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Lesson Plan

Day: M T W T F Date: Jan 4 Time: 12:30 Year: 2019

Lesson number 2 of 2
Learning Area: Humanities and Social Sciences

Topic: Develop Fair Classroom Rules

Australian Curriculum Content Description:


Who makes rules, why rules are important and the consequences of rules not being followed (ACHASSK071)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement
Cross-curriculum priorities: histories and cultures with Asia
Sustainability

Critical and Ethical Personal and Intercultural


General capabilities: Literacy Numeracy ICT
creative thinking behaviour social capability understanding

Students’ prior knowledge and experience:


This lesson is taught on the first day of Term 1. During F-Year 2, students would have become accustomed
to rules for class and school. Students may have been exposed to rules with extracurricular activities. During
Lesson 1 in this series, students begin to understand the importance of having rules and following rules.

Teaching purpose:
Creating a set of classroom rules and justifying the importance of chosen rules.

Learning objectives: Written on Board Assessment:


On completion of this lesson, students will be able Formative Assessment:
to:
 Create a set of class rules Rating Scale: Assessment of knowledge of how toCommented [TC1]: Other assessment will be based on student
 Justify the set of rules contributions to placemat and to group discussion, but the focus
follow rules for group work will be in the form of awill be on the teacher rating scale.
 Demonstrate a knowledge of how to follow rating scale filled out by the teacher using
rules for group work. observation of student behaviour/contributions
during whole class discussions. (See Appedix 1) Commented [TC2]: Positive feedback can be given if students
improved from earlier collaborative lesson.
Preparation and Resources:
6 pieces white Butcher block paper with template for placemat pre-drawn on them for a group of 4 (See
Appendix 5)
Textas
Stopwatch
Talking Stick

Catering for diversity


Additional scaffolding will be provided where needed for students who may be struggling. I will walk around
the class during group work to assess. Commented [TC3]: As this is the first day and I am getting to
know students and their abilities. It would be challenging to put
students into mixed ability groups.

Timing Learning experiences


45 min
Introduction:

10 min
Quick group discussion on the mat using a talking stick:
 Earlier today playing Selur, what did we learn about rules?
 Why do you think we need rules for the classroom?
 What do you think it would be like coming to a class with no rules at all? Do you think it
would be easy to learn new things? Why do you think that?

This afternoon we are going to create a set of classroom rules as a group which aim to keep us
safe and make sure everyone is able to learn. We will be splitting into groups of 4. I will be looking
for the three WILF’s on the board. I will be looking to see if you improve with following group
work rules compared to our Selur leson activity. Go over group work rules.

When I say go, you will find your group. Ask each student to pick a piece of a postcard out of the
bag. When I say go, you will find your three other group members who have card pieces which
30 min complete your postcard. And, go! Once everyone is in their group, collect the postcard pieces and
send students to their desks.

Sequence of learning experiences:

Placemat in Groups:

Once into their groups, remind students of each rule for group work (Appendix 4) and make sure
they are visible for every table to see easily.

On the board write the following question:


What class rules do you think are important to have?

This is an example of what we will be doing today in our groups. Show example of Placemat. (See
Appendix 5) Point out the area for each child to write their name and their ideas. Point out the
area in the middle for common ideas. We are going to be answering the question on the board
individually and as a group. I will go through the activity with you step by step.

Hand out butcher paper with the placemat template already drawn on the paper-1 per group.

Explain the steps to be taken as you progress through the activity. Steps: Commented [TC4]: This will ensure that the information is
chunked and students are not overwhelmed with too much
information at one time.
As a group, decide who will write rules

1. Write your name in your section


2. Take one minute and think about what rules for a classroom you see as important. You can think
of rules you have had in previous years and you can also make up your own rules as long as you
can justify why you think they are important. Rules can be about things like safety, treating
everyone fairly and making sure everyone has an opportunity to learn. (These points will be
written on the board.) And start thinking! (Set timer)
3. Once time is up- When I say go, silently write down rules you see as important for the class. Use
your textas. Respect the space and silence of everyone in your group by not talking and by staying
within your area with your writing. You will have 5 minutes. And, go! (Set timer)
4. When 5 minutes is up- Okay everyone stop writing. When I say go, you will one at a time share
your responses with your group. You have 4 minutes. And, go. (Set timer)
5. Choose someone to write ideas in the middle rectangle. You have 30 seconds. Go!
6. When I say go, as a group write down all the rules that at least 2 of you thought of. If you are not
the one writing, you need to help find the common rules for the person who is writing. You have 5
minutes. Go! (Set timer)
7. When I say go, choose a person to share your rules with the class. It must be a different person
than the person who wrote rules in the middle. You have 30 seconds. Go!
8. Choose a group to share their common rules and write these on the board.
9. Choose another group and ask them to share any common rules they had which are not already on
the board until all groups have shared and all common ideas for rules are written on the board.

Once all rules are written on the board:

Invite students to give justification for why these rules are important. Choose students to answer by
pulling their name from a hat. Give them “think time.” They have the option to pass, but you will come
back to them at a later time. Commented [TC5]: Allowing students a pass assist with them
feeling emotionally safe, but coming back to them keeps
accountability high.
Why do you think this rule should be included in our class rules? What might the classroom be like/ sound
like if this rule was not included? Is that a good environment for everyone to learn? Why do you think
that? Does anyone have a reason why this rule should not be a classroom rule?

Once each rule has been justified:

10 min Give students 30 seconds to mentally choose the ones they think are the 6 most important. When 30
seconds is up, vote as a class on the top six rules. By show of hands for “yes” and “no” students will vote
on the top six rules which will create the classroom rules. Circle the ones on the board where yes is the
majority vote and write down Classroom Rules in a separate section on the board. Collect placemats to
further assess learning.

Lesson conclusion:
Move to mat and form a circle. Quick summary discussion using talking stick: We now have our
classroom rules which everyone contributed to creating. As a review:
Without looking at the board, do a think /pair/ share to remember all of our class rules.
What is the aim of these rules?
Why do we need rules in a classroom?

Commented
Now let’s reflect on our group work skills. I am going to read each group work rule out loud one at [TC6]: Mental reflection and processing to foster
improvement
a time and give you ten seconds of think time to rate how well you think you did. Draw the 4
emoji’s on the board from the self-evaluation form. (See Appendix 2).
Read out the first rule. Take ten seconds to think about how you did. Now see yourself in your
mind circling the emoji that best represents how you would rate yourself. Go through each rule
with the class the same way.

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