Making Classroom Laws- day 1

Student: Kristina Sasaki Cooperating Teacher: Kristi Soares

Lesson Title: Making Classroom Laws 1 Lesson Area: Social Studies

Course: EDS 361B School Site: Lexington Elementary

Date Submitted: March 20, 2013 Grade Level: 2nd

Grade

Date for Implementation: Feb. 19, 2013 Description of Group: 25 students, 18 ELLs of all

levels including 4 Newcomers, 2 students with IEPs for speech and language, 2 students with

individualized behavior plans

Goal:

CA State Standards Grade 2: 2.31- Explain how the United States and other countries make laws

and carry out laws, determine whether laws have been violated, and punish wrongdoers

Content Objective:

Given shared reading and sentence frames, students will write classroom law ideas as measured

by written work samples

Language Objective:

Given sentence frames and essential vocabulary, students will describe in writing law ideas using

present tense verbs as measured by written work samples.

Formative Assessment I will lead class discussions throughout the lesson to help students brainstorm ideas and relate

national government procedures to classroom activity. I will ask students questions about why

their ideas are good ideas for our classroom.

Summative Assessment Students will complete a written work sample that describes one idea for the classroom and why

this idea would make a good law.

Materials/Preparation:

- “What do governments do?” Pamphlet (25)

- Paper

- Class “hopper”

The Lesson (Include steps and the amount of time for each of the following parts of the lesson.)

Introduction (10 minutes)

1. We are going to start a Social Studies unit on Government

2. Tap prior knowledge:

- Who can tell me something they already know about government?

- Who makes up our government in America?

- Do you know who the president is?

- Do you know what the government does?

Different parts of our government work together to make sure we live in a safe

community and that people are obeying the laws

3. Introduce essential vocab:

- Government

- Law

Procedure

4. Read “What do governments do?”

- Page 29 (5 minutes)

Go over vocabulary

Read paragraph

o What laws do you know?

- Riding a bike/scooter, what do you have to be wearing?

- Are you allowed to cross the street wherever you want?

Introduce different branches of government

o Legislative Branch- consists of Senate and House of Representatives

o Executive Branch- This is what the president is part of

o Judicial Branch- Supreme Court

- Page 30 (5 minutes)

Read together

Talk about why laws are important to have

o Keeps everybody safe

- Page 31 (5 minutes)

Read together

- Page 32 (5 minutes)

Introduce flow chart- read paragraph together

Read flow chart

5. Explain activity: Making Classroom Laws (5 minutes)

- At school, we also have laws, but we call them rules

- What are some school rules?

- In our own classroom, we also have rules, or laws.

- What are some rules in our classroom?

You can’t run

If you go to the bathroom, what do you have to do?

When do we turn in homework?

What are the rules about eating? Hitting? Etc.

- We are going to make laws to display in our class so that we can remind ourselves

everyday of how we are supposed to act.

- Let’s remember our flow chart. Before an idea becomes a law, what is it called?

- You are going to be writing a bill to propose an idea.

6. Writing Bills (10 minutes)

- Think of one law or rules for our classroom that you think is important.

Remember: Laws are meant to keep people safe and help us build a good

community.

When you are done, I will collect your proposals and read them over.

Thursday, we will be voting on laws for our classroom. This is what the

legislative branch does in the US government.

- What do you think is important to include in your proposal?

What the law should be

Why it is important for our class to have this law

How this law will help our class be a safe community

- Sentence frames:

In Room 35, students should ___________________. This would be a good

law because _______________________. This law will help our classroom

be safe because _________________________________.

Closure

7. Introduce Hopper (3 minutes)

- When people write a bill, they have to take it all the way to Washington DC, where

our capitol is and place it in a special box called the hopper.

- Repeat: Hopper

- I made a hopper for you guys to put your ideas in.

- When you’re done writing your proposal, you can fold your papers and come place it

in the hopper.

8. What are our next steps? (2 minutes)

- We will vote on the bills

- If most of the class votes for a bill, it will become a law

- We will all agree on classroom laws to display for everyone who walks into our

classroom to see.

Modifications (How you will adjust/differentiate your instruction to meet the diverse needs of

the students in your group, including SDAIE/ELD strategies?)

Reflection (What evidence informed you about students’ ability to meet this learning objective?

How will you adjust subsequent lessons based on this evidence?

A good law for our classroom is that ____________________.

This is a good law because_____________________________.

In Room 35, students should ____________________________.

This would be a good law because _______________________.

This law will help our classroom be safe because

_________________________________.

Making Classroom Laws- day 2

Student: Kristina Sasaki Cooperating Teacher: Kristi Soares

Lesson Title: Making Classroom Laws 2 Lesson Area: Social Studies

Course: EDS 361B School Site: Lexington Elementary

Date Submitted: March 20, 2013 Grade Level: 2nd

Grade

Date for Implementation: Feb. 22, 2013 Description of Group: 25 students, 18 ELLs of all

levels including 4 Newcomers, 2 students with IEPs for speech and language, 2 students with

individualized behavior plans

Goal:

CA State Standards Grade 2: 2.31- Explain how the United States and other countries make laws

and carry out laws, determine whether laws have been violated, and punish wrongdoers

Content Objective:

Given class generated law list and paper, students will vote for and write laws for the classroom

as measured by written work samples

Language Objective:

Given class generated law list, students will describe classroom laws in writing using present

tense verbs as measured by written work samples.

Formative Assessment Prior to writing laws individually, I will have students vote as a class on laws that they think are

the best for our classroom. I will ask students to choose a law to write about and illustrate for

summative assessment.

Summative Assessment Students will write and illustrate classroom laws to display in the classroom.

Materials/Preparation:

- Class Law ideas (from day 1)

- Graphic Organizer

- Pencil

- Crayons

The Lesson Introduction

1. Tap Prior experience (3 minutes)

- On Tuesdays, we learned about government.

- Then, we created our own bills for law ideas for this classroom.

- What are some things we learned about?

- What did we start to do?

- What are our next steps in creating classroom laws?

2. Talk about importance of laws (2 minutes)

- Why are laws important?

- Laws can also be called rules

- In our classroom, what happens if you don’t follow the rules?

- What would happen if not everyone in our class agreed to follow the rules?

Procedure

3. Read class law ideas (5 minutes)

- Mrs. Soares and I read all your ideas and made them into a list. Some of you had the

same ideas, so we combined them or took the main idea and put it on the list.

- Show list. (next page)

- Read each idea together

- Think about which ones you want to vote for or which ones you don’t think should be

a class rule.

4. Voting for Laws (5 minutes)

- Remember:

We need laws that will make everyone feel safe in our classroom.

When you vote, do you have to vote the same way as your friends?

If your idea doesn’t get chosen, it doesn’t mean it was not a good idea, it just

means it might not be the best law for this classroom.

- Vote by having students stand if they think idea should become a law.

- If you do not want a law, you should be prepared to defend why you think the law is a

bad idea.

5. Now that we have our law ideas, we need to have something that we can hang up to

remind ourselves and everyone who comes into our classroom what our expectations are.

6. Writing and drawing laws (15 minutes)

- Students will complete graphic organizer.

- On this paper you need to have 3 things:

Write each law

Draw a picture that shows how you will obey this law

Your signature

o Your signature means you agree to follow all of our classroom laws.

Closure (10 minutes)

7. Applying laws

- After our US government makes a law, do you think people just ignore it?

- What happens if you don’t obey the laws?

- In our classroom, what happens?

- Now that we’ve worked hard on creating laws, what is our next job?

Obeying the laws

Remember the laws

- What should you do if you see someone who has forgotten a law?

8. Hanging up the artwork

- Since each of you created laws and signed your name, you have agreed to be part of

our classroom community. As part of this community, you are agreeing to follow

these laws.

- We will display these laws to remind ourselves and visitors what the laws are.

- In the US, we have a document that states all the laws: The US Constitution

- This wall will kind of be like our Room 35 Constitution

9. Writing about the experience

- Lastly, I want to hear how you felt about making class laws.

- On this paper, please finish this sentence:

I (did/did not) like making class laws because

______________________________________.

How did it make you feel when you could create your own laws?

How would you feel if people followed all the laws?

How would you feel if classmates did not follow the laws?

Modifications - Teacher modeling

- Modified speech

- Nonverbal participation

Reflection (What evidence informed you about students’ ability to meet this learning objective?

How will you adjust subsequent lessons based on this evidence?

Reflection:

I (did/did not) like making class laws

because ____________________________.

Questions to think about:

How did it make you feel when you could create your own

laws?

How would you feel if people followed all the laws?

How would you feel if classmates did not follow the laws?

Law Ideas:

In Room 35, I pledge to…

1.Be respectful. - Wait your turn to talk. Only one person should be talking at

a time.

- Be kind to each other and help people if they need it.

- Use nice words to tell someone how you feel.

- Follow the Golden Rule: Do unto others as you want them to

do unto you.

2.Use materials nicely and safely. - Walk with scissors.

- Sit or use furniture the way they are meant to be used.

- Hand materials nicely to a friend or place it where it is

supposed to be.

- Use your own materials or ask before borrowing someone

else’s stuff.

3.Be ready to be a good learner. - Listen to directions.

- Do your own work and let others do their own work

- Give my best effort.

4.Try my best to be a Peacebuilder.

In Room 35, I pledge to…

Signed by ____________________________