Lesson

Title/Focus

Lesson Plan Template ED3501GHI Curriculum Overview Lesson

Social Studies Grade 1
Teacher
Sophia Gross
Rights and Responsibilities Lesson 1
:
November 19, 2015
(20 minutes)
Date:

GENERAL LEARNING OUTCOMES

GLO 1.1:
Students will demonstrate an understanding and appreciation of how identity and self-esteem
are enhanced by their sense of belonging in their world and how active members in a
community contribute to the well-being, growth and vitality of their groups and communities.

SPECIFIC LEARNER OUTCOMES

SLO 1.1.3:
What are our responsibilities and rights at home, at school, in groups, and in communities?
SLO 1.1.1:
Demonstrate respect for their individual rights and rights of others.

LEARNING OBJECTIVES
Students will be able to:
Identify groups they belong to.
Explain actions that are expected of them in the groups they belong to.
Identify what is a right and what is a responsibility.

ASSESSMENTS
Observations:

Key Questions:

Products/Performan
ces:

Listening to teacher and classmates

Eyes on teacher (+ book images, presentation)
Not talking while others are talking
Sitting respectfully
Contributing answers to questions
What groups do I belong to?
What sorts of actions do I perform in those groups? (responsibilities)
What do I need to live comfortably? (rights)
What is expected of me and of others in order to have positive
experiences?
Answers to class discussion questions/prompts verbal, physical

LEARNING RESOURCES CONSULTED

Alberta Education Program of Studies
United Nations website

If You Could Wear My Sneakers! Sheree Fitch

MATERIALS AND EQUIPMENT

My World poster
If You Could Wear My Sneakers! book
Tablet
Notebook presentation

PROCEDURE
Attention Grabber

Transition to Body

Introduction
*Students seated at the carpet
Teacher reminds students of good listening and viewing
skills listening ears, lips locked, criss-cross apple
sauce, eyes on me
Teacher shows students poster of My World, pointing to the
different components and reminds students that they belong to
several different communities and groups.
Students have been talking about the groups they belong to in
their community.
Today we will take more of a look at how we act in those
groups, through what we expect of ourselves and of others.
Body

Adapted from a template created by Dr. K. Roscoe

Time

1 minute

1 minute
Time

Learning Activity
#1

Assessments/
Differentiation

Learning Activity
#2

Lesson Plan Template ED3501GHI Curriculum Overview Lesson

Responsibilities Review and Brainstorm:
What groups do you belong to?
o Teacher asks students to think in their heads
o Teacher selects student-answers from raised
hands.
o Teacher adds different types of group examples to
discussion if needed.
Ex: clubs, teams, classroom, family, etc.
Follow-up discussion: What is expected of
students/members of the groups they belong to?
o Teacher gives think-pair-share time for students
to:
5

reflect on previous knowledge (approx.. 30

minutes
seconds), - think of 2 examples
followed by time to talk with a partner to
share ideas (approx. 1 minute).
Teacher selects a few student answers to be
shared with the class from raised hands
o Teacher shares with students that the
jobs/actions/behaviours/roles mentioned are called
RESPONSIBILITIES and they are JOBS OR ACTIONS
THAT ARE EXPECTED OF A PERSON
o Together, students repeat back the word
RESPONSIBILITIES

Think-pair-share formative assessment

o Teacher observes students listening skills as they
reflect silently, monitors peer discussion
interactions/responses.

Rights Introduction: If You Could Wear My Sneakers! +

Discussion
Teacher shows cover of book
Teacher introduces Gnu
o Teacher asks students to pay attention to what is
done as a group in the poem
o Teacher reads poem
o Teacher follows up by asking what students noticed
about how the poem talked about groups
o Teacher selects student-volunteers to share
answers by raised hands
Teacher introduces Beagle
o Teacher asks students to pay attention to the
activities that the characters in the book are
involved in
o Teacher reads poem
o Teacher follow up by asking what students noticed
about activities in the poem.
o Teacher selects student-volunteers to share
answers by raised hands
Teacher shares with students that each of the poems talks
about certain rights: RIGHTS ARE THINGS WE NEED IN
ORDER TO LIVE HAPPILY AND COMFORTABLY
Together, students repeat the word RIGHTS after the
teacher
o Poem #1: assembly
o Poem #2: play

Adapted from a template created by Dr. K. Roscoe

During
activity
10
minutes

Lesson Plan Template ED3501GHI Curriculum Overview Lesson

Transition: Did you know that there is a
place where it is written that children have
the right to play? touch your nose if you
do; hands on your head if you dont
Introduction to United Nations Convention
on the Rights of the Child Children have
special rights. It is important to know these
rights in order to get along in with others
and our communities.
Teacher shows students document of listed
childrens rights on tablet. as children get
older, they have more responsibilities to
make sure they know and act on their rights
so that they can live positively
Teacher shows a series of images on the tablet that
illustrate RIGHTS and ask students to call out what they
are
o Food, water, shelter, clothes, health, safety
o Teacher provides clarification on any images that
students are not sure of

Assessments/
Differentiation

Assessment of
Learning:

Transition:

How does this individual

lesson scaffold learning
opportunities for
students?
What assumptions does
this lesson make about
what students already
know?
In what ways is this
lesson connected to the
next lesson?

Formative assessment touch if you do/dont know

Call-out responses

Cliffhanger/Closure
Rights and Responsibilities Differentiation Wrap-up:
Teacher reads out a series of rights and responsibilities
and students must respond with physical movement
answer.
o Rights reach both arms up to the sky
o Responsibilities touch your toes
Teacher provides constructive feedback
affirming and/ or redirecting students
responses (ex: ask a student with correct
answer to explain why he/she chose that
response)

Teacher thanks students for participation.

Next class we will read more about rights and
responsibilities and how it is important to know about
both when we are working in groups.

During
activity
Time

2
minutes

1 minute

Rationale
This lesson scaffolds learning by building on students previous
knowledge of groups and communities.
Responsibilities and rights are introduced separately so as to focus
on their respective definitions and examples.
Wrap-up activity consolidates learning by students identifying what is
a right and what is a responsibility.
This lesson serves as an introduction to link to next lesson which will
emphasize associating rights and responsibilities in all activities
students engage in.

Adapted from a template created by Dr. K. Roscoe