1) Name of Pre-Service Teacher: Date:

Curriculum Area: __SOSE_____________ Topic: ________Rules & Laws________________ Year Level:__________2/3_____

General Aim / Goal:

Assess students understanding the term ‘Rule’ and discuss different types of rules (classroom, community etc..) Brainstorming activity
PART 1A

Prerequisite knowledge / understanding / concepts / skills:

30 minutes total

Learning Outcomes T Teaching / Learning Strategies Organisatio Resources Assessment

i n Strategies
m
e

R
e
q
.
Orientating Phase / Introduction

Establish rules 5 Place posters on the wall: Whole Posters

for the lesson - shusssh poster class (listed)
m - hand raising poster discussion
i Blue tack
n “What do you think these pictures tell Write
you?” responses Pens for
(be quite when other people are talking, be on either OHT &
respectful and listen and raise hand if you OHT or OHT
have a question) blackboard. sheets –
OHT
“These are going to be the rules for our lesson
today” Or

Model; “so if you have a question what Blackboard,

should you do?” RAISE YOUR HAND AND chalk
WAIT YOUR TURN
 Tbc with
“ and if you really want to say something teacher
should you just shout it out? What should
you do?” NO DON’T SHOUT IT OUT
RAISE YOUR HAND

“and if somebody else is talking what

should you do?” LISTEN

Enhancing Phase / Body

Establish
Discuss 2 “Can you think of any other rules we might have Write base line
different types 0 in the classroom?” responses knowledge
of rules students on board of rules
may know m “Think about your class - what rules do you with circle
already (to i already have in Miss Spratts classroom?’ in the
establish n middle with
baseline Write responses on the board (or OHT) – ‘Rules’
knowledge) brain-storming session. written in
it – all
“where else might you have rules?” ideas fall
off this
‘… at home?’ central
‘…on the road?’ theme.
‘…police make rules?’
Write all
responses
on the
board – if
“Why do you think we have rules?” off topic
still write
- to show respect? them up..
- To be kind to other people?
- So we people don’t get into trouble..

KEEP REINFORCING ORIGINAL RULES

FORM THE LESSON START…POINT TO Start
POSTERS WHENEVER RULE IS BROKEN. another
 mind map
on other
side of the
board –
why rules
are made.
List
everything…

Synthesising Phase / Conclusion

Review 5 ‘okay those are some excellent ideas we’ve put

together – thank you’
m
i ‘you’ve all be so good at using the lesson rules of
n putting your hand up to ask a question and being
quiet when others are talking – this also shows
me you really understand rules and what they
mean’

‘we’ve come up with a great list of different

types of rules, different places you can use rules
and different reasons for using rules’

‘the next lesson I do with you I want to talk

about other types of rules we might not have
discussed/have discussed ‘laws’’

‘between now and next week I want you to have

a think about what types of rules your parents
might have to use every day? Driving their car?
Buying food at the shops? Even walking down the
street?”

I want you to come up with a list of 5 rules your

mum and dad have to use each week.
 when we meet again we’ll talk about what you’ve
found out.

Self-evaluation (after lesson has been given):

Feedback from supervising teacher: