Hammond Middle School
PRIDE- 8h Grade Lessons
P-Prepared to learn R-Responsible for actions I- pursue Integrity
D-Directions followed E- Earn and Give Respect
Objective: Direct teaching of PRIDE and other related social skills necessary for successful implementation.
Target Group: The entire student population
Strategy: During the first week of school, PRIDE and its five components will be introduced in 10-20 minute mini-lessons.
Lesson One: School Assembly in Gym
Day: Monday, August 27h
Time: TBA
A. Administration with present the PRIDE program to students.
Lesson Two: Review of PRIDE
Day: Monday, August 27h
Time: A2
A Review PRIDE to the students. Review each key term: Prepared, Responsible, Integrity, Directions followed, Earned and give respect.
B. Review yellow poster. Explain how the entire school has PRIDE.
C. Review PRIDE slips. Discuss possible team/class rewards (use overhead). Have students come up with ideas for rewards (classroom, grade, and school).
D. Discuss Levels and review MIR Slips (use overhead)
All teachers will refer to PRIDE throughout the day.
Lesson Three: Skits
Day: Tuesday, August 28th
Time: B2
A. Students will translate their knowledge of PRIDE in the form of a group skit B. Ask the students the following questions and have them respond with thumbs up or down.
· I leave my agenda book in my bedroom or locker for two days in a row. Am I responsible?
· My teacher asks me to write down my homework in my agenda book? I start talking to a friend. Am I following directions?
· The teacher calls my name and I say “What do you want?” in a nasty tone, am I disrespectful?
· I see a student drop his pencil in the hallway. I decide to keep it. Am I showing integrity?
· I’m in class and I know I did my homework but I take 10-minutes looking in my binder and still can’t find it. Am I ready?
D. Separate students into groups.
E. Ask each group to develop a skit that describes how they were prepared, responsible, showed integrity, followed directions, and earned and gave respect as a student last school year. The students may use one of the following settings; entering the school building, in the classroom, in the hallway, cafeteria, gym, etc.
F. Select individual groups to share their skits in the front of the class and allow the groups to explain their motivation for the skit.
G. Ask students why having PRIDE is important and how they intend to meet the expectations.
All teachers will refer to PRIDE throughout the day.
Lesson Four: Filling in the Matrix
Day: Wednesday, August 29th
Time: A3
A. Ask the students to work in groups of three of four.
B. Explain to the class that each group is going to complete the blank matrix by writing an example for each letter of PRIDE in all areas.
C. Give students 10-15 minutes to complete matrix
D. Share matrixes with class.
All teachers will refer to PRIDE throughout the day.
Lesson Four: Creative expressions of PRIDE
Day: Thursday, August 30th
Time: B4
A. Have students create PRIDE posters, Poems, Advertisements, or song for PRIDE.
B. Ask students to decorate the hallways or school with their creations or display posters in your classroom.
All teachers will refer to PRIDE throughout the day.