SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher: Christine Wortmann Grade: K

Subject: Civics & government Time Needed for Lesson: 45
Lesson Concept: Classroom rules

PA STANDARD(S) (Write out standards):

Standard - 5.1.K.A
Explain the purpose of rules.
Standard - 5.1.K.B
Explain the need for rules.
Standard - 5.1.K.E
Demonstrate responsibilities in the classroom.
Standard - 5.2.K.D
Explain responsible classroom behavior.
Standard - 5.3.K.F
Identify and explain behaviors for responsible classroom citizens.
Standard - AL.2.K.E1
Retain and recall information presented over a short period of time.
Standard - CC.1.5.K.A
Participate in collaborative conversations with peers and adults in small and larger groups.

OBJECTIVE(S) (Be sure to include all three parts):

Students will be able to:

Identify and explain that rules provide order, security and safety with 95% accuracy.

Create and explain three classroom rules that provide order, security, and safety in the classroom
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and school with 95% accuracy.

MATERIALS:

Large white construction paper or poster board

Black permanent marker
Writing paper
Pencils
A variety of books about being a good citizen

ACTIVITIES (There are three sections here):

OPENING (hook, purpose and basic plan)

Preface: By explaining to students that today we will be learning about classroom rules.
Ask: What is a rule? Then ask students why they think there are rules (in school, at home, etc.).
Encourage: Students to share their answers with the class.
Ask: Students if they can think of good reasons for having rules in the classroom?
Encourage: Students to share their answers with the class.
Record: All student responses on a chart and title it “Reasons why we have classroom rules”.
Display the chart as a reminder for students.
Listening Focus: Today we are going to make rules for the classroom.
Look/Listen/Discuss: The class will be divided into small groups. Each student will be working
in their assigned small groups to brainstorm ideas for classroom rules.

BODY:(Bulleted step by step)

Modeling: (I do)

1. Ask students how rules can provide order, security and safety in the classroom and/or school.

2. Encourage students to share their answers with the class.

3. Discuss the idea “my hands my body”.

4. Encourage students to explain how keeping their hands to themselves and on “their body”
will allow for order, security, and safety in the classroom.

5. Explain to students what brainstorming is. Talk to the students about the difference between
on topic and off topic ideas.

6. Provide a few examples of ideas and have students determine if they are on topic or off topic.

7. Encourage students to share their answers. Have students provide a thumb up if they agree
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with answers or a thumb down if they disagree with the answers.

8. Remind students to stay on topic discussing the rules for the classroom during their small
group time.

Guided practice/role playing: (we do)

1. Divide the class into small groups of three or four.

2. Have students go into their assigned small groups.

3. Pass out paper and pencils to record the rules that each group has established.

4. Explain to students that every group is going to record ideas for classroom rules.

5. Provide small groups with some time to establish at least one rule.

6. Have a few groups share their example rule with the classroom.

Feedback and Correction:

During the whole class discussion students will provide a thumb up if they agree with the
responses of their peers. Details reviewed earlier will be reinforced, and if students suggest
incorrect responses, explain that they are good choices, but a more correct solution is.

Independent Practice/Opportunities for Practice:

1. Explain to students that will create ideas for the classroom rules and share them with the
class.

2. Encourage students to collaborate with everyone in their assigned small group.

3. As students are working in small groups rotate throughout the small groups providing inquiry
questions.

4. Each small group will present their ideas for classroom rules to the class and explain why
they feel the rule is important.

5. As each group is presenting their ideas student responses will be recorded on chart paper.

6. After each group has presented their ideas for classroom rules the classroom will vote for
each idea deciding whether it becomes a classroom rule. Keep tally of votes next to each idea.

7. Tell students they have created and voted on the classroom rules and they will be displayed as
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a reminder.

8. We will review the classroom rules periodically as a class and adjust them as needed
throughout the school year.

CLOSURE (Wrap up and brief summary):

1. Review: The importance of rules and their purpose and how rules provide order.

2. Extend: We will continue to work on responsibilities of how to be responsible citizens in the

classroom and school.

3. Remind students that during learning center time and throughout the day you will be
observing them to see if they are making good choices and following the classroom rules.
Encourage students to continue to follow rules in their home and community.

ACCOMMODATIONS (Refer specifically to UDL):

1. Simplification of activity: Teaching staff may use inquiry questions throughout the lesson to
assist students. Students that have difficulty understanding, brainstorming and creating
classroom rules may have a teacher assist them.

2. Extension: Have students share their rules, create pictures of rules and develop strategies to
teach the rules to other classrooms.

ASSESSMENT (How you will determine that student has mastered objectives):

To ensure that students have met objectives each child will have an assessment check sheet
completed by teaching staff. Assessment check sheet will have a key M-met objective, MA-met
with assistance, and NY-not yet met. Students will be observed during large and small group
activities.

SELF-ASSESSMENT/REFLECTION (Complete this section if you have taught this lesson to

peers or in clinical placement):

The audience make up for the lesson consisted of group instruction to twelve kindergarten
students. The classroom was culturally, linguistically and ethnically diverse. One student was
an English second language (ESL) student, one student was a student with developmental delays
and behavioral issues, and three students had individualized education plans (IEPs). One student
previously described had an assigned teacher support specialist (TSS) to assist him throughout
the lesson. I selected the concept for this lesson because it was the beginning of the school year
and it’s vital to establish classroom rules for safety and classroom management. Moreover,
working in small groups promotes collaboration, socialization, and self-regulation skills. I think
that revisiting what an on topic and off topic idea is important for all students, but especially
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essential for younger students. This enhances the ability of the students and class to meet lesson
plan objectives and learning intent. The students were able to establish a variety of rules for the
classroom. We collectively discussed the rules. Many of the rules the student suggested began
with the word don’t, for example don’t hit anyone. I assisted the class in providing positive
examples of the rules for example gentle touching, and my hand’s my body. Upon completing
the list of suggested rules, the students voted on the rules that they would like for their
classroom. Although the rules that the students selected are the same rules that I would have
suggested for the classroom the lesson made the students part of the decision-making process and
valid citizens in their classroom community. The students wanted to take ownership of
establishing their classroom rules during the learning event. Students were able to explain that
rules provide order, security, and safety. One student stated, “that we need to work together to
keep everyone safe and that rules help us do that”. We also discussed problem solving steps to
keep us safe of stop, think and then act.
Throughout the day students reminded each other of the rules and sometimes teaching staff
provided friendly reminders during various scenarios. Teaching staff used inquiry questions
throughout the day to check if student recall of what rules do. The lesson plan activities flowed
well, and I feel that anyone could instruct the lesson with a copy of the lesson plan. One thing
that I would add to the lesson plan or do in a follow-on lesson plan is to have the students draw
pictures for the different rules. By adding the drawing, it would be a great way to incorporate art
into the lesson plan and promote further understanding.
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ENVIRONMENTAL PLAN
In this area, list materials that you plan to add to the environment relative to the content or theme your students are exploring.

Art Area/Center Block and Construction Library/Book Area/Center Manipulative Area/Center

Area/Center
Add a variety of materials Add an assortment of books Writing center
and mediums so students may about being a good citizen. Add the writing prompt
create pictures to demonstrate Why I feel rules are
various rules. important….

Dramatic Play Area/Center Music & Movement Area or Sensory Table or Center Outdoors
Center