Materials and Preparation

(Click here for printable lesson plan)


Curriculum Provided Materials:

  • For Teacher Use:
    • One copy of “Student Friendly Objectives”
    • Rules in Whole Selves PowerPoint (either printed or on computer)
    • One copy of Rules in Whole Selves PowerPoint presenter notes
    • One copy of “Expectations and Rules” example cards
  • For Student Use:
    • One Exit Ticket

Teacher Materials:

  • White board, chart paper, or document camera
  • Projector or media display for PowerPoint presentation
  • If you have one, signs or posters explaining any pre-existing school or classroom rules and expectations

Preparation Notes:

  • Print and display Student Friendly Objectives
  • Prepare Rules in Whole Selves PowerPoint (see link below)
  • Print Rules in Whole Selves PowerPoint presenter notes for teacher
  • Print, cut out, fold, and laminate “Expectations and Rules” example cards
  • Print one Exit Ticket A or B for each student

NOTE: If you are teaching the curriculum remotely, use these links for virtual-friendly documents.

Supplemental Materials:

  • None
Lesson Expectations and Rules Introductory Unit Setting the Tone
Lesson Number Approximate Length 45 Minutes


Standard(s) MEH1.5.14 Give examples of pro-social behaviors (e.g., helping others, being respectful of others, cooperation, consideration). 
Objective(s) Students will be able to identify expectations and rules that help create a safe and healthy classroom environment.

Students will be able to describe ways in which they can follow the rules and contribute to a safe and healthy classroom environment.

Student Friendly Objective(s) I know the rules.

I can describes ways in which to follow the rules.

Transition Goals  N/A
Evidence/Assessments Exit Ticket
Lesson Vocabulary Word(s) No new vocabulary words for this lesson.

Notes to Remember (teacher only)
Review (5 minutes) Remind students that Whole Selves is a class where they will learn to be a healthy and safe adult. Ask students if anyone can remember any of the topics previously covered in Whole Selves; refer to the cards (or write words on the board) to quickly remind students of the topics covered (self-esteem, boundaries, self-care and hygiene, emotions, etc.)

Remind students that trust, respect, and boundaries are important ideas for Whole Selves. Present a few example cards from the “Trust, Respect, and Boundaries” lesson and have students review them.

Next, ask students if they remember who their trusted adult is. Go around the circle and ask each student to share one of the people they chose.

Note: Do as much review as you think students need; in some cases, it will be necessary to minimize the review so that you can get moving to new topics.

Introduction  (10 minutes) Explain that today’s class is the last class in our unit! Explain that today we will create a list of rules for us to follow that will keep our classroom safe and respectful. Ask students to raise their hands and share out some ideas for classroom rules and record their answers on the board. (Skip the brainstorm if you think students will struggle to come up with rules without assistance.)

Spend a few minutes reviewing school rules and expectations that students already know. Explain that the Whole Selves rules will be just like these rules, with a few new rules added on. Let students know that they are going to contribute to the class expectations and rules.

Activity  (20 minutes) 1. Present the Rules in Whole Selves PowerPoint and read through the included notes.

2. Next, present each of the “Expectations and Rules” example cards and ask students if each person is following the Whole Selves rules, or not. Read the short paragraph on the back of the card to explain why the person is or is not following the rules.

Conclusion and Exit Ticket  (10 minutes) Congratulate your students for learning the Whole Selves class rules! Remind students that these rules will be used during every Whole Selves class. Go around and allow students to pick one rule and discuss one way they are going show that rule.

If necessary you can post the following sentence starters:

  • I will respect boundaries in class by . . .
  • I will show respect by . . .
  • If I need I break I will say . . .
  • If I don’t understand I will . . .
  • If I make a mistake I will . . .
  • I will do my best by . . .

Pass out the Exit Tickets for students to complete.

Suggested Supplemental Activity(ies) I Don’t Understand Yet

  • During class, explain that you are going to read something kind of complicated. Let students know that they are going to have to figure out if they understand what you’re reading, or not. Read a complex hard-to-understand passage (or substitute a video or image that is difficult to understand). Explain that you really want them to think about whether or not they understand what you just read. Ask students to raise their hands if they think they understand what you read and can explain it. If any student raises their hands, invite them to explain what they heard. If not, proceed with activity. Explain that it’s totally okay to not understand something. You can even let them know that you didn’t understand it either! Explain that it’s always okay to not understand, and that it’s important to know how to say it and ask for help. Remind students that they will be learning a lot in Whole Selves and that it will be important for them to be honest when they don’t understand something.
  • Have students practice raising their hands and saying, “I don’t understand yet, can you please explain it again?” Have them practice until they can say it confidently and assertively. Model as necessary.
  • Ask students how it feels to say these words and ask for help. Discuss the importance of including the word “yet”. Explain that by using the word “yet” they communicate the effort and determination they have for learning whatever is being discussed.


  • Have students create mini-posters that reflect one of the classroom rules; each of these posters can have one rule and a set of pictures that show the rule in action. These can be presented and hung up around the classroom as a student-generated reminder of classroom expectations.

Student Friendly Objectives

Setting the Tone Lesson 4 Student Friendly Objectives


Rules in Whole Selves PowerPoint


Rules in Whole Selves PowerPoint Presenter Notes

Setting the Tone Lesson 4 PowerPoint Presenter Notes


“Expectations and Rules” Example Cards

Setting the Tone Lesson 4 Example Cards


Exit Ticket

Setting the Tone Lesson 4 Exit Ticket Form A

Setting the Tone Lesson 4 Exit Ticket Form B