Work Spaces: Office, Library, Classroom

Transcription

1 Empire Gardens Elementary School Behavior Expectations LESSON PLAN LOGISTICS Schoolwide behavior expectations: Dragon Code: Be Kind, Be Responsible, Be Safe Instructional location: Expectations being taught: Timeframe to teach: Work Spaces: Office, Library, Classroom Be Kind, Be Responsible, Be Safe 20 minutes Teaching date: March Who will teach: Students attending: Lesson Reinforcement / Rewards Planned: Session 1: Sanchez, Cobb; Session 2: Cortez, Barron Session 1: 2-5 Session 2: K-1/2 During Lesson: Teachers catch and recognize positive behavior verbally and with Dragon Dollars. There should be a 4:1 ratio of recognizing positive behavior to redirecting misbehavior: Active participation Raising hand for questions Sitting/standing quietly Active listening Keeping hands, feet and objects to self Following Directions Walking Sentence examples to use: I like the way that you re being safe by keeping your hands to yourself. You re being kind by keeping your

2 personal space. Could you please show me how to (desired behavior)? Thank you for being a good example. I can tell that some of you are excited to share your ideas about working well in (station name), could you please raise your hand so I can see who would like to talk? At end of lesson: Teachers choose Option A, Option B, or Option C from Teacher Follow-up Activities below. Behaviors that demonstrate the expectations in this location Be Kind Use kind words and tones. Be Responsible Respect school and personal property. Be Safe Keep hands, feet and objects to self. walk LESSON PLAN BEHAVIOR EXPECTATION LOCATION: Work spaces: office, library, classroom OBJECTIVE: Empire Gardens students will follow the Dragon Code by being Kind, Responsible, and Safe when using the work spaces. BRAINSTORM AND DISCUSS: What kind of behavior is appropriate to use in the work spaces? When is the best time to use the work spaces? USE POSTERS OF RULES WITH A PICTURE AS A VISUAL CUE THROUGHOUT THE LESSON. REFER TO WORK SPACES AREA MATRIX (WILL BE POSTED YEAR-ROUND).

3 TEACH: Explain what appropriate behavior looks like in the work spaces. Directly align each behavior to the listed behaviors above. Also explain the importance of this behavior. Before teaching, prep the poster by hiding the rules with Jeopardy covers. Make sure to leave the 3 behavior expectations visible (Be Kind, Be Responsible, Be Safe). What does it look like to Be Kind when in the work spaces? Use kind words and tones: Teacher Role-Play (Positive examples): I m in the office, library, or a classroom and I have a question. I am going to say ask my question in a kind tone. A kind tone is a nice way of saying something. I say Can I please have a pencil? (say this in a kind tone). I am smiling and speaking softly. Students Practice: Students practice raising their hands and using kind words by brainstorming some examples of kind words. Students practice using kind tones by saying the sentence I have a question normally, in a whiny way, in an angry way, in a loud way, and in a kind way. A few students practice walking into the office and asking the office staff a question such as Can I borrow a pencil? using kind words and tones. Teacher Role-Play (Non-examples): Making noises that disrupt others student s learning, not using manners, using harsh tones, talking over others while they are speaking, and yelling out. Debrief the role-play. What worked? What didn t work? What would have been an appropriate way to behave? What does it look like to Be Responsible when in the work spaces? Respect school and personal property. Teacher Role-Play (Positive examples): I am in the office, library, or my classroom and I am reading a book. I know that I need to take care of the book because other students in the school also use the books and we need to keep them nice. I am holding the book, reading it, and making sure I take good care of it. I am also only using materials that I am allowed to use. I am using my own materials that I bring from home or materials that the teacher allows us to use. This helps keep all the materials nice for the many students who use them. Students Practice: (1) Student s demonstrate using their green book marker to reserve the spot of a book on a library shelf. While looking at their selected book, the student s either stand, or find a seat to gently hold a book and change the pages. Then one student decides to check out the book and walks to the check out line. This student will stand quietly and wait patiently for the librarian. (Ask, what if student were in the office, looking for help, would it be any different from waiting patiently and quietly for assistance?) (2) The other will demonstrate what to do if he/she decides that the book isn t for

4 him/her and will return it to its original spot, removing the book marker, and walking to a new area. (3) Have a student borrow a stapler from the office (or pretend it is the office) and prompt the class that the student is now finished using the stapler. The student will either return the stapler to the office or pretend (at the librarian s desk) to return the stapler to it s original place or to the attending adult. Teacher Role-Play (Non-examples): Touching other students, using particular materials at inappropriate times, touching materials that do not belong to you, putting your body in other people s personal space, bringing inappropriate materials to school, not returning materials that belong in other places, damaging materials that do not belong to you. Debrief the role-play. What worked? What didn t work? What would have been an appropriate way to behave? What does it look like to Be Safe when in the work spaces? Keep hands, feet and objects to self. Walk Teacher Role-Play (Positive examples): I am going into the office, the library, or my classroom, so I am walking quietly into the area. The entire time that I am walking into and inside the work space, I am keeping my hands and feet close to my body and holding my objects carefully. In the library, I am keeping my books and green book markers to myself. In the classroom, I am keeping my pencils, erasers, and other materials to myself. In all areas, I am keeping my hands and feet to myself. This helps me keep myself and others safe when in the work spaces. Students Practice: A few students model walking into the library and around the library shelves. (Propose the question: How would this be any different if you were walking in the office or the classroom?) Because the library is a community room during and after school, sometimes students have belongings, such as their backpacks with them. Use a couple students to demonstrate walking through the library with backpacks on, without swinging their bags and quietly talking to one another. Teacher Role-Play (Non-examples): Running or non-walking (jogging, skipping, crawling) in work space areas, touching and/ or pushing (hitting, kicking, etc) others, not looking forward as you walk, using materials appropriately (throwing materials or walking while scissors are open, etc), not pushing in chairs, kick open doors (teaching: consideration of others walking outside of door area), Debrief the role-play. What worked? What didn t work? What would have been an appropriate way to behave?

5 CHECK FOR UNDERSTANDING (END OF LESSON) Hide the rules on the poster, but keep the three expectations visible. Have a verbal jeopardy quiz for identifying what Be Kind, Be Responsible, and Be Safe. Start with Be Kind. Ask students what it means to Be Kind in the work spaces. As the students answer correctly, uncover that section of the matrix and give the students a positive reinforcement (Dragon Dollar). Do the same for Be Responsible and Be Safe. Review with the class why it is important use kind words and tones, respect school and personal property, keep hands, feet and objects to yourself, and walk in the work spaces. TEACHER FOLLOW-UP (TEACHER MUCH CHOOSE ONE TO BE COMPLETED BY FRIDAY ASSEMBLY) Option A: Everyday fill out cloze sentence frames about the different behaviors in the classroom before the Friday assembly. Option B: Make a KWL chart on Monday before the first session. On Friday morning, before the assembly, fill out the what I ve learned section. Option C: Draw a picture, write a summary, or a combination of both of the lesson learned for the day. RETEACHING/BOOSTER LESSON IDEAS Have students write a paragraph about what it looks like to follor the Dragon Code in the work spaces. Have students create a class book to show their understanding of what it means to follow the Dragon Code in the work spaces. Students can be assigned or choose an area in the Work Spaces Matrix to draw a picture or write a summary of the procedures. The book should cumulatively have a Be Kind, Be Safe, and Be Responsible section. In the end, classes tentatively could have a 4 series classroom set. This could be used as both a writing exercise and review. Have circle time with students to discuss what positive behaviors they ve seen in the work spaces and what they still need to do to improve. Review Jeopardy game. Borrow the poster and the Jeopardy covers for each area. Have the class give themselves a grade on how they perceive they are behaving in the work spaces over the week. Make a class rubric on a scale of 1-4 with the rules and expectations. Have students self-grade

6 their own behavior and class behavior, and talk about how to improve their score for the next day. Review this before recess and lunch. *Make sure not to use specific stories or student names when reviewing.*