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Running Head: LESSON PLAN #9
Lesson Plan #9
Lydia C. Keener
Saint Josephs University
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LESSON PLAN #9
Name: Lydia Keener
Date: 11/4/17 Subject: Social Studies Grade Level: 4th/5th Duration: 40 min
Lesson Topic: Who makes the rules at school?
1. Essential Questions
Whats the difference between and rule and a law?
What are some examples of rules at school?
Who is in charge at school?
Who is in charge outside of school?
How do rules get made at school?
2. Learner Outcomes
Students will be able to explain the difference between a rule and law, and give
examples of each.
Students will be able to identify and explain the hierarchy of leadership within the
school and relate it to the hierarchy of leadership in our city, state, and country.
Students will understand the difference between mayor, governor, and president.
Students will be able to explain the process of making a rule at school.
3. Related Academic Standards
CC.5.1.4.B: explain rules and laws for the classroom, school, community, and
state.
CC.5.1.4.A: examine school rules and consequences.
CC5.3.4.A: identify the roles of the three branches of government.
S/S/L 1B: listen and respond appropriately to others in small and large group
situations.
4. Vocabulary
Governor
Mayor
President
Head of School
Principal
Citizen
5. Materials/Resources
Smart Board
Rules and Laws PowerPoint
School leadership nametag cards (see attached photos)
School Rule Examples (see attached photos)
6. Instructional Procedures
Introduction
a. Inform students that they will be continuing the discussion about rules and
laws
b. Ask for a volunteer to remind the class what a rule is and give an example
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LESSON PLAN #9
c. Ask for another volunteer to remind the class what a law is and give an
example.
d. Explain that today, they will be focusing on school rules and who makes
them.
Developmental
a. Ask for suggestions of who the students think runs the school. Suggestions
could be the teacher or principal
b. Using the PowerPoint, introduce the hierarchy of leadership within the
school
c. Ask for suggestions of who the students think makes the rules at the
school, and tell students you will return to this in a moment
d. Use the PowerPoint to introduce the hierarchy of leadership outside of
school.
e. Define the terms citizen, mayor, governor, and president as your go
f. Draw parallels between the two hierarchies (i.e.: the teacher runs the
classroom, and the mayor runs the city. The principal runs the elementary
department and the governor runs the state, etc.)
g. Now return to the idea of who makes the rules at school. Inform students
that everyone, even the students, can make new rules.
h. Explain that for a rule to be created, it has to be proposed, discussed,
edited, and then approved. Model the process once with an example rule.
i. Tell students that it is now their turn to model. Bring students up to the
front of the room and give each a nametag with the name, photo, and title,
of someone from school, including students, teacher, principal, and head
of school.
j. Give an example rule to the student with the student name tag and have
them read and explain the example rule.
k. Then, model how the student would propose the rule to the teacher, who
may pass it on to the principal and then the head of school.
l. Explain and model that sometimes, the rule gets rejected, or needs to be
edited to be made better before it can be approved.
m. Take turns with each of the students getting to role play with different
example rules.
Closing
a. Have students return to their seats.
b. Ask questions to check comprehension, including why some rules got
passed and some didnt and who each person presented the rule to and
why
c. Inform students that next week, they will look at who makes the laws
outside of school and how the process is similar to the one they
demonstrated today.
7. Addressing Learners Diverse Needs
This activity is designed for D/HH students who use ASL as a primary mode of
communication. For students with auditory access, the teacher can use SimCom
or sign supported speech to support the student. An FM system can also be used
to give more auditory access to students.
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LESSON PLAN #9
Students with limited mobility or physical needs can sit at the front of the room
instead of stand.
8. Formative/Summative Assessment
Formative Assessment:
o Points can be given to attendance to the lesson and participation in class
o Homework assignments related to the content and independent modeling
of the rule creation process can be used to determine comprehension
Summative Assessment
o A social studies pre-assessment was given in the beginning of the year, so
a post-assessment should be given to determine progress and retention
throughout the year
