SIOP LESSON PLAN

SUBJECT: History
UNIT FOCUS: Rules and consequences
Lesson#1 Length of lesson 1day

STANDARD (S):
5.1.4.A- Examine school rules and consequences.
16.1.4-5.1R- Match words or short phrases [e.g., library, play sports] to pictures associated with
the school community.

LESSON TOPIC: Classroom Rules and Consequences

OBJECTIVES: write on board and read out loud

Language Students will
 Look at cards with words to match them to each relatable picture.
 Learn vocabulary by writing, reading, and listening
 Recall rules and consequences out loud by pointing to the picture each statement
matches.

Content Students will

 Identify school and classroom rules
 compare rules to their consequences
 label the rule to its matching picture.

KEY VOCABULARY: polite, rules, rude

MATERIALS: index match cards, a poster of class rules, pointer, paper, pencils, poster paper,
markers

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PREPARATION:

1) Ask students to write their vocabulary words on the next blank page of their writing
journal.

2) Ask students to think of how they felt when someone made them feel sad and when
someone made them smile.

MOTIVATION:

**Post, read, and explain the content and language objectives of this lesson to the students.
“Let’s look at our language objectives for today. Students will (read language objectives above).
Now let’s look at our content objectives for today. Students will (read content objectives above)”
Explain the objectives.
Warm-Up/Building Background (15 minutes)

1) Start by writing two words on the board away from each other, "do" and "don't," then,
without saying anything, commit acts that are against the rules and for the rules. See
what the student's reactions are. Walk by a student's desk and knock over their pencil
case and keep walking, sit at your desk with your head down, ask a student a question
while they're talking without raising your hand, ask a student for their homework and
say thank you, demand another students homework with attitude and don't say thank
you, etc.

2) Ask students how they felt about each thing that was done and if they thought it was a
“do” or “don’t” action inside the classroom. Then explain how dos are polite, and
don'ts are rude. Discuss and start the lesson

3) Brainstorm with the children about things that you, as the teacher committing those
acts, could have done differently to follow the general rules for being polite.

a. Ask them how it would make them feel if the teacher was polite.

b. Ask them if they would like life school if people were rude to them all the
time? Polite?

c. Ask the students what happens when they do something rude or wrong.

4) Explain the meaning of the vocabulary words; rules, rude, polite.

a. List situations that are altered to be both rude and polite and ask them to
identify which is which, and when they correctly identify the polite situation,
ask them why it's polite and if this is a rule at school.

b. Write the vocabulary words and have them copy the definitions onto their
sheets.

PRESENTATION: (10 minutes)

1) Talk about school rules and how they help make the classroom run smoothly and create
an environment that is fun and welcoming.

2) Create a list of classroom rules and write them on a blank poster sheet as the students
come up with them. Ask the students to think of classroom rules for 1 minute. Then give
the students another minute to discuss with their shoulder partner. Then asl the students
to share out loud and write them down to talk about. After each rule has been written, talk
about it, and discuss why it is essential to follow. Relate the vocabulary words to the rules
 and remind them the rules are meant to guide people to be polite in a shared environment.
Ask the students to make their own rule.

a. As you write a rule, draw a picture to represent the rule.

b. Ex- raise your hand to speak, draw a hand.

3) Keep the classroom rule list on display for students to refer back to

4) Emphasize that these are the classroom rules in place for everyone to be polite to one
another.

PRACTICE/APPLICATION (10 minutes)

1) The students each receive a baggie of matching cards mixed up but represent the rules by
providing the picture and one or two words that state the rule.

2) The students will then pick one rule to read aloud that they matched correctly and provide
an example of it being polite and rude.

a. Open your baggie

b. Empty the cards onto your desk.

c. Flip all the card so you can see the words or pictures

d. Match the word to the correct picture

e. Once you’re done, pick one (to be read aloud)

f. Then think of an event that breaks this rule because it is rude.

g. Then think of an event that makes it polite.

h. Ex- "respect others' property."

i. A rude event is to knock something off a student’s desk and leave it on the
ground.

ii. A polite event is to knock something over but pick it up and put it back
and say, “I’m sorry.”

i. Then we will each go one at a time.

REVIEW/ASSESSMENT: (5 minutes)
 1) Students write or draw one rule they think is easy to follow, and one rule that they
sometimes break.

2) Students will share their responses with their shoulder partners.

3) Review objectives. “Let’s see if we met our language objectives for today. Students will
(read language objectives above). Now let's see if we met our content objectives for
today. Students will (read content objectives above)." Discuss if met or not, and
why/how.

Three strategies

 Think-Pair-Share

o I used this strategy when the class created the list of classroom rules during the
discussion. This is effective because it allows the students to think independently,
then think and talk their ideas over with a partner to get a different perspective
and maybe discover something they missed. Then the class goes over them
together by letting kids give examples and the teacher writing them on the
list/poster board. This allows for independent thinking, collaborative thinking, and
discussion once they share.

 I do, we do, you do.

o This method is extremely effective, especially with ELL students, because when
teaching anything and assigning anything, it provides a clear example of what the
students should be doing. When the teacher does it first, she shows them what
they are expected to do and how to do it. When they do it together, the students
have a chance to altogether it with the teacher before going to do it independently;
they are walked through it with the teacher. Then they are provided with the
opportunity to do it on their own, which tests their understanding (of the content
and directions) and their ability to altogether it. This method gives them plenty of
time to ask questions if they don't understand before completing their own.

 Discussion

o This strategy is to get the kids to share their background knowledge, ideas, and
opinions on the subject. Discussions encourage students to talk and listen while
thinking and retaining information. Sometimes students learn new things through
discussions; sometimes, they get validation for their ideas, ask questions, see
more perspectives, and engage in classroom interaction. This is good because it is
a comfortable, easy activity that's students aren't required to do much work
before. They typically channel their background knowledge and then discuss.
Each student's contribution leads to a more in-depth analysis.