EDEL453 Spring2014 DeavonHINEBAUCH Unit Plan Thursday

Unit Plan: Civil Rights Lesson Plan for ThursdayGrade: 1stSocial Studies Strand: Civics

Submitted By: Deavon Hinebauch

EDEL 453: Teaching Elementary School Social ScienceNevada State College – Spring 2014Instructor: Karen Powell

Lesson Plan for Thursday Strand: Civics submitted by: Deavon Hinebauch

B. Summary of the Lesson Plan : This lesson is designed for first grade students to learn about individual rights in the classroom; it is the fourth lesson in a five-day unit on civil rights. This lesson uses the Houghton Mifflin Social Studies textbook “School and Family” (pp. 244-247).

C. Basic Information: Grade Level: 1st Grade Time to Complete this Lesson: 50 minutes Groupings: Whole group for vocabulary review and introduction, final R&R list,

and reading, small group for class rights and responsibility list and assessment discussion questions, individual for Study Guide/Vocabulary sheet.

D. Materials:

Houghton Mifflin 1st Grade Social Studies Book: School and Family (p. 244-247)- one for each student

Vocabulary and Study Guide (Unit Resources p. 78)-one for each student. Sample at the bottom of page 247.

Poster boards for each group

Paper and Pencil

E. Objectives: o NV State Social Studies Standards

C13.1.2 Identify an individual’s rights within the classroom.

o Student-Friendly Standards I can identify an individual’s rights within the classroom.

F. Vocabulary Citizen: a person protected under its government who is guaranteed rights Right: something you are free to do Responsibility: a duty to do something Vote: make a choice that is counted

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2


G. Procedure: 1. Introduction: Okay first graders, we have been learning about the importance for

people to have civil rights, and some important people that helped begin the movement for each person to have some very important civil rights. Now we are going to start applying those ideas more to the classroom. First, we are going to learn a little about what it means to be a citizen. Next, review the vocabulary terms.

2. Explain the Study Guide students will complete as we read. As a class, read p. 244-247, relating the roles of being a citizen to the classroom. Remind students of why it is important to create laws and ensure equal rights to all citizens. They should reference the lessons of the past three days, guide students as needed. Students should take notes and record responses on their Study Guide during the reading, and can continue after the reading.

3. Ask questions listed in the margins of the TE as an ongoing check for understanding, specifically the “Talk About it” question 1 and 2 on p. 245. In addition, when reading about voting, remind students of how they took a vote for the best symbol for our classroom the day before and why that was the fairest way to choose a symbol.

4. Assess student understanding by asking review and assessment questions on page 247. Have students discuss answers in small groups and then share with the class.

5. Teacher and students should then create a list of students’ rights and responsibilities in the classroom-draw a T-chart labeling “Rights” on the left and “Responsibilities” on the right. Have small groups (3-4 members) create a list of each on a poster board. Teacher should place poster board in front and collect answers from small groups, being sure that all students agree on each (take a vote if there is a disagreement). Place the final list in the room by civil rights photographs.

H. Assessment: What will you use to measure student understanding?

I will measure student understanding through graded Study guide, student responses of ongoing assessment questions, observational assessment of small groups, and final list of rights and responsibilities.



Explain how you will know students understand the concepts from the lesson. I will evaluate whether students can “identify an individual’s rights within the classroom” through the group poster boards and class discussion in creating the class list of rights and responsibilities.

I. Closure: Ticket out the Door: What do you think is the most important student right in the

classroom? Why?

J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach?

I think the reading and Study Guide will be the easiest to teach, it is self-explanatory and straightforward.

2. Which part will be most challenging for you to teach? I think the most challenging will be helping students to identify students’ rights in the classroom, referencing what students have learned about civil rights over the past few days.

3. How will you follow up or extend this lesson?I will extend the lesson in reviewing and adding class rights and responsibilities over the next few days, reminding students of their obligation to uphold each and having them continuously thinking about the list and its relevance.

4. What can you do for students who do not grasp the concepts?Small group work allows students to collaborate with peers with assessment questions and list creation. Students who still do not grasp concepts with peer assistance should perform reading skill task on p. 245.

5. Which part of the lesson, if any, do you think might need to change?Students may need more teaching with the reading, in which I would incorporate more questioning and strategies included in the text.

6. When you were writing this lesson plan, what was the most difficult part?



This lesson was more straightforward in using the text strategies, so there were no sections that were too difficult to write more than other sections.


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EDEL453 Spring2014 DeavonHINEBAUCH Unit Plan Thursday