Name: Crystal M.

Wilson

Date: August 27, 2015

Content Area(s): Social Studies

Grade Level: 2
Topic/Essential Question: What are rules and where do

Allocated Time: 35 minutes

they come from?

Standards:

SS.2.C.1.In.b: Identify a consequence of not having rules and laws in the school and
community, such as lack of order and people getting hurt.

SS.2.C.1.Su.b: Recognize a consequence of not having classroom and school rules,

such as people getting hurt.

LAFS.2.W.3.AP.8a: Recall information from experiences to answer a question.

LAFS.2.W.3.AP.8b: With guidance and support from adults, gather information from
provided sources (e.g., highlight) to answer a question.

Instructional
Objectives/Learner
Outcomes:

The students will be able to construct a circle map. The students will be able to brainstorm 4
basic school rules. The students will be able to identify 3 out of 4 places or people where they
have seen or heard these rules.

Assessment:

Formative. Teacher will monitor understanding during the teaching process. Teacher will
display each step. Thumbs up/ thumbs down.

Materials:

Vocabulary:

Instructional
Procedures:
Hook

Introduction

White board/smartboard
Visual aid of a circle map
White plain paper
Pencil
Crayons (Green and purple)
Rule
Respectful
Bullying
Source
Concept
Brainstorm
Blurt
Present the circle map visual.
5 minutes
Ask the students
(amount of
What do you think this is?
time)
What do you think its for?
What does it look like?
5 minutes
(amount of
time)

While holding up the circle map explain to the students that we are going to
create our very own circle map structures. Have the students in groups of 4 or
5. Tell the students since we have been going over rules for the first week of
school that we are going to improve our awareness about rules!

25 minutes
Step-By-Step
Procedures

Closure

(amount of
time)

1) Pass out paper and ask students to get out 1 pencil, 1 green and 1
purple crayon.
2) Draw step 1 on the white board (large rectangle box) and instruct
students to do the same.
3) Draw step 2 on the white board (large circle) that is inside the large
rectangle box and instruct the students to do the same.
4) Draw step 3 on the white board (small circle) that is inside the large
circle and instruct the students to do the same.
5) Explain to the students how the small circle represents the topic
Rules. Write the word rules inside small circle.
6) Explain to the students how the big circle represents Specific rules
that we know.
7) Explain to the students how the inside of the large rectangle box
represents the source (where we get the rules from, personal
experiences, background knowledge, people, and or places).
8) After you explain each part of the circle map, go back and fill the areas
in with the students answers. Make sure to stop and have a
meaningful discussion with students on each area. Ask them certain
questions that will get them brainstorming about the topic rules.
9) Example questions:
Have you ever been in a certain situation where if you didnt follow
the rules, you could have gotten hurt?
What could happen?
Why do people have rules?
What would our school or even the world be like if we didnt follow
or have rules?

5 minutes
(amount of
time)

Accommodations:
ELL 1 or 2

Vocabulary

N/A

Instructional N/A
Grouping
ELL 3 or 4

N/A
Copy of vocabulary.

Vocabulary
Instructional Teacher monitor headway.

ESE

Grouping

Shoulder Buddy.

Vocabulary

Enlarged and/or vocabulary and print.

Colored coded words.
Thumbs up/down, non-verbal ques.

PB= Partial Blindness

OT= Occupational
Therapy
SM= Selective Mutism
A= Autism

Instructional Front of class.

Refer often to completed model.
Grouping
Shoulder Buddy.
Increased time.
Allow to stand.

Extensions or
Alternate Activities

Draw and label a picture on the back of the picture that represents a rule from their list on the
front of the map.