Goats on a Bridge” showed the goats listening, taking
turns, and sharing.
a. True
b. False

4. True or False: We are all good at different things. I can learn from you and you can learn
from me.
a. True
b. False

5. Multiple Choice (select all that apply): Rules ______.

a. Tell us how we should act
b. Tell us how to treat others
c. Are not needed for school
d. Allow us to be safe

6. Multiple Choice: One classroom rule we have is to ________.

a. Be loud
b. Yell at the teacher
c. Raise our hands before speaking
d. Fight with our peers

7. True or False: To be a good helper at school, you can show respect and responsibility
a. True
b. False

8. Multiple Choice (select all that apply): Good helpers ______.

a. Wash their hands
 b. Listen
c. Share
d. Lack listening skills

9. Multiple Choice: We play nicely with our friends and treat them as we want to be treated.
We follow the ______________.
a. Directions
b. Golden Rule
c. Orange Rule
d. Teacher

10. True or False: We all belong to a group or groups.

a. True
b. False

11. Multiple Choice (Select all that apply): Which of these is a type of group?
a. Family
b. School
c. Teams
d. Work

12. True or False: A type of group that may share the same name or the same home is a
community.
a. True
b. False

13. Short Answer: Write two things you found important or interesting from this unit and tell
me why you found these important or interesting.

14. Short Answer: Do you feel like you have a better understanding about getting along in
school, learning from one another, school rules, good helpers, and the groups we belong
to? Yes or no? Explain your reasoning.