Point of Entry Model s1

POINT OF ENTRY MODEL

Unit: PBIS School Wide Protocols

Subject Area: Advisory

Learning Standards:

Topic: Behavior

Lesson: Playground

Aim: “How do we S.O.A.R. in the playground 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 playground behaviors / fair play. 5. Appraise effectiveness of strategies Materials Chart paper, Individual copies of Matrix, self- reflection chart “What Works for Me?”, “Playground” Worksheet / Template, “Double Dutch” worksheet, Tableau Skit worksheet, overhead blueprint of playground 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 students to have on the playground?”  Introduce/Review MATRIX for Playground  Ask: “What might it look like, sound like to S.O.A.R. on the playground?” (Teacher charts responses)

Teacher models what to do: 1. Safe: Show an example of staying in designated / allowed areas, using equipment properly, running in permitted areas, “no contact” play. 2. Organized: Show an example of having a “Game Plan”, picking teams, lining up quickly when asked / whistle is blown. 3. Accountable: Show an example of following directions, stop play / hold ball at whistle, making good choices, being a good sport. 4. Respectful: Show examples of sharing equipment, taking turns, playing cooperatively, including others and using accountable language.

Teacher models what not to do: 1. Unsafe: Show examples of playing in “off-limits” areas, misusing equipment, running without looking, unsafe ballgames and high contact play. 2. Unorganized: Show examples of having no game plan, no teams, milling around, no lines, equipment left out. 3. Unaccountable: Show examples of not following directions, continuing to play after whistle, making poor choices, bad sportsmanship. 4. Disrespectful: Show examples of disrespectful behavior, cursing, poor sports, uncooperative play

* Model WHAT TO DO with student interactions. Model a second time with volunteers to ensure clarity and engagement. Whole Class  Have all students look at overhead blueprint Sharing  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. on the playground?”  Record ideas for next session.

Small/Group 1) Playground Plaque: using the matrix as a guide, Work options students develop a list of rules, using positive language that will be turned into signage for the new playground. 2) Double Dutch chant/ step: using the language of the matrix (positive) for playground, students are asked to create lyrics that tout the theme of “fair play” and “S.O.A.R.I.N.G.” at E.S.M.T. I.S. 190. 3) Tableau: Students create skit and perform “freeze” and “unfreeze” about sharing, accountable language, and fair play.

Independent Students work individually to complete a self monitoring / Work reflective journal T-Chart.

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  UNFINISHED Extensions and Differentiation