Short Range Lesson Plan
Title of Lesson: Rules, Rules, Rules (DAY 1)
Subject: Social Studies
Grade level: Kindergarten
Teacher: Brooke Carson
Objective(s): (APS 4)
o The students will learn what a rule is and demonstrate understanding by giving a verbal explanation and an example.
o The students will list and provide examples of rules they follow at home.
o The students will learn what a consequence is and be able to provide individual examples of consequences.
o The students will complete an activity that demonstrates an understanding of rules and consequences through an
original illustration.
o The students will be able to effectively verbally communicate and summarize their work and the story line behind
their illustration to teacher.
SCSDE Curriculum Standard(s) Addressed: (APS 4, 6)
Social Studies Standard K-2: The student will demonstrate an understanding of the purpose of rules and the role of
authority figures in a child’s life.
FOCUSK-2.1 Explain the purpose of rules and laws and the consequences of breaking them.
K-2.2 Summarize the roles of authority figures in a child’s life, including those of parents and teachers .
English Language Arts Standard K-3: The student understands and uses skills and strategies to read.
K-3.2 Use pictures and words to construct meaning.
K-3.4 Summarize personal experiences.
Prerequisites:
This lesson will be completed at the very beginning of kindergarten before most students are exposed to academic content.
The only prerequisites necessary for this lesson will be:
o Know how to hold a pencil/crayon
o Know how to write (or attempt) first name
o Be able to draw and create an original illustration
Materials/Preparation: (APS 6)
o Children’s Literature book: Rules By Marty Kelly
o Promethean board flip chart- KWL
o Promethean board blank page (“consequences”)
o Clip boards for each student
o 1 piece of plain white paper for each student (already clipped to clipboard)
o Personal pencil box for each student (contains all necessary materials i.e. pencils, crayons)
o Assessment checklist for each student (self-developed; attached)
Procedures: (APS 4, 5, 6, 7, 8, 9)
 Introductory Activity:
o Have all children sitting on the rug. If necessary remind them “criss-cross applesauce, hands in your lap”.
o Read children’s literature selection: Rules By: Marty Kelly
Description of literature selection: (from AMAZON.COM)
“These days, being a kid means following rules. Lots of rules. Want a piece of cake? You've got to eat your
peas first. Getting dressed? Make sure you've got clean underwear on. It's getting so you can't even stick
a peanut up your nose without getting in trouble. Where's the payoff? It’s right here. Because Marty
Kelley, the bestselling author of Fall Is Not Easy and has helpfully written all these rules down in this book-and he's even made 'em rhyme. The Rules is like an etiquette manual for the 21st century. It's filled with
admonitions that every kid will recognize, and pictures that are so silly, they might even forget about all
those rules--at least for a little while.”
Hilary Brooke Carson
Day 1- pg.1
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 Main Activity:
Begin by having a student centered discussion about rules. Ask questions and facilitate, but allow children to raise
hands and respond freely throughout discussion.
Begin a K-W-L chart with students on the Promethean board. Complete the “K” section for what students already
“KNOW” about rules. Do no prompt them, allow children to respond freely, write down all appropriate responses.
Complete the “W” section of the KWL chart for some things that students “WANT” to know about rules.
Ask the following questions as a basis for discussion: “What kind of rules did we read about in the book?” “Everyone
has rules at home, some of us have the same rules and some of us have different rules, what are some of the rules
that we have at home?” “Who makes these rules?”
Facilitate discussion based on children’s answers. Be sure to thoroughly cover the following reasons for why we
have rules:
o To keep us safe.
o To be respectful to others.
o To help everyone get along.
o To keep things organized.
Ask: “What happens if we break the rules at home?” Write the word “consequence” on the board and discuss what it
means.
Talk about consequences. Write/list some examples that students provide on Promethean board.
Explain “writing/drawing” activity.
Say: Now we are going to draw a picture that tells a story about rules. In your picture you can draw you following a
rule that you have to follow at home. You can draw a picture that represents a rule, or a picture of a “consequence”
if you break a rule.
Demonstrate example on plain Promethean board page. Go over the exact procedure that students will follow
Say:
o “First what do we write at the top of our page” (Students answer: “NAME!”)
o “Then I am going to BRAINSTORM (review of term) what I am going to draw.”
o “Then I am going to draw my picture and take my time and do my very best artwork! Everyone needs to use
lots of different colors. We need to be sure to sue LOTS of detail. Remember if we are drawing people we
need to be sure we give them eyes, and nose, and mouth so they can see! And legs and arms too!”
o [Draw a picture to give students an example, illustrate the picture using all of the rules that were just
covered (lots of color, detail, etc.) While drawing say things that are emphasizing the use of color and
detail.] Explain what my drawing is, in short story form.
o “When you are finished, you are going to raise your hand. I am going to call you over to my table and you will
need to show me your picture, and tell me the story that goes along with it. Just like I just did!”
Say: “Whenever I call your group, you will QUIETLY go and get a clipboard and your pencil boxes and go to your
place in the room and start working on your picture.”
Call students by group to go and get their pencil boxes.
Walk around while students are working to be sure they are on task. If students appear to be having difficulty, ask
them questions to help them come up with an idea.
As students begin to finish and raise their hands, call them over individually and have them “summarize” their
picture for you and tell their story.
 Closure:
When the majority of the class has completed their assignment and been checked off, call students back to the rug.
Explain that you are going to call on 5 students to come and sit in the “author’s chair” and share their picture.
Use participation sticks to randomly choose 5 students to share.
Hilary Brooke Carson
Day 1- pg.2
Assessment: (APS 3)
o Students will be informally assessed during whole class discussion and “K” portion of KWL chart to see if they are
able to provide examples of rules and consequences.
o Students work will be more formally assessed using a checklist (attached) determining student understanding of
rules, how well they followed directions, and their ability to verbally summarize their work to the teacher.
Adaptations and Accommodations: (APS 6, 7)
o The main purpose of demonstrating every detail of the process for the students’ independent activity is to give ESL
students a concrete visual example to follow. I will be sure to use gestures and hand movements when giving
directions to help ESL students have a more clear understanding.
o When teaching important vocabulary and main concepts “rules” and “consequences” also say them in Spanish
“Normas” and “consecuencias” to be sure that ESL students can follow the conversation better. [Do the same if
there are ESL students with first languages other than Spanish.]
o For special needs students: Write name on paper for them if they are unable to do so. Adapt assignment to their
individual needs for example students with gross motor disabilities, allow use on computer program or use finger
paint. Adaptations to assessment checklist can be made as needed.
Hilary Brooke Carson
Day 1- pg.3
Student Name:______________________________
Student Work Assessment: Rules, Rules, Rules (Day 1)
Exceeds
Expectations
Target for
Satisfactory Improvement
Followed Directions:
Student wrote name on top of paper.
Student work includes an illustration related to topic.
Quality of Illustration:
Student appears to have used maximum effort in completion of activity.
Student used multiple colors.
Student included some detail.
Human drawings include most essential parts.
Explanation of work/Analysis of Understanding and mastering standard:
Student was able to communicate meaning through their illustration. (ELA K-3.2)
Student was able to effectively summarize their personal experiences that they chose to illustrate. (ELA K-3.4)
Student work demonstrates understanding of purpose of rules and laws and the consequences of breaking them. (SS K-2.1)
Comments:
Hilary Brooke Carson
Day 1- pg.4