Students will learn that there are rules to be followed or jobs to be done in the classroom. Students will also learn how to listen and speak to others.
A and B Listening
Green Light-Go Behaviors
- 4” x 5” paper
- Crayons (red and green)
Doing Our Jobs
- Stellaluna, by Janell Cannon; ISBN 05904837X
Background for Teachers
In a democratic society, citizens are expected to be responsible for
their own actions by following and obeying the laws (rules) of the land.
The purpose of this lesson is to teach the students there are rules to be
followed or jobs to be done in the classroom. If students choose to
follow rules or do their job, there are positive consequences. If students
choose to not follow the rules, there are negative consequences. In this
lesson, students also learn how to listen and speak to others. This lesson
is best taught at the beginning of the year.
Intended Learning Outcomes
2. Develop social skills and ethical responsibility.
3. Demonstrate responsible emotional and cognitive behaviors.
6. Communicate clearly in oral, artistic, written, and nonverbal form.
Invitation to Learn
Before reading Stellaluna to the class, ask students to pay close
attention to how Stellaluna behaves or acts with the birds. Also ask
them to be thinking about why Stellaluna acts like she does. After
reading the story, lead a discussion using the previous questions. Explain
that throughout the day or week, students will be learning about
important life skills. Some skills they will need to know at school, while
many will be used outside of school, just as Stellaluna used different
skills in different situations in the story. Help students understand how
this is similar to Stellaluna.
A and B Listening
- Teach students how to be good
listeners (make eye contact, lean
forward, nod in acknowledgement) and speakers (speak loud and
clear, make eye contact with audience). Talk about what a good
listener does and list ideas on a Looks Like/Sounds
Then complete another Looks Like/Sounds Like Chart about what
a good speaker does.
- Model for the class what it looks like and sounds like to
good speaker and a good listener. Have a few students role play
- Give half the class a paper die cut of the letter A and half
a paper die cut of the letter B. Have students partner with
someone with the opposite letter. Students with an A will listen,
and students with a B will speak. The teacher assigns a topic for“B” students
to discuss for 20-30 seconds. Then have “A” students be speakers
and “B” students
and assign a new topic.
- Have students find a new partner with the opposite
repeat the previous step. Repeat as necessary.
Green Light-Go Behaviors and
Red Light-Stop Behaviors
- Discuss what happens when you are in a
car and come to a
green or red light.
- Explain there are red and green lights at school. Appropriate
behavior is called “Green Light-Go Behavior,” such as sharing,
taking turns, etc. “Red Light-Stop Behaviors” are kicking, namecalling,
- Give students a 4” x 5” piece of paper. Have them draw
on each side. Color one circle green and one circle red. Have
them practice their listening and speaking skills by coming to the
front and giving an example of either a “Red Light-Stop
Behavior” or a “Green Light-Go Behavior.” As they give
examples, have students hold up the correct stoplight to identify
which kind of behavior was just demonstrated.
Doing Our Jobs
Now that the students understand how to be good listeners and
speakers, as well as what behaviors are acceptable and
unacceptable, they are ready to learn what their jobs are as first
- Talk about the different jobs the students’ parents do. Discuss
the value of these jobs.
- Tell the students that everyone has a job to do
at school, too, just
like their parents. Explain that the teacher’s job is to prepare the
lessons each day, to teach students what they need to know, grade
papers, etc. Students also have many jobs at school.
- At this point the
teacher will pull out a briefcase or bag with
picture cards giving job descriptions inside (the rules of your
classroom). Tell students the pictures represent student jobs.
- Have a student
choose a card out of the briefcase, read it to the
class, and discuss what it means. Have the class help you act out
correct and incorrect ways to do that job. Repeat this process
with each job card.
- Discuss why it is important for each student to do
Talk about what would happen if no one did his/her job, verses
what would happen if everyone did his/her job.
- Explain that, as part of
the teacher’s job, you are willing to
support students with reminders, practice, and self reflection to
help them do their jobs.
- Teach students how to self reflect. Have them give
you a thumbs
up or down, depending on whether or not they did their jobs.
Another method is to have them show you 1, 2, or 3 finger(s)
rating themselves on how well they preformed their jobs. Or each
student may complete a Self-Reflection Log using
Students write in a journal and reflect on how they performed
their job and how it made them feel.
- Students interview a family member
about their job at work and
record what their jobs are, as well as any consequences they may
have at work.
- Discuss with a parent their jobs at home.
- Report to class similarities
of home and school.
- While students role play good listening and speaking skills, the
teacher should monitor and assess student progress.
- Use information to assess
who really understands their job and
when they are correctly performing it by recording or observing
as students self-reflect.
- Use the writing assignment as an informal assessment.
Faye, J. & Funk, D. (1995). Teaching
with Love and Logic. Taking Control of the Classroom.
Love and Logic Press.
Research shows that when children are taught responsibility for their
behavior, they are prepared to function more readily in the real world. It
also helps develop independent thinking.
Young, K.R., West, R.P., Marchant, M., Morgan, C.J., & Mitchem, K. (1997).
Plus: A comprehensive school program approach for the prevention of antisocial
behavior. Logan: Utah State University, Institute for the Study of Children,
Families at Risk.
This study states that modeling is the most effective way to
communicate specific positive student behaviors. Further more, it is
essential that we have the students practice behaviors themselves through
role play situations.