Name Jessica Kim LP Grade Level 2 Presenting in field?

Yes

No

Do Right, Act Right, Be Right!

Materials:
Video Bernstein Bears Trouble at School (Part I and Part II) Links:
http://www.youtube.com/watch?v=plDNf85ciEg
http://www.youtube.com/watch?v=49YvG430N1A
This will be projected from the ELMO connected to my laptop. Chart paper for
the modeling and guided practice. Writing prompt form. Exit Slip. Extra
laptop if needed for differentiation.
Childrens Book: Bernstein Bears Trouble at School by Stan Bernstein and
Jan Bernstein
Time needed: 60 minutes
--------------------------------------------------------------------------------------------------------------------

Standards/Benchmark
HCPSIII Social Studies Standard/Topic/Benchmark
Standard 5: Political Science/ Civics: PARTCIPATION AND CITIZENSHIPUnderstand roles, rights (personal, economic, political_, and responsibilities
of American citizens and exercise them in civic action.
Topic: Rights and Responsibilities.
Benchmark SS.2.5.1 Rights and Responsibilities Demonstrate own roles
and responsibilities in caring for others and the environment.
Language Arts Speaking and Listening w/ Comprehension and
Collaboration
2.SL.2 Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.
When theyre in small group there are doing this.(connection)
Language Arts Writing w/ Text Types and Purposes
2.W.2 Write an informative/ explanatory text in which they introduce a topic,
use facts and definitions to develop points, and provide a concluding
statement or section.

Students will make connections with responsibilities by restating the

definition of responsibility, giving three examples of responsibilities, and
explaining why it is important to be responsible.
GLOs
Quality Producer- the ability to recognize and produce quality performance
and quality products
Effective Communicator- the ability to communicate effectively
InTASC Standard #5 Application of Content
5(m) The teacher understands critical thinking processes and knows how to
help learners develop high level questioning skills to promote their
independent learning.

Assessment
Formative Assessments
Graphic Organizer
Students will contribute their ideas to complete a T-chart on the board
labeled responsibilities and examples.
Think/Pair/Share
Students are given time to stop and think, then share information with a
partner and then share with the whole group.
Summative Assessment -Performance Task
Students will write the definition of responsibilities, give three examples, and
answer Why is it important to be responsible? (Possible answers: to help
the community).
Checklist
Assessment Data Table
Students Names

Define
responsibility

Give 3 examples

Why is important
to be
responsible?

Active Learning Plan

Grabber/Motivating opening
Ask: Who is going to carry my back- pack and all my books from now on?
Narrative Overview with Assessment explanation
Explain to the students that for this lesson, they will learn the meaning of the
word, RESPONSIBILITIES. They will watch a two-part video on the
Bernstein Bears Trouble at School about brother bear and his secrets. They
will be able to make connections with responsibilities. They will be discussing
their thoughts on the video and pair sharing what it means to be responsible
and why it is important to be responsible students. At the end of the lesson,
they will individually be assessed. They will write the definition on
responsibility, give three examples, and explain why it is important to be
responsible.
Modeling (Chart paper)
Gather the students to the floor for the video presentation. Before watching
the video, ask the following pre-questions:
What do you think the title, Bernstein Bears Trouble at School means?
What is the definition of responsibilities? (to perform or complete a task to
contribute to the community)

What are some responsibilities you have at home (cleaning my room, doing
my homework, putting my toys away, washing my hands before dinner)
What are some responsibilities you have at school? (raising my hand before
speaking, listening to the teacher, following directions, putting up my chair
before I leave)
Draw a T-chart on the board labeled responsibilities and examples.
Show the video.
Ask the following questions after the video presentation:
When Brother was home sick with the flu, he was in bed watching television
and playing with dinosaur toys. What was Brothers responsibility when Sister
brought him a folder of work from the teacher? (to do his homework)
Why was Brother not ready for his math test when he went back to school?
(he didnt do his math homework Sister had brought home so he was
unprepared)
What was Brothers responsibility after receiving his graded test from his
teacher? (to get his parents signature)
How was Brother being irresponsible? (he got on the bus, but didnt go to
school)
What made Brother change his mind? (he talked to his grandpa)
How was Brother responsible at the end of the story? (he told his parents the
truth, got his mothers signature and returned his test to his teacher)
Send the students back to their desks.
Pairs/Small Group Exercise for Guided Practice Make sure teacher
covers the definition the examples and why it is important before the
assessment
Using the Think-Pair-Share strategy, ask students to brainstorm the following
question with the seatmate to their left: Restate the definition of
responsibility. Ask the students questions about the classroom environment:
why is it being responsible to walk in the classroom, to take turns, to share
items when needed, to line up quietly when you go to lunch? (less of a
chance youll hurt or distract someone, its more fair to take turns, when
people share its a nicer environment..). These are all what we call
enduring understandings. They are what make our lives more successful

happier easier. and what helps people to get along better. So think about
what messages seem to come out of the story that leads to this idea of what
it means to be responsible. You have 5 minutes.
Walk around and ask students what theyre sharing.
Have students justify their answers by adding more detail, such as, raising
your hand to speak is being responsible because you are being respectful of
your neighbors.
Independent Work/ Implementation of Performance Task
Distribute a form, which students will restate the definition of responsibility,
give three examples of responsibilities, and explain why it is important to be
responsible.
Closure
Wrap the lesson with an enduring understanding. Ask students, What main
idea can we learn from this story? Ask the students So why do we need to
be responsible? Students might say, When we work together or help each
other. Make connections to students having responsibilities in class known
as classroom jobs. Share examples like holding the door or passing out
papers. Give 2 essential questions. What if or should we
1. What if we had the freedom to do whatever we want? Then what?
2. What would our day look like if we had no responsibilities?

Differentiation Plan
ELLs
After students have watched the video once or several times, simplify the
story by creating a story frame, a close version of the story: Bernstein Bear
Trouble at School is about ________ and his _________. Bear was sick with the
flu and Sister brought him _________ but Bear was ___________ instead of
doing his __________. Brother was not being _________.
504/IEP
For a sight-impaired child, prepare a zoomed video for the student. Ensure
that a child who has difficulty viewing small images is sitting closer to the
screen. Sit a child who gets distracted easily in a group that is closest to a
space with minimal distractions.
Accelerated
Invite them to write their version of what might have happened if Brother
was responsible.

-------------------------------------------------------------------------------------------------------------------Resources:
http://www.fcps.edu/dss/ips/ssaw/SRR/2013-14/grade1-2.pdf
Shannon Lowrey
www.leeandlow.com
www.webenglishteacher.com
www.teachingnet.com
www.kidseconposters.com

Name: _______________________ Agent #: _____

Date:____________
Write the definition of responsibility on the given line.
Responsibility- __________________________
Give three examples of responsibilities on the given lines.
Example 1- ____________________________
Example 2- ____________________________
Example 3- ____________________________
Answer the given question on the lines provided.
Why is it important to be responsible?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Lesson Plan Rubric

Profession
al/
Accomplishe
d

Standards/Benchmark

8 pts.

HCPS III Social St. (standard, topic,

benchmark)

Standards from 2 other disciplines

with explanation

InTASC Standard

General Learner Outcomes - GLOs (2)

Assessment

12 pts.

Formative Assessments (2)

Performance Task

Rubric/checklist

Active Learning Plan

24 pts.

Grabber

Narrative Overview with explanation

of assessment

Modeling

Pairs/small group exercise

Independent Work/Performance Task

Closure

Approachi
ng

Missing/
Not
relevant

Differentiation Plan
Adaptation for accelerated learners
w/ description

6 pts.
2
2

Adaptation for ELLs w/description

2
Adaptation for SPED students w/
description
Draft
26 /50
Revision/Final

50/50

Read the criteria in the rubric carefully, and thoughtfully self-assess your draft by
highlighting the score in each section that you feel best represents your work. If
you are unsure of having met a piece of criteria fully (the points in the
Professional/Accomplished column), assess the quality and list the number of
points you think you earned in the Approaching column. Total the points for all
sections and type it in under Draft. Complete the rubric before submitting this
lesson plan into Laulima. This self-assessment should help you analyze your work
more thoroughly.
I will give you copious feedback when I peruse your lesson (embedded into your
draft) to justify the score that I give you on this rubric. Thoroughly peruse my
written comments to give you direction on how to tackle a revision. Revise as
best you can before conferencing with me. Be prompt and arrive on time to your
designated conference!