Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Rule of Law cont into Common Good

Date

November 6, 2014

Subject/Gra
de Level

Grade 6 Social Studies

Time
Duratio
n

40 min.

Unit

Two

Teacher

Kyle Palmer

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Students will demonstrate an understanding and appreciation of the dynamic

relationship between government and citizens as they engage in the democratic
process
6.1.1: Students will recognize how individuals and government interact and
bring about change with in their local and national communities
6.1.6: Students will analyze how individuals, groups and associations within
a community impact decision making of local and provincial governments

LEARNING OBJECTIVES
Students will:
1. Be able to list three examples of common good
2. Be able to identify how citizens in a democratic society are able to create law changes

ASSESSMENTS
Observations:

Key Questions:

Products/Performan
ces:

Observe students in their collaboration of making a classroom rule and

listen for an exchange of ideas or opinions
Observe students in class discussion using patience and quality listening
skills
Are students able to identify multiple examples of common good?
Are students able to identify two examples of citizens
participating in democracy?

LEARNING RESOURCES CONSULTED

POG Social Studies

Voices in Democracy: Action and Participation
http://www.youtube.com/watch?v=1cpBpIxYh7M
http://globalnews.ca/news/1656324/lethbridgefood-bank-usage-high-for-children/
http://lethbridgeherald.com/news/localnews/2014/11/05/lethbridge-a-provincial-leaderwith-food-bank-usage/

MATERIALS AND EQUIPMENT

Wax Crayons
Art Paper
SMART Board
Timer
Rule Making handout
Exit slip: Superman and Kryptonite

PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda

Set up SMART Board, get video loaded, have paper and crayons
accessible,
Introduction
Time
Lethbridge Food Bank People donating and helping the people
2 min.
of Lethbridge
Rule of Law: By a show of hands, who is able to tell me what the
1 min.
Rule of Law is?
Students should be able to identify at least 2 examples of
common good and have an understanding of how citizens are
N/A
able to make a law change
Current events that relate to lesson
Go over things that citizens can do to participate in democracy
Finish making a classroom rule
N/A
Watch the video
Common Good Gallery Walk
Closure Exit slip

Adapted from a template created by Dr. K. Roscoe

Transition to Body

Learning Activity
#1

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2

Lesson Plan Template ED 3501 (Version C)

There are particular things that citizens can do in order to
change a rule, they can communicate with a representative
(MLA), local government such as mayors or town council
30 sec.
through emails, phone calls, and other means. Now lets go back
to our rule making groups and finish that up.
Body
Time
Make a Rule: 4 principles in making of a rule.
Students will be asked to come up with a rule for our classroom
that will contribute to our safe and caring learning environment.
They will have to be able to justify this rule because that is
apart of the democratic process.

12 Min.

As teachers (mayors of the classroom), we will review these

rules over and perhaps implement the rules if we feel that they
could contribute to the learning environment of the classroom!
Because based on the rule of law, it will apply to who?
(Everyone)
Differentiation: Students will have the handout, if students
are hesitant to participate in conversations or unable to stay on
task, I will assign each group member a role in the group. A
time keeper, an overseer (ensures everyone is on task and
contributing), and a scribe.
Assessment: As students are participating in their rule
making, I will be able to ensure that they are engaged in
conversation by prompting them to think about how they can
make our classroom a more engaging learning environment.
What types of things would they want to see?
Video Ryans Well

N/A

Common Good: when citizens participate to make things better

for many people OR a condition that benefits the majority
Now turn to page 48, this picture in the middle of the page is a
man by the name Ryan Hrelijac (Hurl-jeck) who decided to raise
money to help for one well and then created that raises money
to build clean water wells in Africa.

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#3

Watch the video and discuss how hes participating in this

action for the common good. Is this a good example of the
common good?
Differentiation: Have the students write down their thoughts
rather than call out answers
Assessment: this will be ongoing as I facilitate discussion. I
will ensure that students have an understanding of common
good through a formative head nod technique as they move
into the next activity
Common Good Gallery Walk

8 min.

N/A
14 min.

In groups of four (one group of three), you will come up with as

many examples as you can for common good. An example to
think about would be Ryans Well. I want you to write as many
down as your group can think of in the [time frame]. Once that
is completed we will then place our posters up on an open area
on a wall and do a gallery walk where we walk around and take
notes about different examples of the common good. So one
person from each group needs to collect a couple of crayons

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

and a piece of paper.
Prompting questions: What is something that can benefit
society as a whole? What are ideas that can benefit worldwide
populations?

Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:

Please carry with you something that you can take notes with
and write down the different examples of common good that
you and your classmates have came up with
Differentiation: Students are allowed to record these items in
any way that they believe will help them learn the best.
Whether through taking a picture, drawing out an example, or
simply just writing them down. I will ensure to reiterate this to
encourage the learners to get to know themselves.
Assessment: As students are in their groups working
collaboratively, I will circulate around the groups to get a sense
of how they are doing through asking if they have any
questions
Closure
Exit slip: What is one thing you have learned from this lesson?
What is something that you feel you have a strong grasp on?
What is something youre still not sure about? Or could use
some further explanations?

N/A

Time

2 min.

(Superhero/Kryptonite)
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
Sponge
Activity/Activities

Feedback will be gained through exit slip

N/A

I will give feedback to the students in the following lesson

N/A

Tomorrow we will be discussing biases that people have and

how to identify these biases.

10 sec.

Clean up and organize our area

Reflections from the

lesson

Adapted from a template created by Dr. K. Roscoe