Stetson University Department of Education Daily Lesson Plan
Name: Why are laws important? Date: 10/09 Time: 1:00 PM Lesson # 5
Big Idea/Topic Rules and Laws Grade/ Subject Kindergarten Social Studies
CPALMS/ Resource link
Lesson Structure: Whole Group
Standards: (CCSS/NGSSS/NGSS)
SS.K.C.1.1- Define and give examples of rules and laws, and why they are important.
Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)
Students will discuss laws from the text and why they are important.
Language Objective(s): (Must include language skill/domain and function, may contain grammar, where appropriate)
Reading- Students will dictate their picture.
Writing- Students will not draw a picture of a law.
Speaking- Students will discuss different laws from the PowerPoint and why they are important.
Listening- Students will listen to their classmates’ responses.
Key Vocabulary (academic/content-defined in kid friendly terms) Instructional
Law- A rule that everyone must follow. Materials/Resources/Technology
Safe- to keep people from getting hurt (include hyperlinks to videos & websites)
W.3.8 or W1.2 Community Law
PowerPoint
Laws PDF
Drawing Paper
Pencils
Crayons
H.O.T.S. Graphic Organizer/Thinking Map:
Bloom’s Taxonomy http://www.enchantedlearning.com/graphicorga
http://www.edpsycinteractive.org/topics/cognition/bloom.html nizers/
Illustrate & Explain: “Can you illustrate a law and explain why it is
important?” N/A
Lesson Portions: Pacing ESOL Support
How will you introduce the lesson, assess or activate For each level EL at each instructional step.
prior knowledge, motivate students to learn? (Add additional rows with Tab)
How will the lesson develop or proceed? What steps will
you follow? What are the students expected to do?
Highlight differentiated strategies.
Underline higher order/high quality questions in lesson.
Introduction/Building Background: (Link to Prior Knowledge) B:
Call students to the carpet and remind them of carpet etiquette I:
Tell students that we are going to learn about why laws are A:
important. 3 min
Ask students what some laws are that the adults in their home
follow.
Instructional Steps: B:
Display the PowerPoint slide. I:
Explain to students that they will closely examine the photograph 10 min A:
and think about what they see in the image. Encourage students to
use the sentence starters “I notice that” or “I see” and share with
their partner.
Ask the students “What laws are the children following? Why is
the law important?
Tell students to discuss their answers with their shoulder partner.
Rev. Spring 2019
Stetson University Department of Education Daily Lesson Plan
Call on students to share responses.
Display the second slide.
Tell students to share their observations with their shoulder
partner.
Ask the students “What law are the children following? Why is the
law important?”
Tell students to discuss their answers with their shoulder partners.
Call on students to share responses.
Display and repeat process with the third slide.
Display the last slide.
Explain to students that they will draw a law that we have learned
about. Tell students that they will have to tell you what law they
are drawing and why it is important
Tell students to close their eyes and think about one law we have
been learning about and why it is important.
Ask students “Can you illustrate a law and explain why it is
important?”
Pass out drawing paper.
Send students back to their desks.
Circulate as students are working.
Provide verbal encouragement as needed.
Closures Pacing ESOL Support
Content: 2 min B:
We learned about why certain laws are important today! Can I:
someone tell us what law they drew and why that law is A:
important?
Procedural:
Please put your drawing on the teacher table and meet me at the
carpet for ELA Intervention.
ESE Modifications CPLAMS Access Points ESE Accommodations
http://www.cpalms.org/Standards/AccesspointSearch.aspx (content, product, process, environment)
(identify access point, if needed)
Environment- give verbal encouragement and
Independent: repeat directions as needed (as directed by
SS.K.C.1.In.a- Identify a classroom rule. IEP).
Supported:
SS.K.C.1.Su.a- Recognize a classroom rule.
Participatory:
SS.K.C.1.Pa.a: Associate a simple rule with a behavior in the classroom.
Assessment of Student Learning: (congruent with instructional objectives)
Objective 1: Students will draw one law and describe why it is important.
Post Lesson Analysis
Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include evidence.)
Rev. Spring 2019
Stetson University Department of Education Daily Lesson Plan
We have been learning about rules since the beginning of the school year. We are starting to compare our classroom rules with
overall laws for our community. After introducing these laws, we discuss how they apply to them in their everyday life.
Reflection on Teaching: (Analyze and evaluate your lesson and class management.)
This lesson went really well! This was the first time I implemented the turn and talk strategy for my students, and they did a
great job! The students were on task and I heard a lot of effective discussion. The students took turns talking and were able to
restate what their partner said and even add more detail to it! I was pleasantly surprised with how mature my students acted
during this lesson and how they took intiative of their own learning.
Addressing Pre-PGP: INTEGRATED BLOCK ONLY
(Using the three Pre-PGP goals completed in EDUC 393, describe how you progressed, or not, toward improving your practice
within those Domains. Include a statement on how your efforts impacted, or not, students’ learning experiences.) Complete this
box after the 2nd social studies lesson, the 2nd math lesson, the 2nd reading lesson, and one lesson within the science unit.
1.
2.
3.
Response to Feedback: INTEGRATED BLOCK ONLY
To be completed after post-observation meeting: Review and consider provided feedback. Describe how you will implement
next steps going forward. Explain how these next steps will impact students’ learning experiences.
Learning trajectory: Detail the learning trajectory associated with this standard. A learning trajectory consists of set of
instructional tasks, matched to each of the levels of thinking in the developmental progression. These tasks are designed to help
students learn the ideas and skills needed to achieve that level of thinking by grade level. Include each standard for grade
levels below & one above from CPALMS, the VCS curriculum maps, Next Generation Science Standards, or another standard-
based resource.
First Grade
SS.1.C.1.1- Explain the purpose of rules and laws in the school and community.
Rev. Spring 2019
