Class Date

Approx. Time
Goals

August 22 (1st day of unit)

80 minutes
Students will have a better understanding of proper classroom
communication.
Students will build stronger relationships with their peers.
Students will understand classroom rules.

Standards

Standard: 1. Oral Expression and Listening

1. Communication skills and interviewing techniques are required to gather
information and to develop and deliver oral presentations.
a. Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 8 topics, texts, and
issues, building on others ideas and expressing their own clearly. (CCSS:
SL.8.1)
ii. Follow rules for collegial discussions and decision-making, track progress
toward specific goals and deadlines, and define individual roles as needed.
(CCSS: SL.8.1b) iii. Pose questions that connect the ideas of several
speakers and respond to others questions and comments with relevant
evidence, observations, and ideas. (CCSS: SL.8.1c)

Anticipatory set

Students come into the room to find that their names are already on the
desks. I ask them to please find their name and set their things down. I will
then ask them to sit quietly as I release each desk cluster to come and get
markers from the front of the room. I will then release the first cluster. I will
remind the students to choose markers quickly and to leave the table tidy. I
will then ask them to please sit down at their desks and wait for further
instruction. While groups are waiting, I will ask them to quietly think about
what they had done over the summer. Once they have sat back down, I will
release the next cluster. This process will last until all of the clusters are
finished getting markers. I will then ask students to think of the most fun
thing they did all summer long and draw or write it on their name card.
I will be walking around the classroom at this time, calling students by their
first name (trying to learn names at this point), and asking what they have
drawn on their name cards. Remember to complete one for yourself!
(10 minutes)
As students finish, I will ask them to turn and talk to the person directly in
front of them; if there is not enough students at the groups to make two
groups of two, I will individually ask students to form a group of three. I will
ask them to have a polite conversation with the students around them about
what they wrote on their name card and any other information that they feel
comfortable sharing. I will remind my students that a polite conversation is
where one person actively listens while the other speaks. I will remind them
that they should remember their group members name and something that

they had told them specifically.

(5 minutes)
Once all students seem to be finished sharing with their neighbors, I will go
around the room and ask each student to introduce their partner to the
class. Remember to begin this introduction by showing your nametag, and
giving them some insight as to who you are. If a student forgets any
information that was given during the conversation, I will remind them to
look at the nametag. I will then remind them that the first day is tough
because we all have so many names to remember.
(10 minutes)

Teaching/
Presentation:

Teaching
Strategy: Guided
Practice

Note to self, this might be somewhat awkward for students to complete.

Remember to remind them that this is a learning atmosphere; there are no
mistakes that we cant learn from.
Have a discussion with your students about the activity that everyone just
completed. Ask them why they all were compliant when you asked them to
sit down, wait patiently, go get markers, have a conversation, be polite, and
follow instructions. Ask students to offer their thinking on this. Write their
suggestions on the board.
Note to self: you are looking for students to talk about rules here (these
can be societal rules, ethical rules, etc.). Make sure to circle their
thinking back to this. Also, make sure that you have them justify their
thinking.
(5 minutes)
Now, pass out a piece of paper and a pencil to each student (if they have
their own thats great too)
Next, have students think about what makes a classroom function very well.
Have them think about what makes them the best students that they can ever
be.
What makes them learn better, try harder, and get tasks done on time?
Have them brainstorm these ideas.
(3 minutes)
Have students share these to their cluster partners. Remind them that this
should be done in a respectful and polite mode of conversation. All
comments should be constructive and not demeaning.
Note to self, it may seem like you are beating a dead horse with those
last lines, but is it important that you engrain these strategies into
students minds.
(5 minutes)
At this point, have students go back to their papers and ask them to pick the
top 5 aspects that make the best classroom/learning environment. Have them
circle these. Then ask your students to make a classroom rule that would

make sure that these aspects were always being met within the classroom.
At this time, it is important that you ask for clarifying questions. It is also
important that you circulate to each cluster. Ask students to give you
examples of their thinking. This would be the time to question their
thinking, ask them to think about the repercussions, and ask how they think
the rules would be implemented.
(15 minutes)
At this point, ask students to pick the two strongest rules that they have
formatted. Have them circle them. Then, with a different cluster partner (not
the partner from directly in front of them; to the left or right of them) share
the two best rules. Take turns reading both rules to one another. They may
also give any justification or clarification to the rule that they wish. Then,
together, pick the best rule out of the four rules. They will be sharing this
rule with the class.
(5 minutes)
Have student pairs share out the one rule that they have formulated. Write
each of these clearly on the board Note to self, if for any reason you deem
the rule inappropriate, omit it from the list AFTER giving an
explanation.
(2 minutes)
Now, instruct students to have a brief conversation with their cluster
partners. Talk about each of the rules at the front of the board. Talk about the
pros and the cons of the rules. Talk about what the rule would limit and what
it would allow. Have them discuss who would be negatively affected by it (if
anyone) and who would flourish with the rule. Have them decide
individually which rule they would like to see implemented.
(5 minutes)
Tell students that they only have one vote, so they must think carefully. They
will then vote on which rule should be implemented in the classroom for the
remainder of the year. Read each rule one more time. Remind students one
more time that they only have one vote. Then, ask students to put their heads
down and raise their hands to vote. Read through each rule and count the
hands for each. If there is a tie, allow one minute for discussion, and then
revote.
(6 minutes)
It is now time to reveal the chosen rule to the classroom. Explain that this
rule will now be put into practice and must be adhered by all students. It is
no longer up to debate, and even if you did not vote for it, everyone must
follow it. Then explain, that this is the second rule of the classroom. The
first rule of the class is:
I may do anything as long as it does not negatively affect my own or my

classmates learning
(2 minutes)
Closure

At this point, write the rule under the first rule on the parchment paper with
their class period on it. Ask a student volunteer to tape it to the wall.
Then, your students why they believe that they all got to participate in
making of the classroom rules.
(4 minutes)
Finally, wrap up the classroom with praise. Share with them that you are
proud of their communication skills, and their ability to work together.
Explain that tomorrow they will be building a vital part of their learning
experience and they will be going to the library.
(3 minutes)

Materials

Markers, cardstock, lined paper, pencils, white board, white board markers,
parchment paper

Note to self, these times are a very rough estimate. They could change drastically. If so, I
would suggest having more group share out. Ask students to elaborate on their thinking.
Note to self, I have always hated having the obvious team building exercises that make you
do something totally unrelated to the course. I designed this to be a time that students could
see their input really matter.