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Unit Title

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Students will be able to understand that people may follow rules in order to avoid negative consequences or to earn rewards.

Students will be able to understand that rules can help people to be safe and communities to maintain order.

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Why rules are needed.

Examples of rules for the classroom, school, and community.

The difference between rules and laws.

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Cause and Effect

PowerPoint

Students will participate in a Slow Looking of a few pictures of kids on a playground.

Students will come up with some positive outcomes regrading what happens when people follow rules.

The class will create a KWL chart about what they know, want to know, about rules (the L section will be filled in at a later date).

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-Students will create a KWL chart as a class about what they know about rules

-Students will "think, pair, share" about what some positive rule following outcomes are

-Students will draw a sign that represents a rule. They will share this with the class and the class will provide peer feedback.

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Students will identify a place in our school that needs a set of rules in order for it to run more efficiently. They will work together to come up with a set of rules that they will turn into an infographic. The infographic will be published in our monthly school newsletter.

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Students will be able to create their own examples of ways people follow rules in various settings.

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People may follow different rules in different settings.

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Introduction: The teacher will facilitate a game about rules using a Powerpoint presentation. Each slide will state an example of a rule and the students need to come up with a setting that fits that rule. One example could be "chew with your mouth closed." Students would have to choose if this is a rule that would be used on the playground, in the car, or at the dinner table. Students will think-pair-share their answers.

Lesson:

Students will watch the "Rules at the Skate Park" episode of City Island. The teacher will stop the video periodically to ask questions (formative assessment) to check for understanding.

After a brief class discussion about the episode, the students will be divided into three groups. They will be given City Island Puppets (the cut outs are available on the website) and they will need to come up with a puppet show that they will share with the class. Each group will be given a setting (Home, School, Underwater, Outer space) and they will need to act out rules that are appropriate for each setting.

The teacher will circulate and check on the groups' progress.

Summative Assessment: The students will share their puppet shows with the class. After each puppet show, the class will discuss the rules that they acted out for each setting.

Extension Assignment: Students will pick a paper out of a hat. Each paper has a specific setting written on it. They will need to take this paper home and start a discussion with their family about what rules could be necessary in that specific setting.

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Think-Pair-Share

Student discussions throughout the lesson

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Summative Assessment: The students will share their puppet shows with the class. After each puppet show, the class will discuss the rules that they acted out for each setting.

Extension Assignment: Students will pick a paper out of a hat. Each paper has a specific setting written on it. They will need to take this paper home and start a discussion with their family about what rules could be necessary in that specific setting.

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K.C&G.1 Understand that people work together to create and follow rules.

K.C&G.1.1 Explain why people follow rules in the classroom, school, and community.

K.C&G.1.2 Exemplify ways people follow rules in the classroom, school, and community.

K.C&G.1.3 Identify the consequences of following or not following rules in the classroom, school, and community. K.C&G.1.4 Use a procedure for how people can effectively work together to improve classrooms and communities.

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Students must be able to analyze situations and demonstrate that they can recognize or point out what happens in various settings when rules are not followed.

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When rules are broken, there are consequences.

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I am going to pull up a picture of me from when I was in Kindergarten. In the picture, I have a cast on my arm. I am going to ask the students to look at the picture and tell me what they see. I will then proceed to tell them the story of how I broke my arm and how I deliberately chose not to follow the rules. Next, I will have the students think, pair, and share about a time when they might have broken a rule and what the consequence of that action was.

Extension assignment: Have the students act out the scenarios that they came up with for their "choose your own adventure" type of assessment.

Next, I will read aloud the story "Juicebox Bully." This story highlights characters that break rules. I am going to ask guiding questions throughout the reading to see what students think the consequences of the main character's poor choices will be. (Informal Formative Assessment)

Summative Assessment: Students will create a "choose your own adventure" flip book about a character that breaks the rules. They will work together in groups of 3 to figure out the story, the consequences, and what happens next as a result of the consequences. After they complete the flip book, they will share them with the class.