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Lesson number 2 of 2
Learning Area: Humanities and Social Sciences
Teaching purpose:
Creating a set of classroom rules and justifying the importance of chosen rules.
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.
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.
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
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?
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.