Lesson 1

Lesson Wednesday
Citizenship: Rules Date
Title/Focus September 4, 2019
Subject/Grade Time 2:10-3:10
Social Studies – Grade 1
Level Duration 1 Hr.

Unit My World: Home, School, and Community Teacher Dallas David

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General 1.1 My World: Home, School, and Community
Learning General Outcome
Outcomes: Students will demonstrate an understanding and appreciation of identity and self-esteem
are enhanced by their sense of belonging in their world and how active members in a
community contribute to the well-being, growth and vitality of their groups and
communities.
Specific Students will:
Learning 1.1.1.C Demonstrate respect for their individual rights and the rights of others
Outcomes: 1.1.2.A Demonstrate a willingness to share and cooperate with others
1.S.5.A.B Consider the ideas and suggestions of others to create a safe and caring
environment
LEARNING OBJECTIVES
Students will:
1. Gain an understanding of what citizenship means.
2. Be able to identify what is means to be a good citizen.
3. Identify and understand the rules of the class and why they are needed.
ASSESSMENTS
Observations:  Are students understanding the terms in which I am using during the
lesson?
Key Questions: What is citizenship?
What does it mean to be a good citizen?
What are the rules?
Why do we need rules?
What are the classroom rules?
Products/Performances: 7 Habits:
1. Be Proactive – You’re in Charge
2. Begin with the End in Mind – Have a Plan
3. Put First Things First – Work first then Play
4. Think Win-Win – Everyone Can Win
5. Seek First to Understand then to be Understood – Listen Before You
Talk
6. Synergize – Together is Better
7. Sharpen the Saw – Balance Feels Best
 LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT

 POS  Bright link/ smart board

 7 habits  Pencils, pencil crayons, markers, etc.
PROCEDURE
Prior to lesson  Copy and staple the unit booklet (the whole unit)
 Prep the text Why all the Rules? For read aloud “No, David”
 Prepare class rules
Introduction Time

Attention Grabber Introduce the learning targets:

We can tell why we have rules 2 mins.
We can explain our classroom rules
Assessment of Prior
Knowledge

Expectations for
7 Habits Introduced and integrated into lesson. 3 mins.
Learning and Behaviour

Advance
Have class rules prepared/ anchor chart ready. -
Organizer/Agenda

Transition to Body -

Body Time

Learning Activity #1 1. Today we are going to begin learning about what it

means to be a responsible citizen. We all follow rules
Discussion in our homes, schools, and communities. When you
follow rules, you are being a responsible citizen.
Read Aloud
2. Read and discuss Why all the Rules? “No, David!”
Discussion What are some of the Rules that David broke?
3. You have rules at home. What are some of your home
Anchor Chart rules?
4. We have rules at school, too. There are rules for
different places (gym, library, washroom facilities,
etc.)
5. We have rules to keep us safe and help us learn.
We have special rules for our classroom.
6. Display the classroom rules poster/ Anchor chart. 20 mins.
Read classroom rules one at a time.
(Put first things first)
Point out the location of the permanent location of the
classroom rules in the class. (Values)
Make up classroom rules with the students and put up
in the classroom (3-5)
Read and discuss what each rule means and why they
are important.
Have students sign the poster to show that they are a
member of the classroom community and will follow
the rules.

Teacher Notes: Assessments/
Differentiation
Learning Activity #2
Teacher Notes: Assessments/
Differentiation
Consolidation of
Learning:
Feedback To Students
Transition To Next
Lesson
Sponge
Activity/Activities
Reflections from the
lesson
i.e.
Rule Motion
1. Be a good Listener Point to ear
2. Follow directions the Hold up one finger
first time given
3. Be kind with your Hug self
words and actions
4. Work and play safely Give two thumbs up
By having the students have a variety of material and visuals
they can identify the responsibility of taking ownership of the
classroom rules by signing the anchor chart paper. The use of
color coding gives the students the ability to use memorization
and a way to manipulate for better clarity and interest of the
classroom rules.
Be sure the classroom rules are in a positive tone.
Independent class work: complete lesson 1 in the activity
booklet.
Quick check:
Discuss what ‘true’ and ‘false’ means.
True = means it’s right, and 3 mins.
False = means it’s not right
Have students answer true/false questions at the bottom of
the page 1.
Revisit the learning target.
Go through activity booklet with students.
Closure Time
Revisit the learning target. 2 mins
Thank you, students, for all agreeing to the classroom rules by
signing and agreeing to our classroom rules. You all worked
very well during class. Great job class.
SAY: I want you to think about for next class is this question:
“Why do you think we have laws?”
Todays lesson went well. Jenna showed up for a visit and a
quick check up to make sure I am not really stressing out. So,
my lesson began with the students having sack time, then we
transitioned to the lesson by talking about rules then we
 moved to the carpet to read “No, David” book. During the read
I questioned the students about the rules that David was
breaking, all the students eagerly raised their hands with
responses that coincided with what David was doing wrong or
the rules he was failing to follow by his mother. All the
students abided by the rules by raising their hands and
waiting to be called upon to share their answers with the rest
of the class. During the read aloud we had to transition to the
learning commons due to a behavior student that was
screaming and distracting the rest of the class. At this point I
knew someone had to leave the class. It turned out to be the
rest of the class. We transitioned nicely down to the learning
commons and the students sat nicely and we were able to
finish the book and have class discussion during the reading.
Later Mrs. Hansen came down to the learning commons to
remind me that clean up time was approaching, this is when I
realized that what I had planned in my lesson we were not
going to complete everything, and that is ok because we can
carry the lesson into tomorrow’s social studies lesson.

Lesson Assessment
Date: __September 4, 2019______

E = Excellent
-Demonstrates a comprehensive understanding of the learner outcomes
-Constantly applies concepts and skills with accuracy and independence
P = Proficient
-Demonstrates a thorough understanding of learner outcomes
-Usually applies concepts and skills with accuracy and independence
Basic = Basic
-Demonstrates an understanding of learner outcomes at grade level with some support
-May require some supports to apply concepts and skills with accuracy and independence
NY= Not yet
-Is not demonstrating understanding of learner outcomes at grade level

Group/Level/Lesson SLO’s: 1.1.1.C 1.1.2.A 1.S.5.A.B

Subject: __Social Studies__________ Penelope

Lesson: __Classroom_Rules___________________ Latavia

GLO’s Covered:

1.1 My World: Home, School, and Jackson

Community
Students will demonstrate an Marcus
understanding and appreciation of
identity and self-esteem are enhanced
Zander
by their sense of belonging in their world
and how active members in a
community contribute to the well-being, Joey
growth and vitality of their groups and
communities. McKenna

Easton
SLO’s covered: Cashis
1.1.1.C Demonstrate respect for their
individual rights and the rights of others Teagan

1.1.2.A Demonstrate a willingness to

Willy
share and cooperate with others

1.S.5.A.B Consider the ideas and Edi

suggestions of others to create a safe
and caring environment Rome

Declan

Richard

Scarlett

Leah

Kadence

Notes:

Notes

Penelope

Latavia

Jackson

Marcus
Zander

Joey

McKenna

Easton

Cashis

Teagan

Willy

Edi

Rome

Declan

Richard

Scarlett

Leah

Kadence