Dakota State University

College of Education

LESSON PLAN FORMAT

Name:​ Morgan Larson Date: ​9-21-17

Grade Level: ​1st Grade Time: ​2:10-2:25, 2:55-3:15
School: ​Canistota Elementary

Reflection from the prior lesson:

Yesterday, I did a lesson on rights versus responsibilities leading into the concept of rules in the
classroom. The lesson went well, but the students did have difficulties with understanding the
difference between rights and responsibilities. I also contribute some of this to the students actions
towards the end of the day, as they get very wound up. I will continue to combat this by showing that I
will not allow them to act how they want. During the work time of the lesson, my cooperating teacher
and I spent more time talking to students about the difference between them when they were working
on their assessment. Because we were walking around a lot of the time and stopping to correct students
if we saw them do something incorrectly, the students didn’t have many errors. All but two of the
students met the lesson objectives, these two students who did get them all correctly are below grade
level and may have needed more remediation. With that though, we are continually reminded that our
students need a lot of additional support in the classroom. From this lesson, I will make sure that I spend
time continuing to refresh the idea of rights versus responsibilities as we continue to work on this unit. I
will continue to show students that I will not let them act however they would like just because I am the
teacher or because it’s the end of the day.

Lesson Goal(s)/ Standards:

1.C.2.1​ Explain who makes decisions and rules in the school

Lesson Objectives:
After reading or listening to ​David Goes to School, ​students will orally retell what David was not
supposed to do and what he was supposed to do with teacher support.

Materials Needed:
● Video of ​David Goes to School ​by David Shannon
● Construction Paper
● Glue

Contextual Factors/ Learner Characteristics:

There are 13 students in the class - 5 girls and 8 boys. Currently, none of the students are on IEPs, but
there is a student recently tested and 2 students who are being watched. There are 3 students who
receive Title I services in reading and 2 that receive Title services in math. I conducted a learning styles
inventory on students, and the top classes were self, nature, and body. This means that these students
will work best on their own work, naturalistic students will like to use their senses of touch and doing
things hands-on but preferably outdoors, and body (kinesthetic) are very similar to nature, but don’t
need the outdoor involvement. Social studies and science is at the end of the day and can be
segmented depending on specials. Specials include counseling (Mondays 2:00-2:30), PE (Tuesday,
Thursdays 2:25-2:52), and computers (Friday 2:45-3:15). There is also time that students have snack, so
the ‘lecture’ part of the lesson is best at the beginning and the activity after they get back from their
activity.

A.The Lesson ​(​35 minutes​)

1. Introduction ​(​3 minutes​)
a. Getting attention ​“Put on your PE shoes and start eating your snack while we get
started on social studies.”
b. Relating to past experience/ prior knowledge ​“Yesterday, we talked about your job in
the classroom and how students have rights and responsibilities. Will someone remind
me of what an example of a right is and then an example of a responsibility? Now we
are going to talk about our rules in the school and who creates those rules. Does anyone
have an idea of who makes the rules in our school?”
c. Creating a need to know ​“Rules keep us safe, they help us get along with others, and
they keep things fair. The people who make those rules are leaders in the school or
community who have your best interests in mind.”
d. Sharing objective ​“Today, we are going to discuss why we follow rules and who creates
them.”

2. Content Delivery (​30 minutes​)

I. Video Read Aloud (​10 minutes​) - D ​ avid Goes to School ​- I will either read or play the
video of the book, ​David Goes to School. ​After the reading or playing of the video, we
will do a retelling of the story with an anchor chart of what David was to do or not to do.
“Rules tell us what to do, but also what not to do. In ​David Goes to School, ​there are
examples of what David is told not to do and examples of what he should do. We are
going to work together to remember what things David was supposed to do, and what
he was not supposed to do. Let’s first talk about what he was told not to do.” As
students list what he was supposed to do and not supposed to do, I will put that up on
the board.
II. Our Classroom Rules (​5 minutes​) - “Can someone tell me one of the rules that we have
in our classroom? (1. Be kind to everyone. 2. Stay in your seat. 3. Keep your desk closed
when I’m teaching. 4. No talking while I’m teaching. 5. Hands and feet to yourself. 6.
Always do your best.) Why do you think Mrs. Jolley thought that was an important rule
to have in the classroom? Remember that we have rules to keep us safe, keep things
fair, and help us get along. In ​David Goes to School, ​the rules that David’s teacher wants
her to follow keep people safe, like walking, keeping your hands to yourself, and paying
attention. It also helps in the classroom when students are waiting your turn, raising
your hand, and listening.
III. David Project (​15 minutes​) - “Now, I am going to give you a piece of construction paper
with a circle, that is going to be our David. We are going to make David’s face and write
 in a thought bubble what you know about rules.” I will give the students instructions as
to how to create their David. Then, they will write what they have learned about rules or
a rule they should follow in his thought bubble.

3. Closure (​2 minutes​)

Today, we listened to the story about David going to school and how he didn’t follow the rules
and then he started following them. What we some of the rules David didn’t follow in the story?
We discussed rules in our classroom, and why those rules help us learn, keep us safe, and keep
things fair. Tomorrow, we are going to discuss who makes those rules in the school and other
school workers and their job in the school.

B. Assessments Used
● Oral retelling of the story as a class and taping up what David did and didn’t do up on the
whiteboard.
● Students will be completing a project of construction paper David and they will write a word
bubble of what they will remember about school rules.

C. Differentiated Instruction
This lesson is a group activity that doesn’t rely a lot on differentiation in order to work.

D. Resources
David Goes to School Template - ​https://docs.google.com/file/d/0B0bn51-8JcKsVl9Wa1FmTXpPTzg/edit

F. Reflection
The last lesson I did with students was Thursday, 9-21-17, we did an activity with the book ​David Goes to
School ​where students made their own David and wrote what they learned about school rules. The
students enjoyed the project and making their own silly David. Students were able to easily recall what
they were supposed to do and not supposed to do from the story and could retell it on the board. I
didn’t fully formally assess this activity, it was more of an oral understanding and what they write on
their David speech bubble. I was originally going to read the book to students, but we did not have the
book in our library, so I used a Youtube video of the book being read and students enjoyed being able to
see the words big on the board and being able to read along on the No David! Parts. On Tuesday, we will
review rules when we discuss school workers and who makes rules, and I will have students complete a
paper that is matching of school workers and then they must circle the broken rules and write what is
wrong. The students enjoyed the hands on work of getting to make David and it seems to help them
remember the material better.