Point of Entry Model

POINT OF ENTRY MODEL

Unit: PBIS School Wide Protocols

Subject Area: Advisory

Learning Standards:

Topic: Behavior

Lesson: Gymnasium

Aim: “How do we S.O.A.R. in the gymnasium of I.S. 190?”

Students work towards utilizing school wide protocols and behavioral norms that are introduced Focus through direct instruction. These protocols are to be modeled continuously, rewarded appropriately, and re-taught when necessary. Students will: 1. Define the characteristics of S.O.A.R. Objectives 2. Vocalize personal/class responsibilities 3. Discuss connections of prior knowledge 4. [Assess personal comprehension of gymnasium behaviors and protocol 5. Appraise effectiveness of strategies Materials Chart paper, individual copies of the matrix, 3-2-1 template, Fair play chant graphic organizer, poster board, pens/markers, images of mascot, construction paper, list graphic organizer Lesson Component Activity

 Tap student prior knowledge by asking, “Who can tell Interactive me what they know about playing sports? What types Mini-lesson of behaviors would you expect professional athletes to be exhibiting in a sports arena?  Introduce/Review MATRIX for Gymnasium  Ask: “What might it look like, sound like to S.O.A.R. in the gym? (Teacher charts responses)

Teacher models what to do: 1. Safe: what being aware of surroundings and other athletes in the gymnasium looks like. Model holding the ball/ stopping play at first whistle. Using changing room / bathroom when directed. 2. Organized: entering and heading straight to assigned spot, and demonstrating the ready position (ASK LOPEZ). Model placing bags and coats in designated areas. 3. Accountable: model being positive, saying please and thank you, fair play, honesty, being a good sport. Provide situational examples of professional athletes. 4. Respectful: show examples of respecting school property and equipment (putting it back where you found it, etc.), respecting yourself and others. Demonstrate what it is to listen to adult directions and to use school-appropriate language.

Teacher models what not to do: 1. Safe: reckless behavior. Ignoring whistle. Not following bathroom/changing room rules. 2. Organized: enter chaotically, ignore assigned spot, throw coats and bags in undesignated areas. Not utilizing ready position. 3. Accountable: dishonesty, being a bad sport, playing unfairly. 4. Respectful: disrespecting school equipment, disrespect towards others, not listening to adults’ directions, using inappropriate / “street” language. Whole Class  Have all students demonstrate appropriate line up Sharing procedure, ready position, utilizing designated coat and bag area, and following the changing room / bathroom protocols.  Have individuals share ideas about the effectiveness of this protocol, and how and when it can be used or improved (chart ideas).  Debrief students. Ask “Are there any questions about how you S.O.A.R. in the gym?”  Record ideas for next session.

Small/Group 1) Design a class fair play chant / call & response: Work options focus on accountability and respect 2) Design a “how-to” list for sports equipment and/or designated areas (coats & bags area, changing room, water fountain, lining up, coach’s office, nurse’s station): focus on organization and safety 3) Create a poster: depict the Eagle demonstrating matrix-aligned behaviors

Independent 3-2-1: students will write in their notebooks 3 things learned, 2 Work questions they still have, 1 favorite part.

The idea behind modeling and teaching the protocols used in the school-wide MATRIX is to Summary empower each student by giving him or her the tools that they will need to find both academic and social/emotional success in E.S.M.T. I.S. 190. The exercises require the participant to reflect on how they are processing the behavioral expectations. Every student is required to synthesize and apply their learning by making a contribution to the school through the creation of an artifact that serves as a reference to all those who may join our learning community. Evaluation And  Teacher observation of students’ use of school wide Assessment MATRIX and successful participation protocols.  Students’ abilities to choose an extension activity of interest and participate successfully within the parameters of the assignment.  The earning of “Scholar Dollars” for each successful action within the process.

Homework  See LOPEZ Extensions and Differentiation

I.S. 190 Name: ______Class: ______Date: ______3-2-1 S.O.A.R.ing: Gymnasium

Directions: Reflect on today’s lesson. Keeping in mind what you’ve learned about the behavior expectations within the gymnasium, please complete the following chart.

3 – (3 things I learned are…) 1)

2 – (2 questions I still have are..)

1 – (1 favorite area of the matrix and why)

1) I.S. 190 Name: ______Class: ______Date: ______“Fair Play” chant graphic organizer: Gymnasium

Directions: Within your small group, assign the role of recorder, time manager, leader, and researcher. ALL MEMBERS are responsible for completing assignment and handing in a completed worksheet. As a group, come up with a 4-line chant that demonstrates what it is to be accountable and respectful in the gymnasium. *** Remember – this is YOUR school, so take pride and make it fun!

Word Bank: Fair play Sportsmanship Honesty

Integrity Respect Listening

Dependability Team Whistle

Mr. Lopez Court Pride

I.S. 190 Name: ______Class: ______Date: ______“How to” List graphic organizer: Gymnasium

Directions: Within your small group, assign the role of recorder, time manager, leader, and researcher. ALL MEMBERS are responsible for completing assignment and handing in a completed worksheet. As a group, come up with a list of what TO DO in each of the following areas. *** Remember – this is YOUR school, so take pride and make it fun!

1. Changing room / bathroom: - - -

2. Coats and bags area: - - -

3. Sports equipment / Nurse’s station / Mr. Lopez’s office:

4. Water fountain: