Civics Lesson Plan

Subject: Social Studies/ELA

Grade Level: Kindergarten (intended for
midyear-end of year due to the writing aspect)
Lesson Title: Why are Rules Important?
Time: 1 hr.
Standards:
CCSS.ELA-Literacy.RL.K.1
CCSS.ELA-Literacy.RL.K.2
CCSS.ELA-Literacy.RL.K.3
CCSS.ELA-Literacy.RL.K.9
CCSS.ELA-Literacy.RL.K.10
Key Ideas and Details:
CCSS.ELA-Literacy.RL.K.1
With prompting and support, ask and answer questions about key details in a text.
CCSS.ELA-Literacy.RL.K.2
With prompting and support, retell familiar stories, including key details.
CCSS.ELA-Literacy.RL.K.3
With prompting and support, identify characters, settings, and major events in a story.
Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.RL.K.9
With prompting and support, compare and contrast the adventures and experiences of characters
in familiar stories.
Range of Reading and Level of Text Complexity:
CCSS.ELA-Literacy.RL.K.10
Actively engage in group reading activities with purpose and understanding.
C3

D1.1.K-2. Explain why the
compelling question is important to the student.
D1.2.K-2. Identify disciplinary
ideas associated with a compelling question.
D1.4.K-2. Make connections between supporting questions and compelling questions.

Maine Learning Results: Social Studies (Pre-K to 2)

Students understand the concepts of rights, duties, responsibilities, and participation.
A) Describe classroom
rights, duties, and responsibilities including how students participate in some classroom
decisions and are obliged to follow classroom rules.
B) Explain the purpose of school/classroom rules and laws encountered in daily experiences
to promote the common good and the peaceful resolution of conflict.

Blooms Hierarchy of Cognitive Thinking:

Knowledge: Students recall information and knowledge about the book, rules, etc.
Comprehension: Communicate with teacher and class about rules.
Application: Apply knowledge ideas on paper about why David should follow rules
Analysis: Figuring out why David did not follow the rules.
Synthesis: Importance of rules-how this applies to their own lives.
Evaluation: Students will work collaboratively in groups and help each other decide whether or
not rules are being followed. They will have the tools to apply the importance of rules to their
own lives.

Objective:
Students will be able to identify why rules are important and apply this to their own lives.

Materials
David Goes to School by David Shannon
No, David! by David Shannon (four copies)
IPad
Paper: http://files.havefunteaching.com/worksheets/writing/sentences/draw-a-story.pdf
Pencils/Colored Pencils or Crayons
Matching Game (Two Categories: Following Rules/Not Following Rules, students decide
whether the child on the card is either following or not following the rules and puts them in each
category)

Frontloading:
What are some of the rules we have in school? Why are rules important? What happens if we
dont follow rules?

Procedure:
Teacher will read David Goes to School to the class.
Questions:
Who is the story about?
What are some of the things David did?
Was David being safe? Why not?
Why do you think David did these things?
Does this story remind you of any other books you have read?
Has something similar ever happened to you? Explain.

Students will be grouped heterogeneously into groups of four.

Students will then go to each of the three stations for 15 minute increments, teacher will ring bell
once for students to begin to pick up, and then twice when it is time to switch.

Station 1: Matching Game-Students work together to decide which category each child on the
card goes into (Following Rules or Not Following Rules).

Station 2: Listen/watch audio version of No, David! while following along in books
http://www.youtube.com/watch?v=2QV1X3u1o3c

Station 3: Teacher will be sitting at this station to assist students. Students will draw a picture to
show David why rules are important on designated paper that has both a spot for drawing and a
few lines for writing below (linked above). Students will then finish the sentence Dear David,
It is important to follow rules because Students will use inventive spelling and teacher will
assist in brainstorming, writing, etc. when necessary.

After students have gone to each station, they will go back to their desks and the teacher will say
a rule and then pick sticks to have students come up and act out what can happen when they
dont follow that rule.

Follow up Questions:
What have we learned about rules?
Why are rules important?
How can rules help us in our own lives?

Assessment:
Teacher observation will be used to assess and ensure students are on task. Student products (the
filled out draw and writes) will be assessed to determine whether or not students can apply the
concept and importance of rules through drawing and or writing. Class-wide discussion will also
be considered. Finally, students will act out what can happen when they dont follow rules and
this will be assessed to determine if students have effectively applied the concepts of the civics
lesson.

Accommodations:
Teacher will be present to help students with their writing in station 3 if necessary, which could
include discussing topic with student and helping or writing for the student. It may also or
alternatively include student explaining their ideas to the teacher or demonstrating understanding
through their drawing.

Follow up activities:

-Students can tour the playground and come up with a list of safety rules together.
-Follow the Rules song (uses music and movement to help teach rules)
http://www.youtube.com/watch?v=kii8Nr5UYpc