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Unit 2 No Rules, No Order
Section B: How can rules help us
Period 5: Project – Make Class Rules (3a–3d) & Reflecting
Class Type: Project-Based Learning (PBL)
Duration: 45 minutes
Grade: Grade 7
Ⅰ. Teaching Objectives
1. Language Objectives
To produce meaningful output using modal verbs (must, have to, can, can’t, mustn’t) and target phrases (get along well, take care of, etc.) in the context of creating and justifying class rules.
To use imperative and descriptive language effectively in poster design and oral presentation.
2. Skill & Competency Objectives
Collaborative Problem-Solving: To negotiate, agree upon, and articulate a set of shared classroom rules within a small group.
Creative Communication: To design a visually engaging poster and deliver a short, coherent presentation to persuade peers.
Critical Reflection: To evaluate the purpose and practicality of rules from both a creator’s and a community member’s perspective.
3. Emotional & Social Objectives
To foster a sense of shared ownership and responsibility for the classroom environment.
To experience democratic decision-making and understand the link between community goals and agreed-upon norms.
Ⅱ. Key & Difficult Points
Key Points:
1. Collaborative creation of clear, positive, and actionable class rules linked to a chosen goal.
2. Effective use of target language in both written (poster) and spoken (presentation) forms.
Difficult Points:
1. Negotiation & Consensus-Building: Reaching agreement within a group on which rules are most important and fair.
2. Quality of Justification: Moving beyond listing rules to explaining how they help achieve the class goal in simple but convincing English.
Ⅲ. Teaching Preparation
1. Teacher:
PPT with: project timeline, example rule posters (positive vs. negative examples), sentence starters, voting criteria, and a timer.
Group Work Kits (per group of 4-5):
Task Card 1: “Our Class Goal” (with 4 goal options: 1. Learn Better, 2. Have More Fun Together, 3. Get Along Well, 4. Keep Our Classroom Beautiful).
Worksheet 1: “Brainstorm & Decide” (with columns for: Rule Idea, Why It Helps Our Goal).
A3 Poster Paper, colored markers, highlighters.
Peer Feedback Sticky Notes (2 per student).
Ⅳ. Teaching Procedures
Step 1: Launch the Project – From “My Rule” to “Our Rules” (5 minutes)
1. Hook – The Perfect Classroom:
T: Imagine our classroom is perfect for learning and fun. What does it LOOK like What does it SOUND like What do PEOPLE DO Elicit 3-4 ideas (e.g., clean, friendly, everyone listens).
2. Introduce the Mission:
T: To get there, we need great RULES. But not just any rules—OUR rules. Today, your group’s mission is to create the best set of class rules to reach a goal you choose. You’ll make a poster and convince us to vote for yours!
Step 2: Phase 1 – Define the Goal (3a – 5 minutes)
1. Form Groups & Receive Kits:
Organize groups. Distribute Task Card 1.
2. Choose and Commit to a Goal:
T: First, agree on ONE goal from your card. It’s your group’s focus. Discuss: “Why is this goal important for us ” You have 3 minutes.
Step 3: Phase 2 – Brainstorm & Draft Rules (3b – 10 minutes)
1. Guided Brainstorming:
Distribute Worksheet 1. T: Now, brainstorm rules. Ask: “To reach our goal, what MUST we do What CAN’T we do ” Write all ideas. Then, choose the 3-4 BEST ones.
Language Support on PPT: We must/have to… / We can… / We can’t/mustn’t… / Let’s always… / Remember to…
2. Refine and Justify:
T: For your chosen rules, write a short reason in the ‘Why’ column. Example: Rule: “We must listen when others speak.” Why: “It shows respect and helps us get along well.”
Teacher circulates, prompting: “Is that rule fair Is it clear How does it help your goal ”
Step 4: Phase 3 – Create & Prepare (3c & 3d – 15 minutes)
1. Poster Design (8 mins):
T: Now, design your poster! Include: 1. Your GOAL, 2. Your 3-4 RULES (big and clear!), 3. Colorful symbols or pictures. Make it persuasive!
2. Presentation Prep (7 mins):
T: Prepare a 1-minute group presentation. Everyone must speak a little. Practice:
“Our goal is to….”
“Our first rule is… We think this is important because…”
“Please vote for our rules!”
Step 5: Phase 4 – Present, Vote & Reflect (15 minutes)
1. Gallery Walk & Presentations (10 mins):
Groups display posters on walls. T: Do a ‘gallery walk’ to see all posters for 2 minutes.
Each group presents (strict 1-minute timer). Class listens.
2. Vote & Celebrate (3 mins):
Students vote for “Most Positive Rules” and “Clearest Poster” by secret ballot or show of hands. Announce “winners” with applause.
3. Reflecting Discussion (2 mins):
T: Look at all these great ideas. What’s one rule from ANY poster that you promise to try your best to follow Turn and tell your partner. (Brief whole-class share).
Step 6: Conclusion & Homework (2 minutes)
Summary:
T: Fantastic work! You didn’t just learn about rules—you created them. Great communities are built on agreed-upon rules, just like we did today.
Homework:
1. Individual Commitment: On a small card, write: “I will help our class [YOUR GROUP’S GOAL] by following this rule: ____________.” Decorate it and bring it tomorrow to display.
2. Teacher’s Note: Collect the final posters. They can be displayed as the official “Class Rules” after synthesizing ideas from all groups.
Ⅴ. Assessment
Process Assessment (Teacher): Observes group dynamics, use of target language during discussions, and effort in poster creation.
Product Assessment (Rubric-based): Evaluates posters and presentations on:
· Content & Language: Are rules clear and grammatically correct
· Persuasion: Is the link between rules and the goal explained
· Collaboration: Did all members contribute
Peer & Self-Assessment: “Gallery Walk” feedback and the “Individual Commitment” card promote personal reflection.
Ⅵ. Blackboard Design
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Unit 2 Project: Make OUR Class Rules
Our Mission:
Goal → Rules → Poster → Persuade!
Language Toolbox:
- To set a rule: We must/have to... / We can't/mustn't...
- To explain why: ...because it helps us [goal].
- To persuade: This rule will make our class [adjective]!
Presentation Steps:
1. State your GOAL.
2. Show each RULE. Say WHY.
3. Ask for VOTES!
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Ⅶ. Teaching Reflection (Post-Lesson)
Project Flow: Did the phased structure (Goal → Brainstorm → Create → Present) provide clear guidance Was the time allocation for each phase realistic
Student Ownership: Did the activity foster genuine discussion and decision-making, or did some students dominate How can I ensure more equitable participation next time
Language Output vs. Creative Focus: Did students prioritize language accuracy in their rules and justifications, or was the focus primarily on the artistic design How can I better balance this
From Project to Practice: How can I leverage the outcomes of this project (posters, commitment cards) to genuinely influence classroom culture and behavior in the following weeks

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