Classroom Rules

Teacher: Lynnea Summerscales Lesson Topic: Classroom Rules

Duration Time: 20mins Grade: Kindergarten

I. Lesson overview:
This lesson is for the purpose of teaching classroom rules. This will be done using a variety of
methods, mostly teacher lead with aspects of kinesthetic learning. We will begin the lesson
by tapping into prior knowledge of rules, this is to ensure that the students will understand
the concepts of rules before we begin to discuss the rules of the classroom. After the rules
of the classroom are established, we will then have fun by playing “our rules bingo” which will
require students to apply their knowledge of our classroom rules.

II. Big Ideas and Essential Questions:

Big Ideas:
Learning to be a good citizen helps one contribute to society in a meaningful way.

Essential Questions:
What rules and consequences are important?
How can I be safe in the classroom?

III. Instructional Objectives/Learning Targets:

Concepts and Competencies:
The learner will….
 Identify a rule.
 Identify rules are different in different places.
 Discuss the purpose of rules. (e.g., keep people safe, show respect)
 Identify classroom rules and expectations. (e.g., of self and others)
 Describe acceptable behavior within the classroom. (e.g., structured and unstructured
situations.

IV. Grade Level Common Core and/or PA standards:

Kindergarten:
5.1 K.A: Explain the purpose of rules.
5.1 K.B: Explain the need for rules.
5.3 K.F: Identify and explain behaviors for responsible classroom citizens.
 V. Vocabulary: VI: Materials/Resources:
Key vocabulary for all students:

 Rules  Yes/no student visual response

 Kindness  “Our rules” bingo cards
 Safety  Bingo markers
 Respect  Our classroom rules poster
 Community
 Decision making

VII. Classroom arrangement:

This lesson will be done sitting at circle.
VIII: Instructional Process:
A. Introduction/Anticipatory Set:
We will begin by using a Round Robin discussion on the topic of rules using the following
teacher prompts to get the students excited and ready to learn our classroom rules:
 What are rules?
 What do rules mean?
 Can you tell me some rules you have seen or heard of?
 What happens when we do not follow the rules?
B. Developmental Activities:
After we have established what rules are and why we have them we will then go over our
classroom poster of rules discussing each one and why it is important. Depending on time and
the responses from the anticipatory set have students act out what they think our classroom
rules would look like.
C. Closure:
To conclude this lesson, we will be practicing our rules while playing a “our rules” bingo game.
Each student will get their own bingo card with pictures relating to our classroom rules. I will
pick a rule and the student will put a marker on the relatable picture. Once there is a winner
the class will use the yes/no signs to decide as a group if the winner picked the right pictures
for the rules. This will serve as an assessment technique as well as prompting the students to
use higher level thinking such as: knowledge, comprehensions and application.
D. Supportive Practices:
The teachers will...
 Use teachable moments to discuss responsibilities and actions.
 Model and encourage participation in cooperative games and play.
 Verbalize and model expectations of behavior in structured and unstructured situations.
 Engage students in developing a set of classroom rules and appropriate consequences if
not followed.
 Explain, model, practice, and reinforce rules for all areas of the building
IX. Management Plan:
Universal Design for Learning:
To reach all students we will be discussing the rules which are written out and also have
corresponding images for visual learners. For naïve learner extra visuals will be used on a daily
basis in the form of tags or desk reminders throughout the school year with a goal of
diminishing reminders.

Two classroom Management Issues present:

 Depending on energy level and attention of students while sitting on the floor, for the
game we may need to transition to desks.

 For the students who seek negative attention they may see this as an opportunity for
purposeful rule breaking. This can be used as an example and give the student another
chance to model what should have been the correct behavior.

X. Formative/summative Assessment:
A. Formative:
This will be done using check questions during the lesson to assess whole class
understanding. Students will have their yes/no signs ready during lesson to answer check
questions. Depending on answers we will revisit learning opportunities.
B. Summative:
The summative assessment will be performed using a game that will require students to use
higher level thinking strategies to pair images to our classroom rules. The winner will then
be checked by the classroom using their yes/no signs.
C. Potential barriers to access instruction and learning:
Some students may find the bingo game more challenging than others. In this case I
may need to pair students.