Lesson Plan
Plan for Introducing Rules and Consequences
(***this lesson may be broken up into several independent parts depending on students’ developmental level and attention span***)
PRE-PLANNING: KNOW, SO, SHOW
FIVE-STEP LESSON PLAN
OBJECTIVES.
CONNECTION TO THE BIG GOAL.
What will your students be able to do?
How does the objective connect to the big goal?
SWBAT explain in their own words why
classroom rules are important.
SWBAT identify examples and nonexamples of following our classroom
rules.
SWBAT describe the consequences
resulting from not following our
classroom rules.
Before tackling our big goals, we first must develop a classroom environment
conducive to the hard work, collaboration, and risk-taking that will allow us to
be successful academically. My management system is designed to set clear
expectations as well as to support appropriate behaviors through a combination
of positive and negative, intrinsic and extrinsic rewards. As such, it will set us
up for a year focused on learning and achievement.
ASSESSMENT.
How will you know whether your students have made progress toward the objective? How and when will you assess mastery?
Although it will take time for most of my young students to internalize fully the classroom rules and consequences, I will
assess progress toward the objective in three ways:
 Students will draw and explain a picture showing what would happen if we did not have classroom rules.
 When read a scenario, students will hold up a green “go” card or a red “stop” card to identify examples and nonexamples of following our classroom rules.
 When read a scenario and shown a number of checks, students will mime an action representing the negative
consequences resulting from not following our classroom rules.
KEY POINTS.
What three-five key points will you emphasize?





Classroom rules are important because they keep us safe and happy.
Classroom rules are important because they help us use our school time for learning.
When we follow rules, we are making good choices and we can get rewards.
When we do not follow rules, we are making bad choices and we will have consequences.
Everyone makes mistakes. That’s OK, as long as we fix them!
LESSON CYLCE: GO
OPENING. (_5_ min.)
MATERIALS.
How will you communicate what is about to happen? How will you communicate how it will
happen?
How will you communicate its importance? How will you communicate connections to previous
lessons?
How will you engage students and capture their interest?



Tell students that we are going to spend the next 40 minutes learning
about our classroom rules, and explain that this is really important
because in order to make sure that we spend all of our learning time
getting smarter we must know how to be behave in the classroom.
Tell students that you know that they had rules in kindergarten, and
ask if any students would be willing to share any rules they remember
from that class. Follow-up by asking students if they can explain why
having that rule was important.
Tell students that you are going to start by reading a book about a
little monkey who doesn’t always follow the rules, but that they are
also going to have a chance to draw as well as get to work with some
fun colored cards. (Show students the crayons and picture cards, and
explain that they will use them later in the lesson – if they follow
directions and listen carefully.)


CRAYONS
COLORED GO/STOP CARDS
INTRODUCTION TO NEW MATERIAL. (_15_ min.)
What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?

Reiterate that you are about to read a book about a little monkey who
doesn’t always follow the classroom rules.
o Emphasize that he is not a “bad monkey” but that he is a
monkey who makes bad choices, and explain that later in the
lesson they are all going to get to help George learn to make
smarter decisions.
o Tell students that while you read, they should be listening
and looking at the pictures to see what kinds of things
happen when students don’t follow the rules.
 Read Curious George Goes to School to the class, stopping at key
points to note the ways in which George behaves and the results of his
misbehavior on the classroom.
 After reading the book, explain to students that because George did
not follow the rules, other children were not safe and happy, and that
they were not able to learn as much as they should have been able to
learn.
GUIDED PRACTICE. (_5_ min.)

CURIOUS GEORGE GOES TO
SCHOOL
P-4(4): This
part of the
plan engages
students by
starting with
children’s
literature to
discuss the
purpose of
rules. (AP)
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?

Work with students to generate a few additional examples of the ways
in which George’s behavior impacted the classroom. Chart them on a
piece of paper titled, “When George didn’t follow the rules…”


CHART PAPER
MARKERS




CRAYONS
DRAWING PAPER
CLIPBOARD/NOTEPAPER
CURIOUS GEORGE PUPPET
INDEPENDENT PRACTICE. (_15_ min.)
How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the objective?
How will you provide opportunities for extension?

Explain to students that they are now going to have a chance to draw a
picture of what happens when we don’t have – or don’t follow –
classroom rules.
 Show a sample picture that you have drawn, and explain that students
can either use an example from the book or something else that they
have thought of themselves.
 Remind them of the rug/table transition procedure, as well as the
crayon procedure, and then have them move to their desks. Pass out
drawing paper, labeled with the phrase, “If we don’t have rules…”
 Encourage students to draw/write at their own level, and give them 8
minutes to work. As they do so, circulate around the room, asking
students to explain their pictures and taking notes on their responses.
 Transition the class back to the carpet. Introduce your Curious George
puppet, and have a few students share their work with him and their
peers.
INTRODUCTION TO NEW MATERIAL. (_10_ min.)
What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?

Tell students that in order to keep everyone safe and happy, and in
order to make sure that we spend our school time learning, we will
have four class rules.
 Explain also that Curious George is here to learn too, and that part of
the students’ job for the rest of this lesson is to make sure that he
understands how to behave in the classroom by following the rules.
 Unveil the rules one at a time, while for each:
o Reading the rule out loud.
o Re-reading the rule with the students, pointing to each word.
o Briefly explaining the rule.
GUIDED PRACTICE. (_5_ min.)
 RULES CHART (COVERED)
 POINTER
P-5(4): This
part of the plan
clearly
introduces
rules and
consequences
to students by
walking
through each
rule. (AP)
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?

Tell students that they are now going to help you identify some
examples and non-examples of the rule. Remind students that
Curious George needs help and that they need to be thinking hard and
modeling perfect behavior to show him how to behave.
o After re-stating each rule, read out loud some pre-made index
cards containing either an example or non-example of
following the rule.
o For each index card, lead a quick class discussion to
determine whether it was an example of following the rule; if
it was, have a student explain why that scenario exemplifies
the expected behavior; if not, have a student explain why not.
o Have students come up and tape all positive examples to the
rules chart below the specific rule to which they apply.
INDEPENDENT PRACTICE. (_10_ min.)
 INDEX CARDS WITH
EXAMPLES/NON-EXAMPLES
FOR EACH RULE
P-5(4): This part of the plan
gives students the opportunity to
talk through examples and nonexamples of the rules. (AP)
How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the objective?
How will you provide opportunities for extension?



Tell students that they are now going to get to use the colored cards
that you showed them earlier to identify positive examples of
following the rules.
o Take a set of cards and show students that they will have one
green card saying “go” and one red card saying “stop.” Point
out that it is like a traffic light, and express excitement that
all of your students can already read two words!
o Model the procedure for using the cards, narrating your
actions as you do so:
 Put both cards in front of you on the carpet.
 Listen as the teacher reads a scenario.
 Take 3 seconds think time (finger on brain).
 Hold up the go card for positive examples, the stop
card for negative examples.
 Put down the card as soon as the teacher says to.
o Have a student model the procedure.
Hand out the cards to all students, and practice the procedure twice.
Go through one or two examples for each rule, having students use the
cards to identify positive/negative examples. Observe carefully to
assess which students are able to identify the positive/negative
examples independently.
o
EXAMPLES/NON-EXAMPLES
FOR EACH RULE
INTRODUCTION TO NEW MATERIAL. (_5_ min.)
What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?

Tell students that when we make good choices we follow the rules,
and we ensure that our classmates and teachers are safe and happy,
and that we are spending our school time learning.
 Point out, also, that we may get additional positive rewards for
following the rules:
o Practice the all-week-on-yellow reward: clapping/cheering
for classmates.
o Show students about the Team–of –the–Week stickers.
o (Do not go over “Secret Student” on first day.)
 Explain that when we make bad choices we do not follow the rules,
and that there will be consequences.
o Take out an enlarged conduct card (on chart paper), and
explain to students that each time they break a rule they will
get a check mark.
o Explain the consequences that go with each check mark.
o Point out that on the enlarged conduct card you have written
the words and drawn a picture to represent the consequence
that goes with each violation of a rule – so that student who
cannot yet read can still understand the consequences.
o Also explain the “stamps on hand” system, and point out that
students will be showing their parents their stamps every
night so that parents know whether students followed the
rules.
GUIDED PRACTICE. (_5_ min.)
o
o
o
TEAM OF THE WEEK STICKERS
ENLARGED CONDUCT CARD
STAMPER PENS
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?



Tell students that they’re now going to get to stand up and do some
movements.
Show students some actions that go with each consequence, and allow
them to practice (these actions align with the pictures on the enlarged
consequence chart):
o 1 check – warning – wag your finger
o 2 checks – think time – tap your brain
o 3 checks – meet with teacher/loss of privileges – point to
mouth
o 4 checks – note/call home – hold up phone to ear
o 5 checks – buddy room – wave goodbye
Read 3-4 scenarios out loud in which students choose to break rules.
For each scenario:
o Every time the student in a scenario gets a check mark, write
a check on the board.
o When the scenario is finished, count the number of total
checkmarks as a class, and then identify the correct
consequence.
o Finally, do the motion for the correct consequence and have
a student explain what the consequence is and why the
student received it.

DRY ERASE
MARKERS/WHITE BOARD
P-5(4): This part of the plan
gives students the opportunity to
work through behavior scenarios
with teacher guidance. (AP)
INDEPENDENT PRACTICE. (_5_ min.)
How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the objective?
How will you provide opportunities for extension?

Continue the guided practice activity, but, this time, do not together
identify the correct consequence. Instead:
o Have students listen to the scenario and together count the
checks.
o Then have students quietly look at the enlarged conduct card
and independently identify the correct consequence/motion.
o When you give the signal have all students act it out.
o As students do the above, assess their ability to identify the
appropriate consequence independently.
CLOSING. (_2_ min.)
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or progress
toward) the objective?



Reiterate the key points of the lesson, talking both to the students and
to Curious George.
Call on a few students to tell Curious George what they learned today.
Tell students that when they get back from lunch they will each have a
blank conduct card taped to their desk, and that you know that they
will receive no checks all day!
P-5(4): This part
of the plan gives
students the
opportunity to
work
individually
through behavior
scenarios. (AP)