Learning Activity Plan for PreK-Grade 2

Teacher Candidate Lily Pollak

Date/Time of Scheduled Visit September 2014
Name/Address of School CBO TBD
Age/Grade level Pre-K, 4s Group
Cooperating Teacher Classroom Number


Name of Lesson Our Class Rules
Content
area(s)/developmental
domain(s) addressed
Group lessons, conversation, agreement.
Listening and taking turns.
Emotional learning: differentiating between positive and negative behavior.
Brief description of the lesson Children will work with the teacher to make a list of classroom rules. Teacher will scaffold them
in a discussion about rules, and ask for the childrens input. Together they will establish the
classroom rules.
This lesson is: A new concept that will be
introduced during the first
week of classes.

Rationale
For many children in my classroom, this will be their first experience in a large group
environment, following a different set of rules than what they are accustomed to in their home.
This activity allows children to begin to understand rules, and beyond that, gives them a sense
of industry in creating them. They become our rules not the rules. Children will be more
likely to adhere to them and remind others to do so if they themselves collaborated in making
them.
Timeframe
2X - 10 min discussion time Separated by choice time with activities that scaffold the objective
learning.
Objective(s) of the activity Children will walk away with a schema for the rules of the classroom and better understanding
of group collaborative work.
Connections to standards Language Arts:
Speaking and Listening Standards, Conversation

Learning Activity Plan for PreK-Grade 2



Language Objectives Children are learning how to communicate in a collaborative, group discourse, and reach
agreements regarding what is best for the group.

Resources/materials needed:
(Include any worksheets or
sources of evidence for
childrens learning you will use
during the activity)
- A read-aloud book that is developmentally appropriate and on the subject of rules: Dont
Let the Pigeon Drive the Bus, or Library Lion, among others.
- A pen and paper.
- A list of rules already established by the teacher, which I will incorporate into our master
list.
Technology inclusion (if
applicable)

Procedures (step by step) Anticipatory Set (Connection/Motivation) :
We will begin the discussion with a read-aloud, preferably Library Lion or Dont Let the
Pigeon Drive the Bus, then I will ask the students if they can guess why I chose that story.

Instruction/Mini Lesson:
After the read-aloud, I ask the children about what rules mean to them. Can anyone tell me
what rules are? or Why do we follow rules?
Then we will have a discussion about what some of our rules are at home.
Then I will talk about how we need rules in the classroom and explain to the students that I
would like to come up with a list of rules together.
We will then break into free-play, and while the children are playing, I will walk around the
classroom and ask them about any ideas they have for the rules, and write those down, this will
give shy students a chance to voice their opinions.
We will regroup and have another discussion, this time making a list of the rules. I will talk
about all of the students suggestions, and we will read off the final list, which will be posted in
the classroom.


Learning Activity Plan for PreK-Grade 2

Independent Practice (small group activity, working with partners, or independently)
Closure (sharing/reflection, next steps)
At the end of the week, I will have a policy maker, the principal, a police officer, or some other
kind of rule-making authority figure come to the classroom and give a guest presentation about
making and following rules.

Method of assessing childrens
understanding of
lesson/activity/objective(s)

Pre-assessment
I will ask a series of questions
regarding rules. Does anyone
know what rules are? What
rules do you have at home?
Why do we follow rules? This
will help me to understand
where they are from the start.
Assessment of Student
Learning
Individual and group questioning
and scaffolding of the topics.
I will have the students do a
circle one activity afterwards
where they circle (or mark)
different smiley faces that
represent emotions. Or I will
have them do a
red/green/yellow light
worksheet I understand, Im
confused, I need help.
Assessment of Childrens
Language Learning
I will have the students do
a circle one activity
afterwards where they
circle (or mark) different
smiley faces that represent
emotions. Or I will have
them do a
red/green/yellow light
worksheet I understand,
Im confused, I need help".
Plans for differentiated
instruction/instructional
modifications
Supporting children with
identified delays or
disabilities
This is discussion-based, so if
anyone in the classroom has
speech-related special needs, I
will augment the lesson
individually for them.
Supporting English Language Learners
I will work with ELLs individually in their home language, and
also incorporate words into the discussion. For example, I will
explain to the group that in Spanish (if the ELLs are Spanish
speaking), we call rules reglas, in order to include those
children in the conversation, even if they cant comprehend
every word. If the other children in the group learn and use
vocabulary from that childs language, he or she will be more
likely to participate in the group activities.

Learning Activity Plan for PreK-Grade 2

Follow up/Extension activities How can I provide an opportunity to remediate, reinforce, or expand on students learning today in
class?
We will address the rules throughout the school year, so there will be many opportunities to
reinforce the activity. For example, if there is a conflict between two students who dont want to
share, I will address our rule about sharing, asking the students if they remember the rules that
WE made, and if they are following them or not.
Any additional information
that would be helpful for the
observer to know



Observer feedback on the lesson plan, including commendations and recommendations for improving aspects of the learning
activity