Lesson Plan / Plan for Introducing Rules and Consequences
(***this lesson may be broken up into several independent parts depending on students’ developmental level and attention span***)
FIVE-STEP LESSON PLAN
PRE-PLANNING: KNOW, SO, SHOW / OBJECTIVES.
What will your students be able to do? / CONNECTION TO THE BIG GOAL.
How does the objective connect to the big goal?
SWBAT explain in their own words why classroom rules are important.
SWBAT identify examples and non-examples of following our classroom rules.
SWBAT describe the consequences resulting from not following our classroom rules. / Before tackling our big goals, we first must develop a classroom environment conducive to the hard work, collaboration, and risk-taking that will allow us to be successful academically. My management system is designed to set clear expectations as well as to support appropriate behaviors through a combination of positive and negative, intrinsic and extrinsic rewards. As such, it will set us up for a year focused on learning and achievement.
ASSESSMENT.
How will you know whether your students have made progress toward the objective? How and when will you assess mastery?
Although it will take time for most of my young students to internalize fully the classroom rules and consequences, I will assess progress toward the objective in three ways:
  • Students will draw and explain a picture showing what would happen if we did not have classroom rules.
  • When read a scenario, students will hold up a green “go” card or a red “stop” card to identify examples and non-examples of following our classroom rules.
  • When read a scenario and shown a number of checks, students will mime an action representing the negative consequences resulting from not following our classroom rules.

KEY POINTS.
What three-five key points will you emphasize?
  • Classroom rules are important because they keep us safe and happy.
  • Classroom rules are important because they help us use our school time for learning.
  • When we follow rules, we are making good choices and we can get rewards.
  • When we do not follow rules, we are making bad choices and we will have consequences.
  • Everyone makes mistakes. That’s OK, as long as we fix them!

LESSON CYLCE: GO / OPENING. (_5_ min.)
How will you communicate what is about to happen? How will you communicate how it will happen?
How will you communicate its importance? How will you communicate connections to previous lessons?
How will you engage students and capture their interest? / MATERIALS.
  • Tell students that we are going to spend the next 40 minutes learning about our classroom rules, and explain that this is really important because in order to make sure that we spend all of our learning time getting smarter we must know how to be behave in the classroom.
  • Tell students that you know that they had rules in kindergarten, and ask if any students would be willing to share any rules they remember from that class. Follow-up by asking students if they can explain why having that rule was important.
  • Tell students that you are going to start by reading a book about a little monkey who doesn’t always follow the rules, but that they are also going to have a chance to draw as well as get to work with some fun colored cards. (Show students the crayons and picture cards, and explain that they will use them later in the lesson – if they follow directions and listen carefully.)
/
  • CRAYONS
  • colored go/stop cards

INTRODUCTION TO NEW MATERIAL. (_15_ min.)
What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
  • Reiterate that you are about to read a book about a little monkey who doesn’t always follow the classroom rules.
  • Emphasize that he is not a “bad monkey” but that he is a monkey who makes bad choices, and explain that later in the lesson they are all going to get to help George learn to make smarter decisions.
  • Tell students that while you read, they should be listening and looking at the pictures to see what kinds of things happen when students don’t follow the rules.
  • Read Curious George Goes to School to the class, stopping at key points to note the ways in which George behaves and the results of his misbehavior on the classroom.
  • After reading the book, explain to students that because George did not follow the rules, other children were not safe and happy, and that they were not able to learn as much as they should have been able to learn.
/
  • CURIOUS GEORGE GOES TO SCHOOL

GUIDED PRACTICE. (_5_ min.)
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
  • Work with students to generate a few additional examples of the ways in which George’s behavior impacted the classroom. Chart them on a piece of paper titled, “When George didn’t follow the rules…”
/
  • CHART PAPER
  • MARKERS

INDEPENDENT PRACTICE. (_15_ min.)
How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the objective?
How will you provide opportunities for extension?
  • Explain to students that they are now going to have a chance to draw a picture of what happens when we don’t have – or don’t follow – classroom rules.
  • Show a sample picture that you have drawn, and explain that students can either use an example from the book or something else that they have thought of themselves.
  • Remind them of the rug/table transition procedure, as well as the crayon procedure, and then have them move to their desks. Pass out drawing paper, labeled with the phrase, “If we don’t have rules…”
  • Encourage students to draw/write at their own level, and give them 8 minutes to work. As they do so, circulate around the room, asking students to explain their pictures and taking notes on their responses.
  • Transition the class back to the carpet. Introduce your Curious George puppet, and have a few students share their work with him and their peers.
/
  • CRAYONS
  • DRAWING PAPER
  • CLIPBOARD/NOTEPAPER
  • CURIOUS GEORGE PUPPET

INTRODUCTION TO NEW MATERIAL. (_10_ min.)
What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
  • Tell students that in order to keep everyone safe and happy, and in order to make sure that we spend our school time learning, we will have four class rules.
  • Explain also that Curious George is here to learn too, and that part of the students’ job for the rest of this lesson is to make sure that he understands how to behave in the classroom by following the rules.
  • Unveil the rules one at a time, while for each:
  • Reading the rule out loud.
  • Re-reading the rule with the students, pointing to each word.
  • Briefly explaining the rule.
/
  • RULES CHART (COVERED)
  • POINTER

GUIDED PRACTICE. (_5_ min.)
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
  • Tell students that they are now going to help you identify some examples and non-examples of the rule. Remind students that Curious George needs help and that they need to be thinking hard and modeling perfect behavior to show him how to behave.
  • After re-stating each rule, read out loud some pre-made index cards containing either an example or non-example of following the rule.
  • For each index card, lead a quick class discussion to determine whether it was an example of following the rule; if it was, have a student explain why that scenario exemplifies the expected behavior; if not, have a student explain why not.
  • Have students come up and tape all positive examples to the rules chart below the specific rule to which they apply.
/
  • INDEX CARDS WITH EXAMPLES/NON-EXAMPLES FOR EACH RULE

INDEPENDENT PRACTICE. (_10_ min.)
How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the objective?
How will you provide opportunities for extension?
  • Tell students that they are now going to get to use the colored cards that you showed them earlier to identify positive examples of following the rules.
  • Take a set of cards and show students that they will have one green card saying “go” and one red card saying “stop.” Point out that it is like a traffic light, and express excitement that all of your students can already read two words!
  • Model the procedure for using the cards, narrating your actions as you do so:
  • Put both cards in front of you on the carpet.
  • Listen as the teacher reads a scenario.
  • Take 3 seconds think time (finger on brain).
  • Hold up the go card for positive examples, the stop card for negative examples.
  • Put down the card as soon as the teacher says to.
  • Have a student model the procedure.
  • Hand out the cards to all students, and practice the procedure twice.
  • Go through one or two examples for each rule, having students use the cards to identify positive/negative examples. Observe carefully to assess which students are able to identify the positive/negative examples independently.
/
  • EXAMPLES/NON-EXAMPLES FOR EACH RULE

INTRODUCTION TO NEW MATERIAL. (_5_ min.)
What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
  • Tell students that when we make good choices we follow the rules, and we ensure that our classmates and teachers are safe and happy, and that we are spending our school time learning.
  • Point out, also, that we may get additional positive rewards for following the rules:
  • Practice the all-week-on-yellow reward: clapping/cheering for classmates.
  • Show students about the Team–of –the–Week stickers.
  • (Do not go over “Secret Student” on first day.)
  • Explain that when we make bad choices we do not follow the rules, and that there will be consequences.
  • Take out an enlarged conduct card (on chart paper), and explain to students that each time they break a rule they will get a check mark.
  • Explain the consequences that go with each check mark.
  • Point out that on the enlarged conduct card you have written the words and drawn a picture to represent the consequence that goes with each violation of a rule – so that student who cannot yet read can still understand the consequences.
  • Also explain the “stamps on hand” system, and point out that students will be showing their parents their stamps every night so that parents know whether students followed the rules.
/
  • TEAM OF THE WEEK STICKERS
  • ENLARGED CONDUCT CARD
  • STAMPER PENS

GUIDED PRACTICE. (_5_ min.)
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
  • Tell students that they’re now going to get to stand up and do some movements.
  • Show students some actions that go with each consequence, and allow them to practice (these actions align with the pictures on the enlarged consequence chart):
  • 1 check – warning – wag your finger
  • 2 checks – think time – tap your brain
  • 3 checks – meet with teacher/loss of privileges – point to mouth
  • 4 checks – note/call home – hold up phone to ear
  • 5 checks – buddy room – wave goodbye
  • Read 3-4 scenarios out loud in which students choose to break rules. For each scenario:
  • Every time the student in a scenario gets a check mark, write a check on the board.
  • When the scenario is finished, count the number of total checkmarks as a class, and then identify the correct consequence.
  • Finally, do the motion for the correct consequence and have a student explain what the consequence is and why the student received it.
/
  • DRY ERASE MARKERS/WHITE BOARD

INDEPENDENT PRACTICE. (_5_ min.)
How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the objective?
How will you provide opportunities for extension? /
  • Continue the guided practice activity, but, this time, do not together identify the correct consequence. Instead:
  • Have students listen to the scenario and together count the checks.
  • Then have students quietly look at the enlarged conduct card and independently identify the correct consequence/motion.
  • When you give the signal have all students act it out.
  • As students do the above, assess their ability to identify the appropriate consequence independently.

CLOSING. (_2_ min.)
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or progress toward) the objective?
  • Reiterate the key points of the lesson, talking both to the students and to Curious George.
  • Call on a few students to tell Curious George what they learned today.
  • Tell students that when they get back from lunch they will each have a blank conduct card taped to their desk, and that you know that they will receive no checks all day!