Reviewing the Rules
- Grades: PreK–K, 1–2
- Unit Plan:
- Review the rules generated in previous rule discussion.
- Identify ‘No' statements and reword them to the positive.
- Condense their rules into categories.(Example: Respect for others)
- Chart paper
Set Up and Prepare
- Anecdotal note cards/pad/paper for teacher observation.
- Chart paper with ideas from previous lesson.
- Chart paper.
Step 1: The goal is to condense student ideas into 3-4 easily digestible positive statements. Most of their ideas can be summed up into being kind, respecting oneself, others, the classroom and the school.
Step 2: Begin class discussion by reviewing the list they created during the previous lesson.
Step 3: Ask the students if anyone has thought of anything else to add.
Step 4: Ask the students if they notice anything that is similar about how they stated their ideas. *Most of their suggestions may start with the word "NO". (Example: NO hitting or NO running.)
Step 5: Inform them that you want them to reword their suggestions in a more positive manner. (Example: Instead of no running, use the word walk?)
Step 6: Once the statements are in the positive, the students will be able to find patterns in their statements and categorize them so that your class rules are three or four simple and easy statements.
Step 7: Write all the positive statements on the clean chart paper. You may need to use a third piece of paper. If you run out of time, continue this lesson later.
Step 8: Review the rules with them. Praise them for their team effort.
Send letter home to parents informing them of the class created rules. Ask children to review the class rules with their parents.
- Observe and make anecdotal record of those students who are able to make connections from the previous rules lesson.
- Watch for children who appear to be unable or unwilling to navigate the recursive discussion - make anecdotal record.
- Lookout for children who become easily upset by the discussion or who interrupt others and the teacher often - make anecdotal record.
- Interpret anecdotal records and give feedback on social behaviors using role-play scenarios or with modeling.
- Modify instruction by allowing children to work in pairs to work out Step 5 of the lesson plan.