美国规则教案

http://www.learningtogive.org/lessons/unit36/lesson1.html Rules Lesson 1: From Unit Philanthropic Behavior Lesson Handouts Academic Standards Philanthropy Framework Kindergarten-2nd Grade Subjects: Language Arts, Library / Technology, Philanthropy and Social Studies Key Words/Concepts click to view ELA: Brainstorming; Group Discussions; Listening; Reflection PHIL: Caring/Sharing; Courtesy; Honesty; Respect; School Climate; School Rules SOC: Cause/Effect; Choices/Consequences; Consensus; Good Character; Government; Rules Purpose: Students will create class rules by determining what they would like their classroom to look like, feel like, and sound like in order for it to be a safe, fair, and fun learning environment. They will come to a consensus about what behaviors will lead to this goal, and what the consequences should be for not demonstrating the behaviors. Duration: One to Two Thirty-Minute Class Periods Objectives: The learner will: · brainstorm characteristics of a safe, fun, and fair learning environment. · determine what behaviors lead to that goal. · categorize the behaviors into classroom behavior guidelines (rules). · determine consequences for appropriate and inappropriate behavior. Materials: · Chart paper · Drawing paper, markers or crayons · "Rules" poem (Attachment One) · Rule chart (duplicated by teacher from student brainstorm) Handout 1 Rules by Karla Kuskin Instructional Procedure(s): Anticipatory Set: Tell the class that you have developed some rules for the class. Hand out the poem (Attachment One) or read the poem to the class and ask what they think about your rules. (Do these sound like good rules? Would following these rules help make the classroom a fun, safe, and fair place to learn?) Acknowledge that the poem is a joke, but having a good learning environment is very serious and requires everyone's best thinking and planning. · Sitting in a discussion circle, ask the students to brainstorm what the classroom would sound like, feel like, and look like if it were a safe, fair, and fun learning place. Point out that the "Rules" poem is all about "do not." Ask the students to think about what they should "do" in their classroom. Have them think about what the students and teacher might be doing in a safe, fair, and fun learning place. Try to discourage negative responses such as "Nobody would be pushing anyone" or "Don't kick." Encourage the students to phrase their answers positively, such as "Everyone would keep their hands and feet to themselves." (This may be difficult for some students at first because they are so used to hearing "do not" or "no" from adults rather than hearing and visualizing positive behaviors.) Write the positive behaviors on a chart or chalkboard as the students make suggestions. · Looking at the list of positive behaviors, guide the students into seeing that there are some natural ways to organize what they have said into a few clear rules. The organization will vary according to each class' list and discussion. Some may be grouped as safety concerns (always walk, use furniture the way it was intended to be used). Some behaviors are courtesy concerns (keep your hands to yourself, respect other people's property). Some may be learning concerns (use quiet voices, wait your turn, always try your best). Lists should be organized according to what makes best sense to the students in the context of the discussion. This is a good opportunity to introduce/use character words such as respect, caring, and honesty. · Discuss what the roles of the students, teacher, parents, and principal would be if students were not ready to behave in the way agreed upon. Try to focus the discussion on consequences that would help the student(s) change the undesirable behavior. · Day Two: (In preparation for this day, the behaviors and consequences agreed on from Day One should be printed out on a rule chart by the teacher for distribution to the students.) Review the positive behaviors developed the day before. · Ask the students to draw a picture of the classroom they have envisioned, including themselves behaving in a positive way. · Have the students explain their pictures to each other, presenting to the whole group or in small groups, indicating what good behavior they are modeling. · Discuss why the rules are important to each student. Ask students whether all behaviors they observe are addressed in the rules. Discuss why they aren't all there. Assessment: In assessing student work, check to see that the following was accomplished: · Students contributed to the discussion of positive behaviors. · Students created reasonable consequences for those who need more time to develop the behaviors. · A written list of class rules was formed from their responses. · The classroom pictures clearly show them participating in a positive way, and students are able to verbally communicate that to their peers. School/Home Connection: Attach the classroom behavior plan to the student pictures. Ask students to take their pictures home and explain to their parents what their classroom will look, feel, and sound like. Teachers may request that parents sign the plan and return it to school. Cross-Curriculum Extensions: Develop rules for playground time, bus riding, or any other place that the children may meet as a group. Lesson Developed By: Pamela McIntosh Detroit Public Schools Woodward Elementary School Detroit, MI 48208 http://www.learningtogive.org/lessons/unit36/lesson4.html Class Rules (Responsible Personal Conduct) Lesson 4: From Unit Growing as a Group HYPERLINK "http://www.learningtogive.org/lessons/email_lesson.asp?lnumber=4&unumber=36" Lesson Handouts Academic Standards Philanthropy Framework Kindergarten-2nd Grade Subjects: Library / Technology, Philanthropy and Social Studies Key Words/Concepts click to view PHIL: 9/11genOn; Common Good; School Climate; School Rules SOC: 10 genOn; Choices/Consequences; Consensus; Decision Making Model; Democratic Values; Personal Virtue; Rule of Law; Rules Overview: This lesson is most appropriately taught at the very beginning of the school year. Explain that being in a classroom is different from being at home and that we will need to develop classroom rules so that we can operate in a democratic and efficient manner. Purpose: To encourage students to consider the effect their individual actions have on the group. To encourage students to brainstorm and develop ideas for classroom rules. Duration: Thirty minutes Objectives: The learner will: · determine and interpret classroom rules. · explain why classroom rules are important. · state three reasons for classroom rules. Materials: · Chart paper · Markers · Journals Instructional Procedure(s): · Explain that the class is going to develop classroom rules, but that it is important to know why we have rules. We have rules for three reasons: · To help keep us safe · To help us get along and work together · To help us learn. · Explain that students will be helping to write the classroom rules so that our classroom will be a pleasant place for all of us. We will talk about how we should treat each other and how we can all get along and not hurt each other. · Students will brainstorm room rules and teacher will write them on the chalkboard. · Encourage students to state the rules positively, saying what the children should do as opposed to what they should not do as much as possible. · After the students brainstorm ideas, finalize the list making sure that the rules are stated in language that the students can understand. A small picture next to each rule will help the students decipher the words. · Copy the room rules onto a chart and display in classroom. Assessment: Teacher observation. Note whether children were able to develop classroom rules. Ask students to tell ways that each rule will help them in school. Follow-up Language Arts Activity: · Students will draw pictures in their journals illustrating a way that they can follow a rule. · Students will explain pictures to the teacher and the teacher will write the words. · Students should be encouraged to copy the words. Lesson Developed By: Janice Peterson Detroit Public Schools Woodward Elementary School Detroit, MI 48208 Handouts: 窗体顶端 Academic Standards: State/Country: HTMLCONTROL Forms.HTML:Hidden.1 HTMLCONTROL Forms.HTML:Hidden.1 窗体底端 Philanthropy Framework: Comments Margaret, Teacher – Muskegon, MI9/23/2007 10:22:36 PM As we work towards accredation, this was a great "concept" that not only worked for children but as a reminder for adults. Handout 1Print Handout 1 Rules by Karla Kuskin 1.   Do not jump on ancient uncles. 2.   Do not yell at average mice. 3.   Do not wear a broom to breakfast. 4.   Do not ask a snake's advice. 5.   Do not bathe in chocolate pudding. 6.   Do not talk to bearded bears. 7.   Do not smoke cigars on sofas. 8.   Do not dance on velvet chairs. 9.   Do not take a whale to visit 10. Russell's mother's cousin's yacht. 11. And whatever else you do 12. It is better you 13. Do not. Philanthropy Framework: Strand Standard Benchmark II. Philanthropy and Civil Society PCS05. Philanthropy and Government E 2. Identify why rules are important and how not all behaviors are addressed by rules. II. Philanthropy and Civil Society PCS07. Skills of Civic Engagement E 1. Explore and research issues and present solutions using communication tools. II. Philanthropy and Civil Society PCS07. Skills of Civic Engagement E 3. Participate in acts of democratic citizenship in the classroom or school, such as voting, group problem solving, classroom governance or elections. 窗体顶端 Academic Standards: State/Country: HTMLCONTROL Forms.HTML:Hidden.1 HTMLCONTROL Forms.HTML:Hidden.1 窗体底端 Philanthropy Framework: Handouts: Handout 1Print Handout 1 Rules by Karla Kuskin 1.   Do not jump on ancient uncles. 2.   Do not yell at average mice. 3.   Do not wear a broom to breakfast. 4.   Do not ask a snake's advice. 5.   Do not bathe in chocolate pudding. 6.   Do not talk to bearded bears. 7.   Do not smoke cigars on sofas. 8.   Do not dance on velvet chairs. 9.   Do not take a whale to visit 10. Russell's mother's cousin's yacht. 11. And whatever else you do 12. It is better you 13. 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