Lesson: Class Procedures, Expectations, and Syllabus

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Lesson Objective

Students will interpret class expectations to be successful students, understand that such procedures and expectations are in place to help, not punish them, and show their understanding by designing a visual version of the syllabus.

Lesson Plan

Subject: Social Studies

Course: 7th

Date: 8/27-8/28

Common Core Learning Standard(s) Addressed:

CC.7.R-I.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CC.7.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

CC.7.SL.1.b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

Learning Target(s):  (What will students know and be able to do as a result of this lesson?  Student Friendly.)  What should the students be able to explain/complete)

Know: Interpret class expectations to be successful students

Understand: Class procedures and expectations are in place to help, not punish them

Do: Design a visual syllabus by using the procedures that were explained to complete a successful first day

Key Vocabulary:




Critical thinking






Relevance/Rationale:  (Why are the outcomes of this lesson important in the real world?  Why are these outcomes essential for future learning?)

Students will be prepared with the skills for planning ahead in school and in future careers and visual will serve as a personal reminder.

 Guiding Questions:

(Questions asked throughout lesson)

  1. For what reasons do I want to be successful?
  2. Explain how class procedures and expectations help you reach success.
  3. How does a visual syllabus help you interpret the class procedures and expectations?

Splash:  Classroom Syllabus, Interpreting, Designing



Drip:  Key Ideas of roles of Culture, Population, and Authority

Review/Connections of Previous Lessons:  (Student- Teacher discussion)

Create a bubble map of topics/interesting facts from 6th grade year.  Teacher will assist students in coming up with a few topics if they struggle with recalling them.  This will help introduce the topics for this year, and syllabus.

Teacher will connect how the class structure should and will reflect real world career structure.

Warm-Up: (Why did you choose this task?  Is it data driven?)

Students will complete a Life & Learning Survey to collect data about student interests and concerns to adjust plans accordingly.

Activities/Tasks:  (What learning experiences will students engage in?  How are you incorporating literacy/writing within the lesson?  How are you guiding your students through the activity/tasks?

  1. Show Class Syllabus- have students point out headers, sub headers, and highlight contact information.
  2. Go over most important points in class; discuss how this helps the students and how in the real world this same situation applies.  Students will be responsible for reading anything not covered in class on their own.
  3. Explain that Students will role play select key points of the class expectations outlined in their syllabus.
  4. Teacher will first model for the students what is expected of a role play.
  5. Teacher will direct 2 students in role playing.
  6. Divide class into groups of 3/4, and assign each group a key procedure or expectation to role play.  They will role play how not to follow, and then how to follow the procedure or expectation.  Students will be given a set time to practice their skit.  Rubric will be given to students (based on participation, effort, and teamwork).  Teacher will actively monitor.
  7. Students will share their skits.
  8. Once all students have presented their skits, or if class time allows, students will be assigned their first journal page entry. 
  9. The front cover should have the student’s first and last name.
  10. On the first page, students will decorate the page with things that represent who they are (teacher will show example of this.)
  11. Students will then add table of contents pages (page 2-3) and number the rest of the pages as modeled by the teacher for homework.
  12. Students will then make their 2nd journal entry:  the visual syllabus.  On page 4 of their journal,  students will take what they observed and make a visual syllabus, with at least 3 pictures/drawings/symbols that represent 3 points from the syllabus that they feel they need to remind themselves of the most to be successful this year.

Formative Assessment Criteria for Success: (How will you and your students know if they have successfully met the outcomes?  What specific criteria will be met in a successful product/process?  What does success on this lesson’s outcomes look like?)

Students will take the syllabus and their observations of the role playing to design a journal page as a visual syllabus.

Modifications/Accommodations:  (What curriculum modifications and/or classroom accommodations will you make for Students with Disabilities/ Honor Level students in your class?  How will you ensure that all students have access to and are able to engage in this lesson?)  Provide specific students if necessary.

-   S with D will receive a condensed syllabus

-   Honor Students will make recipes for 1 of the 10 learning profiles.

Homework:  (Why was the assignment selected?)

Students will be responsible for returning all forms signed by their parents, assessing whether they are prepared for the rest of the school year by completing the task with minimal confusion.

Materials to use:

Syllabus    Compositions Journal    Colored Pencils

School Forms

Lesson Resources

Sedgefield Syllabus 12-13.doc   Syllabus


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