Alief ISD
Social Studies Lesson Plans
Kindergarten Unit 1
Rules- Humpty Dumpty
Date: _______________
Time Allotted: 3 Days
Desired Results: (Unit
Understanding)
Unit Question:
Objective/TEKS:
Is it necessary to have
 I can tell why there are rules in classrooms
rules in the classroom or
and schools. 8A
at school? Why or why
Rules in classrooms and schools
 I can list rules in classrooms and in
not?
provide order, security, safety, and
schools. 8B
fairness for all.
Assessment:
 I can list names of people who take care of
Brainstorm a problem and
them in classrooms and at schools. 9A
its solution for a broken
 I can vote in class to make fair choices.
rule and justify your
10C
solution with evidence.
 I can make a decision. 17B
Anticipatory Set: (Hook) (Universal Generalization) Rules help keep us safe.
Topics:
Rules
Before the lesson:
1. Gather ideas for classroom rules (no more than five).
Vocabulary:
2. Create picture cards (using clip art) that demonstrate rules being followed, such as
 rules
walking in line, as well as rules that are being broken, such as bullying.
 law
3. Write the nursery rhyme Humpty Dumpty on chart paper or copy it onto a transparency.  safety
 fairness
DAY ONE
 order
 security
Ask students to turn and talk about rules they might have at home or ask students
questions and allow them to respond with a “thumbs-up” or “thumbs-down” such as:
Materials/Resources:
 Which of you have to wear your seatbelt when in the car?
 drawing paper
 Who has to hold their parent’s hand when crossing the street?
 pictures (clip art)
 Thumbs up or down if you have to stay with an adult when you are in a store.
 Humpty Dumpty on
 Who has to do their homework or chores before they can play?
overhead or chart paper
 Thumbs up or down if you have to eat your food before having dessert?
Display overhead transparency or chart with the nursery rhyme, Humpty Dumpty on it.
(attached) Read the nursery rhyme to the class to model fluent reading in a shared
reading format. Point to each word as it is being read to model appropriate reading skills
such as directionality. After reading the poem once, read it again and ask the student to
join in with the teacher to read it together.
Instructional Input: (Line) Modeled/Guided Practice
Humpty Dumpty Music and
Words
Suggestions for general
classroom rules might
include: participate actively,
listen attentively, be nice to
everyone
Ask and discuss the following questions with students:
o At the beginning of the poem, what was Humpty Dumpty doing?
o What happened to Humpty?
o What did Humpty do wrong?
o What should Humpty have done differently?
o What is a rule?
o Create a rule, which if obeyed, could have prevented Humpty Dumpty’s accident?
o How would this new rule been important to Humpty, if he had obeyed it? (It would
have kept him safe.)
o What would happen if there were no rules in your home or at school? What if there
were no rules or laws in our community?
Lead a discussion allowing students to explain their understanding of the necessity for
rules at school. Emphasis should be placed on the idea that rules establish order and
provide safety and security.
Kindergarten Unit 1
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Alief ISD
DAY TWO
To review yesterday’s lesson, have students share rules they know of at home,
school or in the community with the class, making sure to explain why their rule is
necessary in that particular community. Assist students in determining if the rule is
for their safety or to provide order or security.
• Tell students that they are going to help create rules for their classroom
community.
• To model the decision-making process (K.17B), the teacher and class address
problems in the classroom, relating the problems to needs in the classroom (need
for safety, security, fairness, belonging, etc. (identifying a situation)
• Next, following the decision-making process, facilitate a discussion to gather
information about the problem(s) and determine possible solutions (classroom
rules).
• Have students brainstorm possible rules and then record their suggestions on a
piece of chart paper.
• Class predicts consequences of the actions to be taken. (Following rules would
lead to a safer classroom where student are all treated fairly, etc.)
• Students discuss the possibilities for implementing that solution. (create rules, post
rules, etc.)
• The class should be led to reach consensus on the best three to five classroom
rules by voting and recording the votes for each rule. (Data on Display- Quality
Questioning)
• After the rules have been decided upon, record them on a large piece of chart
paper and have each student sign their name below the list showing that they agree
to these rules. Explain that by signing their name they are agreeing to follow and
obey these rules for one full school year.
• Implement the solution (classroom rules) in the classroom and return at a later
date to evaluate the effectiveness of the solution, discussing the rules and making
changes where needed.
This scenario takes students
through the problem solving
process involving a real-life
situation.
Note: Keep the discussion
short, but additional time
may be needed.
The focus for this activity
is the steps to problem
solving (K.17B):
1. identify a situation
that requires a decision
2. gather information
3. identify options
4. predict
consequences
5. take action to
implement a decision
Discuss the following questions:
o Which rule do you think is the most important for students to follow? Why?
o Which rule do you wish did not exist? Why?
o Which rule will be the most difficult for you to obey? Why?
o Explain why rules are important.
Relate discussion to the Unit Understanding:
• Classroom rules and routines ensure safety, order and fairness.
− What situations could be caused if rules are not followed?
-- What can you do to be safe at school?
Independent Practice: (Sinker)
DAY THREE
In their study of rules, students will use what they have learned about the purpose of
rules to examine rules in the classroom and express their ideas orally based on
knowledge and experiences. Students will tell about a problem related to a broken
rule and relate a solution, justifying the solution with evidence.
Students sit in a circle and talk about a problem related to a broken rule and create a
solution to that problem. The students should be able to justify their solution with
evidence.
How will you check for
understanding?
Modifications/Extensions:
Closure:
Ask students what other places at school might need rules. (i.e. cafeteria, school bus,
playground). Again, emphasize the importance of the idea that rules in classrooms and
schools provide order, security, safety, and fairness for all.
Kindergarten Unit 1
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Alief ISD
Humpty Dumpty
Humpty Dumpty
Humpty Dumpty
All the king's
sat on a wall.
had a great fall.
horses,
And all the king's
Couldn't put Humpty
men,
together again.
----THE END----
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Alief ISD
Problem-Solving Process
1. Identify a situation
2. Gather information
3. Identify Options
4. Predict Consequences
5. Choose and implement a solution
6. Evaluate the effectiveness of the solution
Problem/Situation
Information
Options for Solutions
1.
2.
3.
4.
5.
Possible Consequences
Proposed Solution
Plan for Implementation
Evaluation of the Effectiveness of the Plan and Solution
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