Lesson Goals
Students will be able to identify why it is important to follow rules within a community (classroom, school, family, town, global, etc.).
Students will define what a steady beat is and follow a steady beat with their other peers.
During the lesson the students will learn why it is important to follow the rules and be a good citizen. Students will use tableau (a theater technique that will breathe life into static ideas and bring them to life) to demonstrate their understanding of why it is important to be a good citizen. Students will learn a song about following the rules and the importance of keeping a steady beat.
Materials
Chart Paper with Markers
Large White Board with Dry Erase Markers, or Interactive Board connected to computer that is loaded with the needed software for the interactive board
Enough space for the students to work together in small groups and perform their tableaux
Projector connected a computer with internet access
Lyrics to “I Can Follow the Rules” (on a chart or projected, if possible! — see lyrics in activities)
Activities
1. Show the word “citizen” (on chart paper, white board, or interactive board) and ask students what is a good citizen. Allow time for student discussion (use turn and talk, group discussion, or other opportunities for students to share their ideas).
2. With a student leader or teacher directed, add (briefly write) ideas generated around the word “citizen.” If students are unable to identify what a good citizen is, facilitate the discussion by leading/encouraging the students to arrive at an agreed upon definition of a good citizen (for example: A good citizen is a kind person who follows the rules even when no one is looking.).
3. Ask students “Why is it important to be a good citizen? Why does it matter?” Allow time for student discussion (use turn and talk, group discussion, or other opportunities for students to share their ideas).
4. Divide students into pairs or small groups (5 students per group or less, if possible) and ask students to show their answers within a tableau (a tableau — a theatrical technique that breathes life into static and bring them to life — see Sean Layne for more info — http://www.artsintegrationconsulting.com/about-us/consultants/sean-layne.html ). Allow small groups (or pairs) a short period of time to create, prepare, and perform. Facilitate as needed and walk around to collect observations. Ask groups/pairs to choose a narrator for each group and be prepared explain how their tableau shows why is it important to be a good citizen. Groups perform their tableaux again, facilitate as needed and walk around to collect observation. Choose a group to perform for rest of group and ask narrator to explain their tableau.
5. Reflect with the students how the different groups showed why being good citizen is important. Share.
6. Share video “Good Citizen: Rights and Responsibilities of Children” (http://www.goodcitizen.org/Songs/Rights%20and%20Responsibilites%20of%20Children.html). Reflect with students about the key ideas from the video.
7. Have students take very brief shake break (or other brain break), if needed.
8. Share “I Can Follow the Rules” song and ask students what is a steady beat. Facilitate student discussion to an agreed upon definition of a steady beat (for example: a steady beat is a strong and repetitive pulse).
9. Start a steady beat by clapping or tapping and invite students to keep a steady beat with you. Read lyrics with or to students with the steady beat.
I Can Follow the Rules (https://www.youtube.com/watch?v=iQxK-Ah7has)
I can follow the rules,
I can follow the rules,
And we’ll have a good day,
When we follow the rules!
I can listen to my teacher,
Listen to my teacher,
Listen to my teacher,
And I follow the rules!
I can follow the directions,
Follow the directions,
Follow the directions,
And I follow the rules!
I keep my hands to myself,
Keep my hands to myself,
Keep my hands to myself,
And I follow the rules!
I’m always nice to everybody,
Nice to everybody,
Nice to everybody,
And I follow the rules!
It gives us more time to learn,
And more time to play,
More time for fun stuff every day!
It gives us more time to learn,
And more time to play,
More time for fun stuff every day!
When we follow the rules at school,
Oh, yeah!
When we follow the rules at school.
OH, YEAH!
10. Sing song with or to the students with a steady beat. Stop the song and students singing the song. Choose a student leader and have this student leader lead the other students in keeping the steady beat and singing the song again.
11. While the students are singing and keeping the beat, join in singing too fast or a non-matching steady beat. Hopefully, students will realize that you are “messing up the song.” As a group allow the students to share their frustrations and explain what you need to do differently so that you don’t “mess up the song.”
12. Have the student leader lead the song and the steady beat again. This time sing along in real time and keep the steady beat.
13. After song is finished, ask students to reflect on why it was important not to mess the song up and how this is connected with the reasons why it is important to be a good citizen.
14. Close lesson by returning to and reflecting on why it is important to be a good citizen and challenge the students to look for ways they can be a good citizen outside of our classroom (in the rest of school, on the bus, at home, at a store, etc.).
Differentiation Approaches
Pairing or grouping special needs students with other students who are understanding and patient
Asking prepared high order question
Choosing a variety of student leaders instead of always choosing “brightest bulb”
Facilitating those struggling learners as needed
Assessment
Observing tableaux and asking small groups questions about their tableaux
Observing students keeping steady beat
Follow Up and Extension Ideas
Digital Citizenship — https://www.youtube.com/watch?v=UpjH4dUNbO4
Responsibility Song — https://www.youtube.com/watch?v=aMP_J-jkmr8
Additional Details
- Grade Level: Kindergarten
- Arts Content Area: Music, Theatre Arts
- Non-Arts Content Area: English Language Arts, Social Studies
