Create a Lesson Plan for EACH Expectation (3-5 separate Lesson Plans):See Attachment in Brainshark for Expectations Lesson Plan SAMPLE)

Expectation Lesson Plan

Expectation 1: Be Respectful

DefinitionStudents will use appropriate language around peers and adults. They will use kind words to solve conflicts in multiple scenarios.

Rationale for having the ExpectationIt is important to be respectful to your peers and adults in school. Using words or actions to harass, tease or bully another student is inappropriate because such words and actions can hurt others. Using good manners and appropriate language promote positive social skills and relationships. Promoting respect can ensure positive interactions in school and enhance the learning environment.

Positive Examples: “Looks Like” Non-examplesEXAMPLE: Wiping down the table after eating Leaving garbage on the tableFollowing direction by listening to any staff members instructions the first time Pushing/shoving

Asking an adult (on duty) to help when a conflict can’t be resolved “Can you help me with a problem, please?” Screaming/Yelling

Talk in a respectful manner Using unkind words (i.e., cursing, calling people names such as “stupid, idiot)

Keeping hands and feet to self (stay in your own physical space) Getting into a person’s physical space

Resources used to teach this Lesson Plan (2-3 resources with specific websites, curriculum, programs, etc.):CHAMPS, PAX, LEAPS

Specific steps of Lesson Plan (3-5 sentences. Include lesson format, activities, and details to replicate):Have several teachers in costume dressed as Aretha with microphones lip-synch RESPECT by Aretha Franklin.

Note: (The more you make this a fun experience, the more the students will “buy in”.)Tell the audience that the school has a new discipline policy. Give the students the 3 behavioral expectations that adopted. Tell them that today you are focusing on Be Respectful. Tell them you are going to help them see what respect looks like in all areas of the school.

At this time, have a teacher come in dressed like a spy (trench coat, hat, sunglasses) carrying a briefcase. They will say: “My mission and I choose to accept it, is to catch you….being good.” All of the staff at Dillard have accepted this mission. We will be out in the halls looking for students who are exhibiting the appropriate behaviors. If we catch you, you will be rewarded. “There are spies everywhere.” (At this point have all staff take out a pair of sunglasses and put them on and point at someone who is sitting nicely.)

InputShow on the large screen the part of the matrix for Be Respectful. Go over what it looks like in each of the areas that you have on your matrix.

ModelingTeachers do a respect skit to model appropriate behavior.

Guided PracticeCall several students out of the audience to show respect. Have them show it the wrong way and then the right way. You can give them scenarios (You are in the bathroom and you see that one of your friends is getting ready to write a joke on the bathroom stall. What could you do? A) find him a bigger pen, B) get him a dictionary so he spells the words correctly, or C) ask him not to do it out of

respect for the building.

Checking for UnderstandingMake a PowerPoint Quiz to show the students: Ask them questions about what respect looks like in different areas: Example: Is it respectful to throw litter on the school grounds?

Independent PracticeThe key to this is to make sure every staff member is out there catching students being good. Make sure in the beginning to tell them exactly how they are showing respect.Students create artwork that can be put up around the school on what respect looks like, or poems, songs, stories etc. Let them be creative. Displays will serve as constant reminders.Once a week, it would be fun to play Aretha Franklin’s song as the students are coming into school or leaving school.

Follow up Classroom LessonFocus: Ask the students why people take off their hats at ball games when the star spangled banner is played. Hopefully, you will elicit the response that it is out of respect for the flag. You can go into a short discussion about why we choose to show respect for the American flag.Objective: The objective of this lesson is to further identify what respect means at school and in classroom.Input: Display matrix. Go over the matrix with the students for the respectful section- not the whole matrix.Modeling: Give examples of how you (the teacher) show respect at home, in the teacher’s lounge, at the grocery store, etc. Make this personal so they can see that adults use respect. Then ask the students how they think you respect them. Talk to them about you respect them by spending your summers planning lessons, shopping for items to make the room pretty, taking time to grade their papers, etc. Ask one of them to be the teacher for a moment. Ask them to teach something that you know they will be able to teach the class. While they are teaching, you will take a seat as a student and then “be obnoxious”. (raise your hand but blurt out the answers without waiting to be called on, run up to the board and write the answer on the board etc.- or choose the one thing that drives you crazy that students do in the classroom). Then, stop the class and ask them if they’ve ever been in a class where someone acted like that. Ask them to model the correct behavior. Choose another student to be the teacher and then have another student model the correct way to answer the questions etc.Guided Practice:

a. Take your class out in the hallway and ask two students to show you non-respect and respect in the hallway.b. Take your class to the bathroom and (don’t go in) but have two students give scenarios of not showing respect in

the bathroom and showing respect in the bathroom. (always give the positive last so it is fresh in their mind)c. Take your class to the lunchroom, office, media, etc. discuss all of the places on your matrix with non-examples and

proper examples.Checking for Understanding: Give your class a quick quiz (oral) on the right and wrong way to show respect. You can ask them to show you thumb up, thumbs down when you give scenarios etc.Closure: Have them write down a short paragraph about what they learned and how they will carry that over to home and community.Provide Opportunities for PracticeMake a poster that highlights being respectful in a creative way.With a peer, students are asked to come up with their own scenario. Student groups will act out appropriate, respectful behavior for their scenario. Teacher and other students will provide feedback to peer groups.Weekly scenariosPublicly recognizing students who display respectful behaviorTeacher regularly model respectful behavior.Lesson Plan Dates & Times (also document in teacher lesson plans AND master calendar - minimum of 4 dates)1. 09/28/16 @ 9:00 am2. 11/09/16 @ 9:00 am3. 02/08/16 @ 9:00 am4. 04/18/16 @ 9:00 am

Who is responsible for teaching the Lesson Plan?Behavior Specialist, Behavior Technician, Guidance Counselor, Assistant Principal

Expectation Lesson Plan

Expectation 2: Be Safe

DefinitionStudents will use appropriate language around peers and adults. They will use kind words to solve conflicts in multiple scenarios.Rationale for having the ExpectationIt is important to be respectful to your peers and adults in school. Using words or actions to harass, tease or bully another student is inappropriate because such words and actions can hurt others. Using good manners and appropriate language promote positive social skills and relationships. Promoting respect can ensure positive interactions in school and enhance the learning environment.

Positive Examples: “Looks Like” Non-examplesEXAMPLE: Wiping down the table after eating Leaving garbage on the tableFollowing direction by listening to any staff members instructions the first time Pushing/shoving

Asking an adult (on duty) to help when a conflict can’t be resolved “Can you help me with a problem, please?” Screaming/Yelling

Talk in a respectful manner Using unkind words (i.e., cursing, calling people names such as “stupid, idiot)

Keeping hands and feet to self (stay in your own physical space) Getting into a person’s physical space

Resources used to teach this Lesson Plan (specific websites, curriculum, programs, etc.):CHAMPS, PAX, LEAPShttps://www.powtoon.com/online-presentation/csdQeWt2KSz/be-safe-pbis/?mode=movie#/Specific steps of Lesson Plan (Include lesson format, activities, and details to replicate):Tell students: “I am going to read a statement, if you agree, put thumbs up, if you disagree put thumbs down.”“It is important for kids to take responsibility for their unsafe behavior when accidents occur.”“Kids play fighting never get hurt.”“Most kids running in the hallway are not trying to hurt them self or others.”Discuss why students agree or disagree with the statements.

Tell students: “Students do get hurt when other students are running. Even if it is an accident, you are responsible for your behavior”

Show Be Safe video link.Ask students: “Why is it important that our behaviors keep us safe and others safe?”Put students in groups of two.Handout: “Safe or Not Safe” (one per pair)Review directions on handout with students. Give students 8 minutes to complete.Share and discuss as whole class.

1. Ask students: “What is one thing you want to remember about being safe at Dillard.2. Tell students to share with a partner.

Ask volunteers to share with the class.Lesson Plan Dates & Times (also document in teacher lesson plans AND master calendar - minimum of 4 dates)1. 09/28/16 @ 9:00 am2. 11/09/16 @ 9:00 am3. 02/08/16 @ 9:00 am4. 04/18/16 @ 9:00 am

Who is responsible for teaching the Lesson Plan?Behavior Specialist, Behavior Technician, Guidance Counselor, Assistant Principal

Handout

SAFETYDirections:

1. With a partner write down examples of how you can be safe in each of the listed areas or situations.2. With your group share your ideas about what it means to be safe in school.3. Record new suggestions on your chart.4. As a group, share your top five with the class.

HOW TO BE SAFE OR SAFE BEHAVIORS

CAFETERIA

SPECIALS

CLASSROOM

ARRIVAL/ DISMISSAL

RECESS

FIRE DRILL

RESTROOMS

HALLWAY

FIELD TRIP

ASSEMBLY

Expectations Lesson Plan

Expectation 2: Be A Good Listener

DefinitionTo pay attention or make an effort to hear something.

Rationale for having the ExpectationWhy would a student need to know this skill? In what school settings would a student need this skill? Also make connections to life beyond school, i.e., the workplace, home, higher education, etc.

Positive Examples: “Looks Like” Non-examplesEXAMPLE: Wiping down the table after eating Leaving garbage on the tableFollowing direction by listening to any staff members instructions the first time Pushing/shoving

Asking an adult (on duty) to help when a conflict can’t be resolved “Can you help me with a problem, please?” Screaming/Yelling

Talk in a respectful manner Using unkind words (i.e., cursing, calling people names such as “stupid, idiot)

Keeping hands and feet to self (stay in your own physical space) Getting into a person’s physical space

Resources used to teach this Lesson Plan (specific websites, curriculum, programs, etc.):CHAMPS, PAX, LEAPSDiagram of a Listener HandoutSpecific steps of Lesson Plan (Include lesson format, activities, and details to replicate):What is the skill?Choose 1 of the following to introduce the skill.•State the skill: Listen attentively•Quote: “Be a good listener, your ears will never get you in trouble.”– Frank Tyger•Read a piece of literature, picture book, social story, fiction, an excerpt from a novel or an article:Dealing With Someone Who Won’t Listen, by Lisa K. Adams

Activity:1. Telephone –Be sure to stop after every so many students to check that the message iscorrect. We do not want students practicing the “wrong” listening skills.2. Truth, Truth, Lie- Tell 2 things that are the truth about yourself, and one thing that is a lie. Students try to guess which thing is the truth.3. Think, Pair, Share – During an academic subject, have students think about a concept, partner up and share their thinking with a partner. Have the partner repeat back what they heard while listening. For example: “I heard you say that Lebron James is the best player in the NBA.”

•Discussion: “Why would it be important to have good listening skills? What are some situations wherelistening is very important? How would listening be helpful in these situations?”•Tie listening attentively to your school expectations.

Discuss Skill Steps– Using the list of skill steps above, quickly review the behavioral expectation for appropriately listening attentively.

•Being a good listener means we:1) have eyes on speaker

2) have our voice off3) have hands and feet still4) listen to all information

SHOWTeacher models both examples and non-examples

Scenarios (modeled by teacher)Read the scenarios below and have students give a thumbs up if it is a good example, thumb sideways if it is almost there, and a thumbs down if it is a non-example of listening attentively. Whenever possible teachers can/should make a connection to other curricular areas such as ties to a character from literature, current events, famous quotations, or to a content area.

•Kayla is making silly faces at her classmate who is working on an assignment.•Aaron is talking to a friend who is listening to directions.•The recess signal is given. All the students stop playing 4-square and turn to theteacher to listen for instructions.•Julie is waving her hand to answer a question, while saying “Ooh, ooh.”•While the teacher is giving instructions for assignment, Mohamed walks across the room to sharpen his pencil.•Hannah is sitting cross-cross, hands in her lap and eyes on the speaker during the assembly.

Review and Practice Throughout the WeekListening Games:•Progressive story - each student adds a sentence (or word if lower grades) tocreate a story•Twenty Questions•I Spy•I Packed A Bag – each student repeats in order each item packed, then adds an item to the bag on their turn.•The Name Game – using alliteration, each person adds an adjective + their name, (Ex. Rambunctious Ruth). Go around the circle stating previous names.•Simon Says– one student is Simon and states actions for other students to take, starting with “Simon Says”. Simon should state one action without saying “Simon Says” and whoever completes the action is “out”.Lesson Plan Dates & Times (also document in teacher lesson plans AND master calendar - minimum of 4 dates)1. 09/28/16 @ 9:00 am2. 11/09/16 @ 9:00 am3. 02/08/16 @ 9:00 am4. 04/18/16 @ 9:00 am

Who is responsible for teaching the Lesson Plan?Behavior Specialist, Behavior Technician, Guidance Counselor, Assistant Principal