See Attachment in Brainshark for Expectations Lesson Plan SAMPLE) s2

; 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 to Yourself and Others

Definition Treat others the way you want to be treated Rationale for having the Expectation When we respect ourselves, we can focus on our education instead of focusing on resolving conflicts. Positive Examples: “Looks Like” Non-examples EXAMPLE: Wiping down the table after eating Leaving garbage on the table

Following an adult’s directions the first time given Being defiant and argumentative Use positive words when communicating with Using profanity others Putting your best effort into your school work Neglecting your school work Resources used to teach this Lesson Plan (2-3 resources with specific websites, curriculum, programs, etc.): Children’s Literature – Chrysanthemum by Kevin Henkes Discovery Education – What’s Respect? Respecting Rules

Specific steps of Lesson Plan (3-5 sentences. Include lesson format, activities, and details to replicate):

 Students discuss characters that are disrespectful and respectful.  Teacher guides students as they complete a RESPECT/DISRESPECT chart.  Students turn and talk to a partner to discuss other ways to show respect.

Lesson Plan Dates & Times (also document in teacher lesson plans AND master calendar - minimum of 4 dates) 1. August 22 – 26, 2016 2. November 28 – December 2, 2016 3. January 9 – 12, 2017 4. April 17 – 21, 2017 Who is responsible for teaching the Lesson Plan?

Classroom teachers PK – 5; Specials Teachers; Resource Teachers Expectations Lesson Plan

Expectation 2: Transition Safely

Definition Moving from once campus location to another by walking and keeping our hands to ourselves.

Rationale for having the Expectation It is important to walk in a respectful, orderly and responsible manner. Walking responsibly keeps us from injuring others and ourselves. Positive Examples: “Looks Like” Non-examples EXAMPLE: Wiping down the table after eating Leaving garbage on the table

Walk on the RIGHT side of the hallway Running in hallways; placing yourself and other in danger Go directly to your destination without making Roaming around on campus and disrupting the learning any stops environment. Keep hands and feet to self Banging on walls, doors and touching other students Resources used to teach this Lesson Plan (specific websites, curriculum, programs, etc.): Children’s Literature – David Goes to School by David Shannon

Specific steps of Lesson Plan (Include lesson format, activities, and details to replicate):  Read Aloud – David Goes to School by David Shannon  Teacher guides students to complete a chart of Examples/Non Examples.  Discuss the expectations for walking safely at Lloyd Estates Elementary  Students turn & talk to a partner and discuss “why” it is important to walk safely on campus  Teacher uses questioning to check for understanding  Students model walking safely on campus

Expectation 3: Be Responsible

Definition Coming to school on time, dressed in uniform, with a positive attitude, ready to work and doing one’s best.

Rationale for having the Expectation It is important to be responsible and have a positive attitude in school. Participating and trying your best in class is important to be a responsible student. Positive Examples: “Looks Like” Non-examples EXAMPLE: Wiping down the table after eating Leaving garbage on the table Being a class clown or a disruption to the learning Participating in class environment Focusing on one’s work Refusing to complete one’s school work

Asking questions in class Not participating in learning activities Resources used to teach this Lesson Plan (specific websites, curriculum, programs, etc.): Copies of various scenarios needed for discussion. The scenarios represent actual situations and incidents from Lloyd Estates Elementary.

Specific steps of Lesson Plan (Include lesson format, activities, and details to replicate):  Teacher models and reads the various scenarios.  After each scenario, student use their response cards to categorize the behavior as responsible or irresponsible.  Students examine the irresponsible behaviors and explain how the behavior could be improved.  Students write a scenario about a student behaving responsibly and share out.