Lesson 5 — Making a Class Rule With a Reason

Summary

Learners propose a rule that helps everyone feel safe and treated well, give one reason for their idea, and take part in a shared choice. The lesson practices making decisions together, with every voice heard.

Objectives

• Take part in making a class rule or choice and give one reason for their idea. (D09.S3.01.01)

Connection

Think of a game you play with friends. To play together, you have to agree on how it goes — who goes first, what counts as a turn. A rule is a shared idea that helps everyone live, work, and play together safely and fairly. People everywhere make rules together — a village deciding when to draw water, a family deciding how to share chores. Today you will help make a rule for your own class, and give a reason for your idea.

Materials

• A class rule chart (large sheet or poster)
• A soft object as a turn marker
• Choice tokens (a pebble, seed, or mark per learner)

Preparation

• Prepare the class rule chart and a place to record ideas and reasons.
• Have the turn marker and choice tokens ready; arrange a circle.

Facilitator note

Written to the learner (“you”). This lesson teaches making decisions together, not obeying a teacher’s rule. Rules here are questions about how we live well together, not commands to obey — invite learners to wonder what the class needs, then propose a rule and a reason. If you use a passing object so each person is heard, call it a turn marker — a small cloth, stone, or ball. People everywhere find ways to make sure one voice is heard at a time; a passing object is one simple, respectful way to do that. The marker reminds everyone to listen while one person speaks — it is not a decoration. Every voice matters — not just the loudest or fastest; invite quieter voices and show that a good idea can come from anyone. A learner who does not speak aloud proposes their rule by pointing to a picture, signing, or having a peer voice it; a learner who is blind or low-vision names their rule and reason aloud and hears the choices read back; a learner with a motor difference shows their choice by directing a partner or using eye gaze, and their idea is recorded. Choice can be shown many ways — a raised hand, a token, a step into a circle, a nod. Never require anyone to speak in front of the group; a learner may always pass. The goal is a rule the class chose together with reasons, not a rule handed down.

Procedure

1. Gather (5 min). Think of a game. What rule makes it work? Why does that rule help everyone?
2. Propose a rule (15 min). Pass the turn marker. When you hold it, suggest a rule that helps everyone feel safe and treated well — or point to a picture, sign, or have a peer voice your idea. For each idea, give one reason: “This rule helps because…” Record each rule and reason on the chart.
3. Choose together (15 min). Look at the ideas. Show your choice — a token, a raised hand, a step into a circle, or a nod. Count together. The choice everyone helped make becomes the class rule.
4. Say it in our own words (5 min). Together, say the rule and its reason. Make sure it is a rule the whole class helped build.
5. Close (5 min). You made a rule together, with reasons. A rule made by everyone is a rule everyone can keep.

Differentiation

• Support: Offer three ready-made rule ideas with picture reasons to choose from; a non-speaking learner points or nods to choose. A learner with limited movement directs a partner to place their token.
• Extension: Invite learners to wonder what might happen if a rule were made by only one person and no one else had a voice — and why everyone’s voice matters.

Assessment

• Formative (observation): Can the learner take part in making a class rule and give one reason for their idea?
• Performance: The learner’s proposal and its reason, recorded on the class chart.

Home connection

At home, suggest one small family rule with a reason (“we wash hands before eating because…”). Hear what others propose and why.