Lesson Plan : Classroom Rules
Teacher Name: | Ron House |
Grade: | Grade 3 |
Subject: | Special Education |
Topic: | Classroom Rules (First Days of New School Year |
Content: | Social Studies --- Government ---- The need for rules and why we need government in our life. Key vocabulary: government, rules, choice, cooperation, respect, acceptance, majority |
Goals: | At the conclusion of this lesson: � Students should be able to recognize the need for rules and government. � Students should be able to explain the following terms from the natural rights philosophy: natural rights, state of nature, social contract and consent. � Students should be able to explain the problems that come within a state of nature and their possible solutions and compare their ideas with those of John Locke. � Students should be able to explain how government and laws can protect natural rights. |
Objectives: | Third Grade Social Studies Competency Goal 1 The learner will characterize qualities of good citizenship by identifying people who made a difference in the community and other social environments. Objectives 1.01 Identify and demonstrate characteristics of responsible citizenship and explain how citizen participation can impact changes within a community. |
Materials: | Materials: � text book � paper � pen � news print for each station � marker for each station � timer |
Introduction: | Explanation: This is a lesson plan that I would start on the first day of school with a new class. Possibly this lesson could take a week or more to bring to completion, depending on the students. This first lesson will go to establish classroom rules. The succeeding classes would further expound on and identify problems with a world that is stuck in a "state of nature" and also a classroom that is administrated by a "state of nature". Then lead the class in capturing what has been taught by "government" and have them apply these concepts and precepts into their daily living. Focus and Review: Learning about our American History and our United States Constitution can be fun as well as educational. As an educator, I want these areas to become alive for my students, to convince my students that every day they are living a part of history of our country and how these historical events have affected their own lives. |
Development: | Statement (Inform student of objectives): Why do we need a government? Lesson introduces the basic concept of the "natural rights" philosophy. The students should recognize the need for rules and government after the first ten minutes of class. The students will be asked to describe how they liked the class when it was being regulated by the "state of nature". John Locke the English philosopher will be introduced and the students will discuss how his concepts were used in preparing a regulated government that would protect each person�s natural rights. |
Practice: | Teacher Input: Who's in charge? Guided Practice: To be aware of the need for rules and government. 1. The teacher writes on the board: "This is a government class, for the next 10 minutes, we shall explore government." 2. Make no further comments. Answer no questions. Stand or sit for next 10 minutes (You may need to shorten this time if complete chaos erupts) 3. Give explicit directions as to: (be very piercing and direct) Where they should sit Lesson assignment -- book, pages, and so on Students distribution of books (or other materials to be used) Reading assignment Materials should: a.) define government as an institution that makes and enforces laws at federal, state, and local levels. b.) describe its function to maintain social order, provide public service, and provide security and to make binding decisions. 4. Discuss by stating that they had a good example at the beginning of class of what happens when there is no direction, no authority, no one to make decisions, to live in a "state of nature" (Let the class express feelings.) |
Accommodations: | Groups of five as designated by the teacher. Make sure you have (as this is first of school year) read the folders for each child and have made your groups accordingly. |
Checking For Understanding: | Roaming the room you can see what is being written by the different groups and if they are cooperating etc.. you will also see the answers to the five questions: 1. What might happen in the classroom if there were no rules or laws? 2. What might happen if there were rules and laws, but no one to make sure people obeyed them? 3. What might happen if there were rules and laws, but no one to settle disagreements about them? 4. Write five (5) rules for our classroom. (Keep in mind these rules should benefit all and be accepted by the majority). By observation you will be able to stop and give constant feedback to each group as they work. |
Closure: | My main purpose in using these books and teaching about our American History and our United States Constitution is to provide the students a chance to want to study the subject further and to give them a sense of pride in our American history and our past which leads to our future. The students take a more active role in learning when they are allowed to use the information given to them and be able to actively use the lesson(s) right away and see results. |
Evaluation: | What is taking place in the groups. Is there structure? Are they cooperating? Have they "elected" different positions in their group, such as recorder, timer, etc...? What type of rules are being considered? Has an attempt been made to answer the five presented questions? After the rules have been voted on and established for the class are they being followed or does the class need to revisit the selectionn process. This can be evaluated over the next few weeks and also the entire year. |
Teacher Reflections: |
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