SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Amanda Leonard, Abby Johnson, Alexis Sanders

Thematic Unit Theme/Title/Grade Level: Civic Ideals and Practices/ Classroom Rules/ Kindergarten
Wiki space address: http://ucfgrkclassroomrulesf15th.weebly.com/
Daily Lesson Plan Day/Title: Day 5: Putting It All Together
Learning Goals/Objectives Learning Goal:
Students will define, describe the purpose, and give examples of rules at school
and in the community.

NCSS Themes
Common Core State
Standards (CCSS)
Next Generation
Sunshine State Standards
(NGSSS)

Assessment

Learning Objectives:
Depending on the topic, 4 objectives are ample. All should begin with:
1. The students will review the rules learned throughout the week.
2. The students will make connections to the rules in the classroom to
home and the community.
3. The students will describe rules to peers.
4. The students will connect following the rules effects safety and health.
NCSS theme(s):
Civic Ideals and Practices
Common Core State Standard(s):
LAFS. K.RL.4.10 Actively engage in group reading activities with
purpose and understanding.
Next Generation Sunshine State Standards:
SS.K.C.1.1 Define and give examples of rules and laws, and why they
are important.
SS.K.C.1.2 Explain the purpose and necessity of rules and laws, and
why they are important.
HE.K.B.5.3. Recognize the consequences of not following
rules/practices when making healthy and safe decisions.
HE.K.C.2.4 Explain the importance of rules to maintain health.
Unit Pre-Assessment:
5 picture scenarios (one for each rule) students will circle correct rule, and
cross out wrong rule
3 true or false questions on following rules (read aloud when taking test)
1 drawing of Mr. Potato Head labeling
Eyes Watching
Ears Listening
Mouths for nice words, zipped lips when others talking
Hands for helping, cleaning up messes, and not hurting others
Feet are for walking, lining up, and all on the floor when sitting in a
chair
Unit Post-Assessment:
5 picture scenarios (one for each rule) students will circle correct rule, and
cross out wrong rule
3 true or false questions on following rules (read aloud when taking test)
1 drawing of Mr. Potato Head labeling
Eyes Watching
Ears Listening
Mouths for nice words, zipped lips when others talking
Hands for helping, cleaning up messes, and not hurting others

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Feet are for walking, lining up, and all on the floor when sitting in a
chair
On-going daily (progress-monitoring) Assessment:
Observation in participation during group discussions
Scale self-assessment during Rules Review with Mr. Potato Head
Scale self-assessment after reading Class Rules Constitution
SCALE for Self-Assessment
4 meaning they can will define, describe the purpose, and give examples of
rules at school and in the community and teach a peer
3 meaning they can define, describe the purpose, and give examples of rules at
school and in the community
2 meaning they need more help defining, describe the purpose, and give
examples of rules at school and in the community
1 meaning they cannot define, describe the purpose, and give examples of rules
at school and in the community.
Design for Instruction
Student Activities &
Procedures

1. Gather students to the front of the room.

2. Daily Read Aloud: What If Everybody Did That?
-Pre-reading, ask students;
What does a student look like that is ready for a read aloud?
What should you be doing while I read aloud?
How do I know if you are ready?
*Praise students demonstrating good read aloud readiness.
-Read What If Everybody Did That?
-Discussion
What if everybody broke the rules?
Why is it important to follow the rules at home? At school? In
our community?
How can we follow the rules?
What if everyone through their soda can, water bottle, or juice
box on the ground? What would happen? Should we clean up our messes?
(Home, school, and community rule) (Ex. We could get stick, we could step on
something and hurt ourselves, we would have a lot of pollution, etc.)
What if everyone talked when the teacher was talking? Would
you be able to hear? Why is it important to listen when the teacher talks?
(School rule)
What if everyone ran through the hallway and yelling? (School
rule)
What if everyone ran red lights when driving? (Community rule)
What if everyone pushed others? (Home, school, community
rule)
Is it important to follow the rules?
What could happen if we do not follow the rules? (Ex. We could
get hurt, we could hurt others, we could get sick, everything would be crazy,
people would be mean, etc.)
Key point: even though each student is only one person, and
might only break one rule, it can effect everyone! Therefore, EVERYONE

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needs to follow the rules.

3. Daily Activities
Student Activity 1: Pair and Share
-Partner students, assigning Partner 1 and Partner 2.
-Partners are to choose their favorite rule from the week and
share why that is their favorite rule.
-Once partners have shared they should high five (using kind
hands), then find a new partner. After they have found a new partner, they
should once again share with each other their favorite rule and why.
-After students have paired and shared twice, they should return
to their seat.
Student Activity 2: Rules Review with Mr. Potato Head
-At their seats, students should have their Mr. Potato Head
Flipbook. With teacher lead, students should begin on Monday, reviewing the
rules Eyes Watching, Ears Listening. Assemble the Mr. Potato Head Chart at
the front of the classroom as students recite the daily rules.
-Continue through the flipbook Monday-Thursdays rules.
Student Activity 3: Class Rules Constitution
-Gather students back to the front of the classroom, and have
them form a half circle around the IWB.
-On the IWB, pull up the Class Rules Constitution.
-With students around the IWB, read aloud the Class Rules
Constitution. Remind them that the Constitution is the set of rules we agree
upon in our classroom to keep us safe and orderly that we can use here in our
classroom, in our homes, in our community, and even in our nation. (ESOL
Modification) (ESE Modification)
-Self-assess: Using a 1,2,3, or 4 over their heart, have students
give you their level of understanding to the weeks rules.
-If all students are at a 3 or 4, pass around the IWB pen for
students to sign their name on the constitution. If there are any 1 or 2, ask if
anyone has questions, or ask specifically what students are unsure of, and then
allow all students to sign their name on the constitution on the IWB.
4. Wrap Up: I Can Follow the Rules!
-Play I Can Follow the Rules for students to sing and dance around.
(Subtitles and lyrics provided on video) (ESOL Modification) (ESE
Modification)
http://safeshare.tv/w/ss565f656b86092
-As students finish, pass out to each one a gold star necklace with Rule
Follower on the gold star.
-Congratulate students for their hard work and following the rules.
Resources/Materials

What If Everybody Did That?

Interactive White Board (IWB)
Interactive White Board pen

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Mr. Potato Head chart

Mr. Potato Head Velcro pieces
Completed student Mr. Potato Head Flipbooks
Class Rules Constitution (on IWB)
I Can Follow the Rules video http://safeshare.tv/w/ss565f656b86092
Internet access/Wifi
Gold Star Necklaces (gold star die-cut, hold punched, and put on lanyard)
Discussion Notes: Make comments here related to ideas for assessment measures, parent involvement, field
trips, or extension to the unit plan ideas.