Lizz Buchanan Section 03.

Page 1

Why Rules? What is Fair?

Table of Contents:
Overview, Intro, Rationale..Page 2
KUDs
GLCE
1C1.0.1..............................................................................................................................................Page 3
Lesson 1..Page 4
Attachment APage 7
Attachment BPage 8
KUDs GLCE 1-C1.0.2Page 9
Lesson 2Page 10
Attachment C..Page 12
KUDs GLCE 1-C2.0.1.Page 13
Lesson 3.Page 14
Attachment D..Page 17
Attachment EPage 18
Vocabulary LessonPage 19
Attachment F....Page 23
Attachment GPage 24
Attachment HPage 25
Attachment I..Page 26
Attachment
J...Page
27
Works Cited.Page 29

Lizz Buchanan Section 03. Page 2

Overview and Introduction:
In the unit, first grade students will learn basic civics information that they can apply to the future. In each
lesson in breaks down the different parts of rules, authority, and fairness. The students can use this information
to help guide them in future civics lessons.
In the first lesson, students learn about the different types of rules and why it is important to know and
understand different rules. The students will attempt to play a game without knowing the rules as a way to
introduce the topic. The students will learn how to explain why rules are important and then be able to create a
rule of their own or take one from their personal life. They will be able to explain the rule and why it is
important.
In the second lesson, students will learn to give examples power with authority and power without authority.
They will be given examples and practice distinguishing between the two. They will then create a poster with
examples of both power with and without authority.
In the third lesson, students will learn about fair and unfair situations and how to resolve them peacefully. They
will get to create their own situations and dive into different situations that are given. The intro to this lesson
involves giving some students pencils and others not. The point of the introduction is for the students who did
not receive the pencils to say Thats not fair. Learning how it feels when you are not treated fairly.
Rationale:
I believe that this unit is extremely important to teach at especially a young age. Rules are the back bone of
laws. If students cannot understand what rules are then they could have issues knowing and understanding
laws. Learning about rules and creating rules themselves can be a good way for them to get hands on
experience.
Learning about power with and without authority is also a good way to teach about bullying. Bullying is a huge
issue in schools these days even at a young age so introducing a topic like this can help prevent bullying and
help others learn to recognize bullying.
When you are the one who is getting something while others arent you often do not look at the situation as a
problem. It is good for students to learn what an unfair situation looks like. They are more likely to fix the
problem if they can recognize it. It is also important to teach good conflict resolution or else you can end up
with more conflict in a situation.

Lizz Buchanan Section 03. Page 3

GLCE (coding and
wording); Verb(s)
underlined; type
of learning:
Knowledge, Skill,
Reasoning,
Product
Knowledge (K)

1-C1.0.1: Explain the need for, and purposes of, rules (e.g., to promote fairness, ensure the
common good, maintain safety).
Level of Thinking: Skills/Performance

Understand (U)

DO:
Demonstration of
Learning (DOL)

Vocabulary

Rules: a statement
that tells you what is
or is not allowed in a
situation.
Safety: preventing
getting hurt or
harmed; not in any
danger. (ex. Cuts,
injuries, hurting
feelings).
Common Good:
something/someone
that benefits all
people in society or
in a group.
(ex. Not leaving toys
on the floor to so
people dont trip).
Fairness: when you
treat people in a way
that is equal.

Students will
understand that rules
are made to keep
society safe and fair
for everyone.

Students will be
asked to create a
household rule that
they should or do
follow at home. Each
student will then
create a poster that
clearly states there
rule. They will also
need to show why it
is important to follow
at home. Explaining
why do you need
this rule?

Rules
Safety
Common Good
Fairness

I Can

I can tell about the

need for rules.

Sequence of Instruction
Lessons: How will you take them where they need to go?
(Step-by-Step plan)

Resources needed: What

materials and resources will

Lizz Buchanan Section 03. Page 4

Instructional strategies/Social constructs: How will they work?
(AND what will YOU do?)
Lessons:
Use Gradual release/ITIP:
Anticipatory Set: The Paper Clip Game
Why doesnt this game work?
o It has no rules so students will not know what to do when
given the paper clips and told to start playing.
What did you have to do to make it work?
o Though the game doesnt have rules some students may
get inventive and choose to create rules themselves. Help
the students think about why the game worked when they
made the rules.
Modeling: Start by explaining the different types of rules.
Rules that describe things you have to do.
o You must walk quietly in the hall way
Rules that describe things you cant do
o You may not push or shove other students
Rules that describe things you may do
o You may use these toys during indoor recess
Model classroom rules such as putting your pencil away when you are
done using it or listening to other while they are speaking (especially
during classroom discussions). Also talk about how rules are
important in the home as well as in society.
Guided Practice:
Discussion: Why do we have different types of rules? How do these
rules work?
Discussing the vocabulary (see Vocab lesson 1):
Independent practice:
The students will be given a number either 1,2, or 3. These numbers
will correspond with the types of rules we can have. Once they have
their number the students will be asked to identify their different types

they need?
(Page #s read, graphic
organizers, books, posters, realia,
etc)
Resources needed:
Paper Clips
Outline of the Paper Clip
Game (for teacher)
Construction Paper
Bottles of Glue
Practice Sheet
Know and Follow Rules by
Cheri J. Meiners
Talk and Work it Out by
Cheri J. Meiners

Lizz Buchanan Section 03. Page 5

of rules from a list. This list of rules will not only be classroom rules, it
will include playground rules, general safety rules, and vehicle safety
rules. They will then be asked to choose a rule that they think is the
most important in their life and tell me why they think it is the most
important.
Checking for Understanding: (Formative Assessment during the
lesson)
The students will be asked to do a 2 minute quick write about what
they remember from the lesson. They will be asked to focus on the
thing they either still need help on or the things they found the most
important in the lesson.
Instructional strategies/Social constructs: How will they work?
Vocabulary Book Foldable: Used in the guided instruction to help
students understand the different vocabulary required for
learning the GLCE. They will be used as a reference for the
future for them.
The collaborative/group work would be a good model for the
independent work. The group work will be good practice for the
children before having to do the independent activity. They will
get a chance to hear other childrens views on rules and what
they think important rules are and why. The children can then
take what they learned during the group work and apply it to the
independent work and their own rules.
5. Assessment ideas:
Household Rules: The students will be asked to do something similar to the group work in the lesson.
Instead of creating a classroom rule they will be asked to create a household rule that they do or should
follow at home. The students will be asked to create a foldable (three tab book, pyramid fold, top-tab book)
that will include their rule and type of rule (things you have to do, things you cant do and things you may
do), why it is important in their home, and examples/situations as to how they came up with the rule.
Example:
Rule: Do not run down the stairs.
Why: When you run down the stairs you can get hurt falling down the stairs.
Situation: I ran down the stairs at home and I slipped and I hurt my ankle.
Encourage the students to think of a situation first and then try to think of a rule that could have

Lizz Buchanan Section 03. Page 6

prevented the situation from happening. It is often easier for students to think of something that could
prevent the action in the future than try to come up with a rule off the top of their head.
Scoring: Points are for the teacher not the students.
5 Points
3 Points
1 Point
Rule
The rule makes sense
I can mostly understand Understanding the rule
and you could apply it to the rule and could figure is difficult. The type of
your own life. The type
out what is meant by it.
rule wasnt identified at
of rule was also
The type of rule was
all.
identified correctly.
identified incorrectly.
Why
Their explanation relates It sort of relates to the
It doesnt relate to the
to the rule that they
rule that they have
rule they wrote. The
have written. It clearly
written. It sort of
explanation uses mostly
explains why the rule is
explains why they
proper grammar.
important. The
believe the rule is
explanation uses proper important. The
grammar.
explanation uses mostly
proper grammar.
Situation
The situation matches
Parts of the situation
The situation is
the rule completely.
match the rule but not
completely different
all of them.
than the rule they
described.

Lizz Buchanan Section 03. Page 7

Attachment A:
Types of Rules
Directions: You will be given a number 1-3. Once you have this number you will search through the rules listed
below to find your type of rule. If you are number 1 you will be things you are not allowed to do. If you are
number 2 you will be things you are allowed to do. If you are number 3 you will be things you may do.

You must walk in the

You cannot yell in the
hallways.
classroom.
Always wash your
You may play on the
hands after going to
swings at recess.
the bathroom.
You may go to the
You cannot cut in line.
bathroom during story
time.

Lizz Buchanan Section 03. Page 8

Attachment B:
Three Tab Book Example

Lizz Buchanan Section 03. Page 9

GLCE (coding and
wording) and Verb
underlined

1-C1.0.2: Give examples of the use of power with authority and power without authority in
school.
Level of thinking: Knowledge/Understanding

Knowledge (K)

Understand (U)

DO:
Demonstration of
Learning (DOL)

Vocabulary

Power: the ability to

control people or
things.
Authority: the right to
direct or control
someone or
something.
Rules: a statement
that tells you what is
or is not allowed in a
situation.
Enforce: to make
sure that people do
the right thing.
Examples of power
with authority:
principal, teacher or
bus driver enforcing
school rules.
Examples of power
without authority:
types of bullying and
taking cuts in line.

Students will be able

to tell examples, sort
(in tables or lists)
examples of power
with or without
authority. Students
will be given
examples first then
students will have to
think of examples.

The students will

create a poster that
has three examples
of power with
authority and three
examples of power
without authority.
The students will
present their poster
to the whole class or
a small group.

Power
Authority
Rules
Enforce
Power Without
Authority
Power With Authority

I Can

I can tell what power

with or without an
adult leader in school
is.

Lizz Buchanan Section 03. Page 10

Lessons: How will you take them where they need to go?
(Step-by-Step plan)
Instructional strategies/Social constructs: How will they work?
(AND what will YOU do?)
Lessons: Use Gradual release/ITIP
Anticipatory Set: Read Boss No More by Estelle Meens
Modeling: What is the difference between power and authority?
Ask for student responses.
Power: the ability to control people or things.
Authority: the right to control people or things.
Examples of Power With Authority: Principal, Teacher, Parents, Bus
Drivers
Examples of Power Without Authority: Bullies, those who gossip or
start rumors.
Do we remember what rules are?
Do people with authority or people without authority get to enforce
the rules?
Guided Practice: As a class you will create two separate bubble
maps. One for examples of power with authority and one for examples
power without authority. The teacher will then provide one example
for both of the bubble maps that was talked about during the
modeling. Once the students have an idea of what needs to be done
they will provide examples for each. The teacher will write the
examples given on the board and the students can copy it onto their
own bubble map.
Independent practice: The students will each be given pictures of
people with and without authority to sort. The students will cut out
each picture and glue it to a piece of paper of the correct side (one
side with say power with authority and the other with say power

Resources needed: What

materials and resources will
they need?
(Page #s read, graphic
organizers, books, posters, realia,
etc)
Resources needed:
Boss No More by Estelle
Meens
The students vocabulary
books
Examples of authorities
worksheet

Lizz Buchanan Section 03. Page 11

without authority). Once the students have finished we will go through
the answers together having a different student answer each time.
Possible Discussion Questions:
What makes this person someone who has power with
authority?
Why did you place this person there?
What makes this person someone who has power without
authority?
Checking for Understanding:
Class discussion relating it to the book Boss No More by asking the
discussion questions below.
Discussion Questions on Boss No More:

Does Lucas have authority in school? Why?

Does Lucas have power in school? Why?

Who does have authority in schools?

Assessment ideas:
The students will be asked to create a poster which will include examples of both power with authority and
power without authority. Each student will be responsible for three examples of each. The students will be
encouraged to draw pictures along with the written examples just to make the poster more interesting.
Students will then present their posters in small groups. Whole class presentations are possible but many
of the examples will be the same and small group presentations are a quicker way of getting through them
but will have the same effect on the students learning.
Scoring: Points are for the teacher not the student.
5 Points
3 Points
1 Point
Number of Examples
The student has 3
The student has two
The student has one or
examples of both.
examples of both
no examples.
Correct Placement
All of the examples are
Most (2/3) of the
Few (1/3) or none of the
in the correct place
examples are in the
examples are in the
(power with authority or correct place.
correct place.
power without authority)

Lizz Buchanan Section 03. Page 12

Lizz Buchanan Section 03. Page 13

Attachment C:
Directions: Circle the examples of power with authority. Cross out the examples of power without authority.

Lizz Buchanan Section 03. Page 14

GLCE (coding and
wording) and Verb
underlined

1-C2.0.1: Explain fair ways to make decisions and resolve conflicts in the school community.
Levels of Thinking: Skills/Performance

Knowledge (K)

Understand (U)

DO:
Demonstration of
Learning (DOL)

Vocabulary

Fair: treating all

people in the same
way.
Unfair: treating some
people better than
others.
Decisions: choices
that you make about
something after
thinking about it
Resolve: to find an
answer or solution to
something
Conflict: when two or
more people cannot
agree on something.
Community: a group
of people who have
something in
common such as
living in the same
area, religion,
interests (sports),
same school.
Example of Fair
Decisions: both
students get to play
with the toy.
Example of Unfair

The student will tell

that there are fair
and unfair ways to
make decisions and
resolve conflicts in a
school community.

The students will

create an unfair and
fair situation. The
unfair situation will
need to involve a
conflict (many times
an unfair situation is
a conflict). They will
then explain why the
fair situation is fair
and why the unfair
situation is unfair.
They will then
propose a resolution
to the unfair
situation or conflict.

Fair
Unfair
Decisions
Resolve
Conflicts
School Community

I Can

I can tell about

making decisions and
ways to fix problems.

Lizz Buchanan Section 03. Page 15

Decision: Five
students get extra
recess while the rest
of the class does not.

Lessons: How will you take them where they need to go?
(Step-by-Step plan)
Instructional strategies/Social constructs: How will they work?
(AND what will YOU do?)

Resources needed: What

materials and resources will
they need?
(Page #s read, graphic organizers,
books, posters, realia, etc)
Lessons: Use Gradual release/ITIP:
Resources needed:
Anticipatory Set: The students will be divided into two different
Fun Pencils
groups as soon as they come into the classroom. The teacher then
http://www.tolerance.org/suppl
decides to give one of the groups new pencils but not the other group
ement/whats-fair-early-grades
(in the end both groups will end up with pencils). The teacher will then
Poster Paper
go about normal morning business. If a student in the group who didnt
Markers
get new pencils does not speak up saying that it is unfair the teacher
Unfair Situations for Guided
will give the group with pencils extra recess today.
Practice
The point of this exercise is that the students in the group who keep

The students vocabulary book

getting things wont speak up because they are getting fun or new
things. You want the students who arent getting new things to speak
up and say Thats not fair.
Discussion Questions:
1. Why isnt this fair?
2. How can we make this situation fair?
3. Have you ever been in a situation that was considered unfair?
4. What would you do if you or someone else was being treated
unfairly?
Modeling:
The students will add to their vocabulary during the modeling creating
their own definitions based on the lesson.
(See vocab lesson 2 explains resolution and conflict)
The teacher will describe both unfair and fair situations (two of each).
Before reading each situation the teacher will state whether it is unfair

Lizz Buchanan Section 03. Page 16

or fair. It is important to make a distinction between the two so the
students are able to understand and write their own definitions.
Ideas for Unfair Situations: A few students getting extra recess, some
students having to do extra work, a student or two cheating during a
game.
Ideas for Fair Situations: Everyone getting extra recess, each student
getting a new pencil, each person following the rules of the game.
Students may better understand if you use similar situations for the
fair and unfair examples together. For example the unfair being some
students getting extra recess and the fair situation being everyone
getting extra recess.
Guided Practice: The students will be split into groups of 3-4
students. Each group will be given a different unfair situation, which
will also include a conflict, which they will read and discuss why the
situation is unfair. The students will create a poster that will include
the following
The type of unfair situation (not sharing, cheating, only one
person getting something).
Why the situation is unfair.
How they think they can resolve the conflict and make it a fair
situation.
Independent practice:
The students will be given the task of writing different conflicts that
include different resolutions with them. These conflicts can include not
sharing, someone tripping another person, cutting in line, etc. These
can be personal experiences or situations that were talked about in
class.
Checking for Understanding:
The students will create two separate pyramid foldables, one for both
unfair and fair. On the first side they will put the definition (student
created). The second side will include two to three examples of fair or
unfair actions (ex. Sharing, cheating). The last side will include an
explanation of one of the examples as to why it is fair or unfair. The
students will include pictures on their foldable. These pictures can be

Lizz Buchanan Section 03. Page 17

hand drawn or they can use the ones provided.
Assessment ideas:
The students will create two situations one that is fair and one that is unfair. The unfair situation will need to
include a conflict such as two students are fighting over a toy because one does not want to share (unfair
situation). They can use ideas that were presented in class such as extra recess or getting different things but
it cannot be exactly the same. The students will then need to explain why the fair situation is fair and will
need to propose a resolution for the unfair situation and conflict.
10 Points
7 Points
4 Points
Situations
Include both a fair and
Include both a fair and
Includes only one
unfair situation. The
unfair situation. The
situation. The unfair
unfair situation involves
unfair situation involves
situation does not include
a conflict (that relates to a conflict but it doesnt
a conflict.
the situation) needs to be relate to the situation.
resolved.
Explanation
Gives a valid reason as to Gives an explanation of
Minimal explanation or
why the situation is fair
the situation but only
no explanation is given.
(what makes the
some parts explain what
situation fair).
makes it fair.
Resolution
Resolves the conflict that Resolves the conflict
Does not resolve the
is presented in an
presented in an
conflict presented.
appropriate and fair way. appropriate way but is
not fair.

Lizz Buchanan Section 03. Page 18

Attachment D:
Two Examples of Unfair Situations Template
Fields School only has one soccer
field. There is a girls soccer team
and a boys soccer team. Only the
boys
get to use the field because they
always
get there faster after school.

Jack is in a wheelchair. He cant get

to the school library because there
are steps. He never gets to take
books out of the library unless his
teacher or a friend remembers to
get him one.
What type of unfair situation?
What type of

unfair situation?
________________________________________________________________________
_______________________________________________________________
________________________________________________________________________
_______________________________________________________________
What is unfair about the situation?

What is unfair about the situation?

________________________________________________________________________
_______________________________________________________________
________________ ________________________________________________________
_______________________________________________________________
________________________________________________________________________
_______________________________________________________________
________________________________________________________________________
_______________________________________________________________
How can you make it a fair situation?

How can you make if a fair situation?

Lizz Buchanan Section 03. Page 19

________________________________________________________________________
_______________________________________________________________
________________________________________________________________________
_______________________________________________________________
________________________________________________________________________
_______________________________________________________________
________________________________________________________________________
_______________________________________________________________
Attachment E:
Pyramid Foldables

Lizz Buchanan Section 03. Page 20

Lizz Buchanan Section 03. Page 21

Vocabulary Lessons: How will you take them
where they need to go? (Step-by-Step plan)
Instructional strategies/Social constructs: How will
they work?
(AND what will YOU do?)

Step 1:
Lesson 1:
Rules a statement that tells you what is or is not allowed in a situation.
Common Good something/someone that benefits all people in a
society or a group.
Safety preventing getting hurt or harmed; not in any danger.
I am going to read a book to you today and I want you to look for a
few words for me. When you see these words think about what they
may mean. The words are rules, common good, and safety.
Read Know and Follow Rules by Cheri J. Meiners
Now that I have read the book and you have listened to it can anyone
tell me what they think one of the three words may mean.
(Wait for student answers) Correct if necessary
Thats right (may need to change order of words based on student
answers). Rules are statements that tells you what is or is not allowed in
a situation. They are different types of rules that we use every day at
home and at school. Safety is preventing getting hurt or harmed; not in
any danger. Common good is a difficult word to describe but it means
something or someone that benefits all people in a society or group. For
example, everyone washing their hands after going to the bathroom
helps keep everyone from spreading germs and getting others sick.
Lesson 3:
Resolve to find an answer or solution to something
Conflicts when two or more people cannot agree on something.
Today we are going to be learning a few more
vocabulary words. Before you pull out your vocabulary
books that we created the first time we are going to

Resources needed: What materials and

resources will they need?
(Page #s read, graphic organizers, books,
posters, realia, etc)
Resources needed:
Construction Paper
Bottles of Glue
Markers
Lined Paper

Anything in Quotes is
Script
Resources for Introducing Words:
Beck, Isabel (2002) Bringing Words to Life,
Chapter 2, Introducing Vocabulary and
Chapter 6, Making the Most of Natural
Contexts.
Marzano, R. and Pickering, D. (2005), Building
Academic Vocabulary: Teachers Manual,
Chapter 3, Teaching the Selected Terms

Lizz Buchanan Section 03. Page 22

listen to another story. Again you are going to look for a
few words. This time you are looking for the words
resolve or solve and conflict.
Read Talk and Work it Out by Cheri J. Meiners
Based on the book can someone tell me what they think
resolve or solve means?
(Wait for student answer(s)) Correct if necessary
Yes we know that resolve or solve means to find an
answer or solution to a situation or problem. Now can
anyone tell me what they think conflict means?
(Wait for student answer (s)) Correct if necessary
Good. Conflicts are when two or more people cannot
agree on something like in the book when we see the
picture of someone taking the ball out of his hands.

Step 2:
Students will be creating a vocabulary book that will be
used the entire unit. They may need to add pages as the
unit progresses.
Lesson 1:
Students will pull out the vocabulary book that they
made.
Students will write down the three words: rules, common
good, and safety. They will then create their own
definition for each word based on the class discussion
that we had when we read the book.
Once the class has had time to work on their definitions
we will come back together as a class. We will then
discuss some of their definitions that they created for the
three words. This will give me a chance to correct any
issues that they may have come across so that they have
correct information to look back on.

Same as above
Resource for making Foldables:
Zike, Dinah (2000) Foldables. New York, NY:
Macmillan/McGraw-Hill

Lizz Buchanan Section 03. Page 23

Lesson 3:
Students will pull out the vocabulary book that they
created in lesson 1.
The students will write down the two words that were
covered in this part of the lesson. They will then be put
into small groups to create their own group definitions of
the word.
We will then come back together and each group will get
a chance to present their definitions of their words. The
teacher will correct any misconceptions that they have
about the definitions or the words.

Step 3:

Vocabulary Book Foldable

Lesson 1:
For each word that the students will also create a picture
or symbol. This will be drawn next to the definition on the
other page.
Then in small groups the students will discuss why they
chose the symbol or picture that they did.
Lesson 3:
For each word the students will also create a picture or a
symbol. This will be drawn next to the definition on the
other page.
They will then discuss in small groups the different
symbols that they drew. As a group they will choose one
symbol for each word and present it to the class.
In the presentation they need to state the symbol and
why they think it represents the word.

Step 4:
Lesson 1:

Double Bubble Charts

Construction Paper

Lizz Buchanan Section 03. Page 24

As a class, the students will create three different double
bubble charts. The first will include rules and safety. The
second will include rules and common good. The last will
include common good and safety. Each chart will include
three differences for each word and three similarities
between the words.
Lesson 3:
The students will create a two-tab book that has the
words resolve and conflict on them. On the top fold they
will have their own definitions of the words but on the
bottom they will have to create their own situation which
involves a conflict. They will then have to write a
resolution to the situation on the other side (under the
word resolve).

Markers
Resources for Vocabulary Activities:
Marzano, R. and Pickering, D. (2005), Building
Academic Vocabulary: Teachers Manual,
Chapter 4, Review Activities and Games.

Step 5:
Lesson 1 and 3:
The students will complete and Inside-Outside circle and
have a discussion on the words. This will be a time that
the students can ask each other questions about the
words, talk about their definitions of the words, or discuss
why their picture or symbol represents the word.
The students will do this after Step 3 (these will be
done during the lesson in the unit not together. This just
is the same process) as a way to review before we
continue onto comparing and contrasting the words. If
the students have any questions at the end still that their
peers could not answer at the end of the circle will be
time to ask the teacher these questions.

Step 6:
Lesson 1 and 3:
The students will play a game of vocabulary charades.
They will play this in pairs or groups of three.
Explain what charades is to the students so they know

Resource for Playing Games with Words:

Marzano, R. and Pickering, D. (2005), Building
Academic Vocabulary: Teachers Manual,
Chapter 4, Review Activities and Games

Lizz Buchanan Section 03. Page 25

how to play. It might be a good idea to choose a word
they already know that is not involved in the lesson to
demonstrate with.
The students will then get to choose a word. Each group
will have one minute to figure out what they want to do.
They will then act out their word and the class will have
to try and figure out what the word is. The students will
get 2 to 3 minutes to act it out then they will be stopped
in order to let everyone have a chance. If the word is not
figured out you can have the students put it back in the
hat/box for other students to try.
Attachment F:
Vocabulary Book Used in all three lessons.

Lizz Buchanan Section 03. Page 26

Attachment G:
Double Bubble Chart

Lizz Buchanan Section 03. Page 27

Attachment H:
Two Tab Matchbook

Lizz Buchanan Section 03. Page 28

Attachment I:
Vocabulary for the Unit
Rules: a statement that tells you what is or is not allowed in a situation.
Safety: preventing getting hurt or harmed; not in any danger. (ex. Cuts, injuries, hurting feelings).
Common Good: something/someone that benefits all people in society or in a group.
(ex. Not leaving toys on the floor to so people dont trip).
Fairness: when you treat people in a way that is equal.
Power: the ability to control people or things.
Authority: the right to direct or control someone or something.
Enforce: to make sure that people do the right thing.
Examples of power with authority: principal, teacher or bus driver enforcing school rules.
Examples of power without authority: types of bullying and taking cuts in line.
Fair: treating all people in the same way.
Unfair: treating some people better than others.
Decisions: choices that you make about something after thinking about it
Resolve: to find an answer or solution to something
Conflict: when two or more people cannot agree on something.
Community: a group of people who have something in common such as living in the same area, religion,
interests (sports), same school.

Lizz Buchanan Section 03. Page 29

AttachmentJ(twopages):

PortableWordWallDirections

Write the title of the topic, issue, or concept being introduced at the top of the page.
Give students 30-45 seconds to write down as many words as they know about that subject. You may also have
them work in a pair or small group of 3.
At the end of that short time, ask them, Is there anyone who has 30 words? Ask for a number that nobody
could have so that all students are on a level field and nobody feels either superior or inferior. This helps your
lower students to be more willing to participate and volunteer in this activity. Then, come down in your
numbers until you have someone (group) with the most to start with.
A rep from the group reads their words box-by-box, slowly. All class members write down the words in their
boxes.
Ask if anyone has any more words not yet mentioned. Students add to their boxes.
This sheet becomes the basis for the vocabulary in the unit or concept and becomes a portable word wall.
Students add to the sheet as they learn new words, or teacher adds words as they are studied.
Alternative idea:
Write two names, concepts, ideas for comparison and/or contrast at the top of the page, each in a different
color pen/pencil.
Students take notes about the topic in the color assigned. After reading or other study, the students write a
comparison about the two topics.
Topic/Issue/Concept:

AB

______________________________________
_ CD

EF

GH

Lizz Buchanan Section 03. Page 30

IJ

KL

MN

OP

QR

ST

UV

WXY-Z

Lizz Buchanan Section 03. Page 31

Works Cited
Beck, I., McKeown, M., and Kucan, L.(2002) Bringing Words to Life. New York, NY: The Guilford Press
Learning the value of rules. (2012). Retrieved December 8, 2015, from
file:///C:/Users/Lizz/Downloads/socialstud1 (2).pdf
Marzano, R. and Pickering, D. (2005), Building Academic Vocabulary: Teachers Manual. Alexandria, VA:
Association for Supervision and Curriculum Development
Meiners, C., & Johnson, M. (2005). Know and follow rules. Minneapolis, MN: Free Spirit Pub.
Meiners, C., & Johnson, M. (2005). Talk and work it out. Minneapolis, MN: Free Spirit Pub
Whats Fair? Early Grades (2014). Retrieved December 10, 2015, from
http://www.tolerance.org/supplement/whats-fair-early-grades
Zike, Dinah (2000) Foldables. New York, NY: Macmillan/McGraw-Hill