READING MINI-LESSON WHY DO COMMUNITIES NEED RULES? 4TH GRADE

Lesson One

Genre of texts:
Expository / Structure of texts:
Functional
Student Learner Expectation:
SS C.4.4.4 Citizenship ; democracy
C.5.4.2 US Constitution
Lit. R.11.4.8 Content
W.5.4.2 Write to clarify and develop ideas / Short-term goal for students:
Establish classroom behavior expectations.
Materials
Text: Primary Source Fluency Activities Early American
SUW 2-6 p.78 vocabulary map
Other: SUW 2-6b handout
Direct Explanation
Explain to students:
1. what the skill, concept, or strategy is
2. why it’s done or why it’s being learned
3. when it is used
4 how it will be practiced applied
Model or Demonstrate
Show how to use the strategy.

Guided Practice

Scaffold the use of the strategy.

Apply

Use the strategy
NO INDEPENDENT PRACTICE/ASSESSMENT AT THIS TIME / What: Today we are going to establish classroom rules.
Why: To establish behavior expectations in order to create a learning community. When a community is established the rights of individuals should be considered but not at the expense of others.
When: Today we will establish a norm of behavior so that everyone has the opportunity to learn.
How:
1.  Divide the class into small groups and explain that each group will be working to frame a proposal for a classroom constitution.
2.  Groups will define the following vocabulary words: peace, fairness, equality, safety, happiness, freedom, and rules. Use vocabulary map to define/picture/use in a meaningful sentence, personal connection. Tool 2.6b. Share learning.
3.  Have each group create five rules that will create the ideal learning environment.
4.  Each group will share their rules. List the rules so that all can see. Discuss how some of the rules are the same but worded a little different and cluster them together.
5.  From the rules shared, students will identify the Top 10.
6.  Students will vote on the five rules that they believe are important to follow. Note: The teacher should incorporate into the process the rules that he/she and the school feel are important so students understand that groups of people share responsibility in making decisions.
7.  Instruct students to describe the roles of teacher, students, principal, and other important parties in governing the classroom. How will decisions be reached regarding discipline? What opportunities will students have to voice concerns?
8.  Read Preamble to US Constitution and Reader’s Theater about Preamble.
9.  (Teacher preference whole group or small group.) Students should list the freedoms they believe that the citizens of the class deserve. Point out that there are two types of freedom: freedom to do certain things and freedom from other things. In some cases, those rights may conflict with one another. For example, if students have the right to talk among themselves whenever they wish, the noise level may deny other students the right to learn. Students must consider these issues in crafting their “Bill of Rights.”
10. The class will discuss rules chosen and adopt a class Constitution that reflects the teacher and student input on class rules. They will also work together as a class to generate a class “Bill of Rights.”