Gwynedd Mercy University

School of Business and Education

Name: Katie McGovern Grade/Level 3rd grade

Topic: Rules

PA Core or Academic Standard(s): (1 point) PDE 5.1. Principles and Documents of Government

Big Idea(s): (1 point) Rules in the classroom

Essential Questions: (1 point)

Why are rules in the classroom important?
What are our classroom rules?

Objective/Performance Expectation: What will students know and be able to do as a result of this
lesson? (1 point) The students will be able to identify why rules in the classroom are important by
having them adopt and sign a classroom constitution.

I. PLANNING AND PREPARATION:

1. Briefly describe the students in your class, including those with special needs. Explain how you
will meet the needs of ALL learners (Differentiated Instruction). (2 points)
This 1st grade class has 23, 12 are girls and 11 are boys. There is one students with an IEP and
they will be handled accordingly to meet their needs. Another student sits in front of the
classroom so they can see the board. In this lesson I will be focusing on visual and hands-on
work to meet the needs of the students.

2. List the specific standard and expectations as outlined in the PA Core/Academic Standards
(SAS). (1 point)
5.1. Principles and Documents of Government
5.1.3. GRADE 3
5.1.3.A. Explain the purposes of rules, laws, and consequences.
5.1.3.B. Explain rules and laws for the classroom
5.1.3.D. Identify key ideas about government found in significant documents: • Declaration of
Independence • United States Constitution

3. Explain the psychological principles/theories you used in constructing this lesson and explain
how it is manifested in the lesson. (2 points)
The learning theory Behaviorism will be used. My students will have instructions on how to act
during Simon says and how to sign the classroom constitution. The learning theory Cognitivism

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 will be used when we play Simon says. The learning theory Constructivism will be used when
we build on previous knowledge of the constitution and declaration of independence.

II. CLASSROOM ENVIRONMENT:

4. Describe the effective classroom routines and procedures resulting in little or no loss of
instructional time. (1 point)
• Students will enter the room and empty their schoolbags and put them and all
their belongings, lunch, jackets, and schoolbag, in their cubbies
• They will write their name on the attendance sheet
• They will hand their homework in in the designated subject folder
• They will sit in their desks an get out the materials they need for the day
• They will see a list of journal prompts: tell a story, what did you do after school
yesterday?, what are you doing after school today?, on the board and will do one
in their journal until class starts
• When class starts the students will use the materials they have for the specific
subject
• Halfway through classes they will have snack time
• They will go back to classes
• Around 12:15 they will go out for recess than eat lunch
• They will come in, collect themselves, and write their homework
• They will have their last 2 classes of the day
• They will get their stuff from their cubbies
• They will pack their bag with all their homework materials
• They will line up in their designated line: car riders, walkers, or bus line
• Each student will have an assigned job every week: cleaners, line leaders,
collectors, people who hand things out, or messenger

5. Identify what you will do to set clear standards of conduct and behavior management of student
behavior. (1 point)
• The students and I will discuss what rules and what I expect from them in the
beginning of the year
• We will discuss what rules should be added or changed
• Each student will bring a copy home and will be told to review with parents and have
bring it back signed by student and parent
• I will have a big copy on a bulletin board
• I will also give students a sticker on their sticker log each day if they do not break any
rules, after 14 stickers they will get to pick out a prize
• If the class is good each week they will get a marble in a jar after 10 marbles they get
a pizza party or movie day

6. Identify what you will do to establish expectations for student achievement. (1 point)
I will have a copy of the classroom constitution signed the students hanging up, a little copy for
their copybooks, and a powerpoint for the visual learners. I will go over the rules with them for
my auditory learners. I will be playing Simon says for my kinesthetic learners.

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III. INSTRUCTION:

List Materials Needed big typed up copy of our class room rules, a small copy, pencil

7. Motivation Activities/Strategies: (1 point)

How will you generate interest or focus your lesson for the students?
I will tell them we will be playing Simon says to enforce our lesson.

8. Prior Knowledge Activities/Strategies: (1 point)

How will you activate prior knowledge, build background, or review previous lessons?
I will remind the kids about the class rules and what happens when they follow or break them. I
will also remind the, about the United States constitution and declaration of independence.

9. Sequence of Lesson: What learning activities/strategies will you use to engage the students in the
learning? What will students do to use and apply new concepts or skills (independent practice if
relevant)? How will you monitor and guide their performance? Include relevant vocabulary.
(Please use bullets to sequence your lesson) (3 points)
• I will start the lesson by asking the kids if they remember the classroom rules
• I will ask them if they know why they have classroom rules
• I will ask them if they think anything should be added or changed
• I will show a PowerPoint explaining our rules and the reason we have them and the
consequences
• I will than ask if they remember what the constitution is and the declaration of
independence
• I will talk to them about hoe John Hancock signed the constitution really big
• I will do a quick review of the reason for them and how their enforced
• I will tell my students we will be signing a classroom constitution at the end of our lesson
with their best John Hancock signature
• I will than tell them we will be playing Simon says
• I will explain how the rules, saying you move when I say Simon says ___ and if you
follow you move to the next round but if you move when I don’t say Simon says ___
your out which is your consequence
• I will play the game with them for 20 rounds
• After 20 rounds I will give out pencils to the winners of the game
• I will than get out the classroom constitution
• I will have the students come up one by one to sign the constitution with their best John
Handcock signature
• I will than ask them where they want it in the classroom so they will be reminded of it
everyday

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 • I will get smaller copies made so they can glue it inside their homework copy book
• I will end the lesson by doing a quick review of the importance of rules
• I will give a preview of tomorrows lesson
• I will ask if they’re any questions

10. Level of Learning/Assessment Evidence (1 point)

How will you know if students grasped the material? What techniques/strategies will you
use to assess learning (Bloom’s Taxonomy)? Identify what informal and/or formal
assessments you will use to monitor student learning. Also identify if this will be
formative or summative.
Bloom’s taxonomy will be used. The creation will be used when we add or change
anything in our classroom constitution. Creation was also used earlier in the year when
we created the classroom rules. The application will be used when we play Simon says.
They will use the remember part when they answer the questions I ask to recall facts from
older lessons. Their informal formative assignment will be playing Simon says. It will
give me an idea of who was paying attention and understanding the assignment.

11. What will you do to bring closure to the lesson? How will you summarize this lesson and
preview the lesson that will follow? (2 points)

I will review the lesson with my students. Tomorrow I will explain the purpose of rules and laws of the
school.