Rights and Responsibilities

Submitted By: Greg Winiewicz

EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2013 Instructor: Karen Powell

Right and Responsibilities

Summary of the Lesson Plan: This social studies lesson is designed for 3rd grade students to name some of their rights as citizens and identify the U.S. Constitution as a document that protects our rights. This lesson uses the 3rd Grade Houghton Mifflin Social Studies textbook Communities Teacher edition (Unit 4- page 212-215). A. Target Population: Grade Level: 3rd Grade Skill Level: All Learning Levels Grouping: Whole group, partners, Individuals for assessment. B. Materials: 3rd Grade Houghton Mifflin Social Studies textbook Communities Teacher edition (Unit 4: Communities Governments ( page 212-215) Vocabulary Study Guide and Reading Skills (Unit Resources, p. 61). Teacher will provide copy to the students. Pencil and Paper C. Objectives: NV State Social Studies Standard C13.3.1 - Identify and discuss examples of rules, laws, and authorities that keep people safe and property secure C13.3.3 - Explain individual responsibilities in the classroom and the school.

Student-Friendly Standards C13.3.1-C13.3.3 I can make a list of Rights and Responsibilities. I know that the U.S, Constitution list and explains laws and rights.

D. Procedure: 1. Refer to notes on TE 212, Get Set to Read Explain the Vocabulary and Study Guide that will be completed as students read. See attached page at the end of lesson. Look at the chart on page 214 and ask the students, What will you find out about in this lesson? Discuss how we have jobs in the classroom and what it would be like if no one did their job. Introduce vocabulary (right, responsibility, vote).

2. Using the student book CD, project the book on the screen, and Listen to the book audio on the CD pg. 212-215, stopping to answer key questions in the TE margins.
EDEL 453 - Spring 2013 Submitted by: Greg Winiewicz page 2

Right and Responsibilities

3. Students will fill in information on their study guide as we discuss the main points of
the lesson. 4. Ask questions in the margins of the teacher edition emphasizing the need to declare independence from Britain. (TE 213 ) Where can rights of Americans be found? (TE 213) What is the right of assembly? (TE 214) What can happen if a person breaks a law? (TE 214) Why do people vote?

9. Closure: Discuss the statements in the Review and Assess section of TE 215. G. Assessment: What will I use to measure student understanding? Write a paragraph (TE 215): Write a paragraph telling about some of the rights and responsibilities they have in their community. Students will work with a partner and make a list of rights and responsibilities. Chart is attached. Students will complete Lesson test, p. 62. Explain how you will know students understand the concepts from the lesson. Restate the objective and explain how your assessment piece measures student understanding. Students will show they understand by writing a paragraph that tells about their rights and responsibilities. They will also complete a lesson test to show they understand the concepts. H. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the easiest part to teach will be the actual reading and discussing the lesson. 2. Which part will be most challenging for you to teach? I think some students may have a difficult time understanding the difference between a right and a responsibility. 3. How will you follow up or extend this lesson? As an extension to the lesson, I would use Extend Lesson 2 (p.216-217) Class President. 4. What can you do for students who dont grasp the concepts? For the students who dont understand the concepts in this lesson, I would use the Reteaching Minilesson -TE 215. They will use a descriptive wheel to reteach voting. 5. Which part of the lesson, if any, do you think might need to change? I like the lesson and I think I may have some more follow-up activities in the classroom. 6. When you were writing this lesson plan, what was the most difficult part?
EDEL 453 - Spring 2013 Submitted by: Greg Winiewicz page 3

Right and Responsibilities

For me, the most difficult part was to focus on the lesson and the support the Houghton Mifflin Social Studies book provides for me.

Rights and Responsibilities Rights Responsibilities

EDEL 453 - Spring 2013

Submitted by: Greg Winiewicz

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Right and Responsibilities

EDEL 453 - Spring 2013

Submitted by: Greg Winiewicz

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