SOCIAL STUDIES LESSON 1

Name of Teacher Candidate: Candace Rich

Date: September 16, 2015
Length of Lesson: 45-50 mins
Grade Level: First
Name of Social Studies Lesson: Interrupting Chicken
Utah Core Curriculum Objectives:

Standard 2
(Citizenship): Students will recognize their roles and responsibilities in the school and in the neighborhood.
Objective 1
Describe and demonstrate appropriate social skills necessary for working in a group.

Common Core Objectives (ELA or Math):

Speaking and Listening Standard 2

Ask and answer questions about key details in a text read aloud or information presented orally or through other
media

Preparation: Interrupting Song link: https://youtu.be/AifKm6TsWJA

Book Interrupting Chicken by David Ezra Stein
Interrupting Chicken handout
Crayons
Big paper with markers to make list
Example of completed handout
TIME:
5 mins

1. 10 mins

LESSON:
Introduction:
Tell the students that we
are going to be learning
how to listen properly
when it is not our turn to
talk.
To activate background
knowledge, I will ask
students how they feel
when someone interrupts
them or when they feel
like no one is listening. I
will also ask them to think
about our class rules and
reiterate them. Tell them
that the book we are
reading reminds us how to
follow those rules
Content/Activity:
1. After I introduce the
lesson, I will read
the book

MANAGEMENT:
I will make sure that all
the students are on the
rug listening to me, and
engaged. I will do this
discussion in a whole class
manner and have students
raise their hands to
answer my questions. I
will call on students with
raised hands and not talk
over them if they are
talking. If students are
talking, I will have them
move their pin or give a
stick.

1. During the book, I

will have kids move
their pins if theyre
misbehaving.

2. 10 mins

3. 15-20 mins

4. 5-10 mins

Interrupting Chicken
by David Ezra Stein
2. After we read the
book, we will come
up with a list of
reasons why we
interrupt and then a
list of alternative
behaviors to stop us
from interrupting.
Students are often
told to not interrupt
but we do not
discuss reasons why
or give them
explicit alternative
behaviors. This will
help their behavior
3. After we make the
list, I will have the
students go back to
their tables, and I
will give them the
handout. On this
handout, they are
to draw their own
Interrupting Chicken
scene. They will
need to create their
own scene from the
story, and fill in the
talking bubbles to
describe whats
happening. I will
have an example
hung up of what I
want them to do.
They will use their
crayons for this
activity. If The
students are having
a hard time coming
up with a scene, I
will help them by
thinking of a time
they interrupted or
a time when a
friend interrupted.
4. (This next part is up
in the air depending

2. When we are
making the list, I
will call on kids with
their hands raised.

3. While I am giving
instructions, I will
have to be very
explicit, and I will
let the students go
back to their tables
by rows, depending
on which row is the
quietest and
modeling ready-tolearn behavior. I will
allow the students
to talk while they
are doing their
picture, but I will
walk around the
room and keep
them on task. I will
tell them how much
time they have left
to be working on it.

4. I will make sure

students are engaged and

on if the lesson is
doing the actions along
too long.)
with the song.
After the students
are finished
coloring, I will bring
them back to the
rug. I will teach
them the
Interrupting Song. It
is a really repetitive,
catchy, and fun
song for the kids.
This will just remind
them to not
interrupt. I will play
the YouTube video
for them once and
do the actions with
them, then they will
chime in for the
second round, we
will practice the
song a few times.
A few mins

Closure: Once the

students have learned the
song, I will ask them,
class is it respectful to
interrupt? They will
chorally reply No! Then I
will say, I expect you
guys know how to behave
after this lesson. So now
whenever Miss Rich or
Mrs. Hind are talking, I
dont want any
interrupting chickens! Just
remember to raise your
hand or take a deep
breath when you want to
interrupt.
Evaluation:
How do I know the
students learned what I
wanted to them learn?
I will know what the
students learned by who is
engaged in the song, and
by their completed

handouts. Their completed

handouts are also the
assessment for this
lesson.

Adaptations: Which students may need specific accommodations in order to

successfully complete the lesson? (Special needs, linguistically diverse, hearing
impaired, etc.) What are the accommodations? What will you do for early finishers
or slow starters?
All of my ELL students are higher level, so they wont need many accommodations.
But when the students are drawing their pictures, and writing in the talking
bubbles, the ELL students dont need to write a sentence in the talking bubble. They
can just draw a picture of the scene. I can also make a sentence stem on the
handout for my ELL students. For my early finishers, I will have them add to their
pictures by adding more color detail, or writing a sentence at the bottom describing
the scene. For my slow starters, I will help them think of a scene, or have their
neighbors help them.
Integration: How would you take this topic and integrate it into other subject
areas? (Visual Art, Dance, Health, PE, Life Skills, Music, Drama, Writing, Listening,
Grammar, Math) How could you use technology to enhance this lesson? I integrated
art into this lesson with the drawings, as well as music and dance. The song they
are learning has actions to help them remember it. I could use the iPads for this
lesson, and have them draw their scene on one of the drawing apps on the iPad.
Example of what the poster might look like:

Coloring page handout: