5 Classroom Rules Lesson Plan

Name: Faith Swineford Content Area: Classroom Rules Grade Level: 2nd
Duration of Time: 15 minutes Subject/Lesson Topic: Miss Faith’s Classroom Rules

I. Lesson Overview: The purpose of this lesson is to introduce the 5 basic classroom rules to the class.
For this lesson, the teacher will invite another staff member into the classroom to model the rules in a
skit with them. If possible, multiple classes can combine to watch their teachers in a skit. At the
beginning of the lesson, the teacher will explain each rule and why it was necessary. After this, they will
go over the rules a second time, calling on different students to explain each one. Then, the teachers will
act out different scenarios in which they are following or breaking rules. After each skit, students will
guess which rule(s) the skit pertained to. They will then hold up a “yes” or “no” card to show whether
the scenario followed the rule or broke it. When the skits are done, the teacher will again call on
different students to explain each rule.

II. Big Ideas and Essential Questions:

- Following rules
- What are the classroom rules?

III. Instructional Objectives/Learning Targets: The objective(s) need to be aligned with the standard(s).
Write as a behavioral objective.
A. Concepts and Competencies for all students:
- Recognize positive and negative behavior

IV. Grade Level Common Core and/or PA State Standards:

- CCSS.ELA-LITERACY.SL.2.1
- Participate in collaborative conversations with diverse partners about grade 2
topics and texts with peers and adults in small and larger groups.
- CCSS.ELA-LITERACY.SL.2.1.A
- Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful
ways, listening to others with care, speaking one at a time about the topics and
texts under discussion).

V. Vocabulary:
A. Key Vocabulary for all students
 - Directions
- Kind
- Clean
- Safe
- Listen

VI. Materials/Resources:
- Classroom rules poster
- Yes/No cards
- Paper
- Scissors
- Markers
- Crayons
- Pencil

VII. Classroom arrangement:

- Teacher’s desk in the right back corner of the room
- 20 desks in 4 rows of 5 facing the left side of the room
- Smartboard on the left wall
- Carpet area in the left front corner of the room (rocking or stationary chair for the
teacher to sit in in the corner)
- Round table in the back left corner of the room.
- Bean bags, bookshelf, small sensory toys in the front side of the room
- Dividers around the bean bag area and the round table area

VIII. Instructional Process:

A. Introduction/Anticipatory Set:
- Tell students that they will be learning the classroom rules today.
- Ask students why rules are a good thing.
- Ask if anyone has rules in their house. What are they?
- Tell students that a special guest will come to help act out some of the rules.
- Remind students to stay quiet when the teachers are talking and to stay on task.
- Tell students that if the entire class stays on task, they will get 5 jellybeans in the
jellybean jar (explanation under Management Issues section).
- Invite the special guest (teacher) inside the classroom.
B. Developmental Activities:
- Have the classroom rules poster on the smartboard. Go over each rule one by one,
asking students why they think the rule is good and necessary.
 - After going over the rules once, call on different students to go over each rule again.
- Have the special guest come to the front of the room with the teacher.
- Explain that you will be doing different skits to model each rule. Tell students that after
each skit they will need to guess which rule goes with it. After they guess the rule, they
will hold up their yes/no cards to guess if the skit showed teachers following or not
following the rule.
- Put two chairs facing each other in the front of the room.
- Skit #1: Be kind to others (following the rule)
- One teacher will pretend to write on a piece of paper. They will drop their pencil
close to the other teacher’s chair. The other teacher offers to pick up the pencil
and then hands it to them.
- Skit #2: Listen when others are talking (breaking the rule)
- One teacher begins to tell a story (anything is fine) to the class. The other
teacher talks to a student in the first row, not listening to the first teacher.
- Skit #3: Follow directions (breaking the rule)
- One teacher writes three directions on the board: Get a piece of paper, get a
crayon, and draw a smiley face. The other teacher gets a piece of paper and a
marker and then draws a frowny face on their paper.
- Skit #4: Be safe (following the rule)
- One teacher asks the other to get them a pair of scissors. The other teacher
picks up the scissors and tells the first teacher that they’re going to hold their
scissors properly so they don’t hurt themself or others.
- Skit #5: Keep the classroom clean (following the rule)
- Have both teachers cut up a piece of paper. One should leave paper scraps on
the floor, and the other should pick theirs up.
- After the skits are finished, have students clap for their special guest.

a. Differentiation:
- Visual: skits, poster
- Auditory: skits, explanation of rules
- Kinesthetic: there is no kinesthetic for students. Teachers hold the material for
the skits.

C. Closure:
- Call on students to explain each rule again.
- Tell students that you will be choosing student “scouts” each week to look for other
students being kind to others or making good choices. At the end of the week, they will
share a few examples of a classmate’s positive behavior.
- Move to the next lesson.
IX. Management Plan:
A. Universal Design for Learning:
- Verbal explanation of the rules
- Students’ explanation of the rules
- Teacher skits
- Rules are written on a poster for visual learning

B. Two Classroom Management Issues Present:

- Student putting their head on their desk and not listening to explanations
- Proactive: remind students to be good listeners before beginning the lesson.
- Proactive: tell students that they will get 5 jellybeans in the jellybean jar (they
get jellybeans when the class has good behavior; when they fill the jar they get a
reward) if they all stay on task.
- Reactive: after the behavior occurs, call on the student who isn’t listening to
explain the listening rule.
- Students talking during the skits
- Proactive: remind students to be respectful to their guest by watching the skits
quietly.
- Proactive: tell students that they will get 2 extra jellybeans in the jellybean jar if
they stay focused.
- Reactive: after the behavior occurs, take a moment between skits to ask the
students to explain the “be kind” rule. Ask the class to hold up their yes/no
cards to say whether or not talking during the skit is kind to teachers or not kind
to them.

X. Formative/Summative Assessment:
A. Formative
- Ask different students to explain the rules, that way half the class will have explained
one rule. Take note of students who have difficulty accurately explaining the rules.
- Take note of students who are breaking the rules during the lesson.
- When going over the rules in the future, call on students you did not already call on to
explain the rules.

B. Summative:
- Keep track of students who consistently break the rules.
- Discuss behavior problems with students (and parents if necessary).

C. Potential barriers to access instruction and learning:

- Disruptive students.
- Not being able to find a special guest