Expectation: I Can CONTROL (Body, Voice and Imagination)

Expectation: I Can CONTROL (Body, Voice and Imagination)

Teaching Expectations

Lesson Plan

Expectation: I can CONTROL (body, voice and imagination)

Definition
I can control my body, voice and imagination in order to help maintain a safe learning environment.
Rationale for having the Expectation
Every child must experience a sense of safety for optimal learning. Our expectation will allow students to recognize their misbehaviors and focus on their actions and outcomes. Students will learn the combined tools to help self regulate.
Positive Examples: “Looks Like” / Non-examples
Cooperating and playing fairly / Pushing, fighting, and arguing with peers
Using kind words and expressions / Using profanity and loud voices
Completing assignments / Off task behaviors (tapping pencil on desk, heads down on desk, daydreaming)
Calming self talk / Verbal Aggression (yelling to gain attention)
What resources (websites, curriculum, programs, etc.) will you use to teach this Lesson Plan?
Adopted lessons/strategies from Conscious Discipline and Focus 5.
-See Creating the Social Family book (Chapter 12 – Time Machine)
Conflict Resolution Time Machine Mat
Students will participate in the Time Machine activity, which will help students learn to assertively handle verbal aggression (name-calling, teasing) and physical aggression (pushing, grapping) through role-play that changes hurtful interactions into helpful behaviors. Students will learn how to empower victims and aggressors to learn new skills.
  1. Teachers will formulate students into pairs
  2. Teacher instruct students to walk on the mat as the teacher provides coaching of how to ask for positive actions
  3. Students will take turns role-playing a conflict they have experienced. (See page 257 for the five-step process.)
  4. Extended Learning Opportunity: Students will draft their experiences within their journals and interactive notebook.

Behavior Lesson Plan is documented in classroom plans AND Master Plan
Administration will present and model the lesson plan expectation during preplanning. Teachers will work with grade level teams to create their own time machine and additional posters/lessons for the school year. Teachers will place lessons plans within their first week of school lesson plan agenda. Teachers must designate the first 15 minutes of class meeting time to engage in the activities above.
Instruction Implemented by:
Classroom/Special Teachers

Teaching Expectations

Lesson Plan

Expectation: I can CONCENTRATE (Focus, Engage, Persist)

Definition
I can concentrate on the task at hand and pay attention.
Rationale for having the Expectation
Concentration, like a muscle, does not grow strong if its not exercisedconsistently. This will benefit students by reinforcing concentration as a skill that can be developed. In addition, students will acquire the ability to harness and stabilize group energy, establish a vocabulary for focus, and increase their intrapersonal intelligence. Ultimately, the goal is for students to establish internal patterns for their daily schedules.
Positive Examples: “Looks Like” / Non-examples
Staying on Task (completing assignments) / Sleeping on Assignment
Using supplies appropriately / Drawing on the desk
Accountable Talk / Talking about irrelevant topics
Working hard to successfully complete task / Rushing through the task/assignment
What resources (websites, curriculum, programs, etc.) will you use to teach this Lesson Plan?
Adopted lessons/strategies from Focus 5 (Acting Right – Part 2 Packet).
-See Creating the Social Family book (Chapter 6 – Visual Rules and Routines)
Students will participate in the Concentration Circle activity, which will help students use environmental structure such as visual schedules, routines and rules to exercise high levels of engagements.
  1. Teachers will formulate students into a circle and places music on-low level
  2. Teacher provides each student a jewel (diamond), students are standing on neutral positions
  3. Teacher walks around
  4. Students walk around while holding on to the jewel without becoming distracted
  5. Student walks around and makes faces.
  6. Student makes sounds
  7. Student says “Please Smile”
  8. Students will continue this routine to increase the experience and challenge.
At the end of the activity students will be able to “talk back to their brains” and “become the boss of their brain”
Behavior Lesson Plan is documented in classroom plans AND Master Plan
Administration will present and model the lesson plan expectation during preplanning. Teachers will work with grade level teams to create their own time machine and additional posters/lessons for the school year. Teachers will place lessons plans within their first week of school lesson plan agenda. Teachers must designate the first 15 minutes of class meeting time to engage in the activities above.
Instruction Implemented by:
Classroom/Special Teachers

Teaching Expectations

Lesson Plan

Expectation: I can COOPERATE (Listen, Share, Respect)

Definition
I can cooperate on the task at hand and pay attention.
Rationale for having the Expectation
Cooperation is a muscle. “Experience is not what happens to you; it is what you do with what happens to you.” Aldous Huxley
•Problem Solving, Cooperating with Peers, Listening to and Following Directions, Developing Observation and Listening Skills, Reinforcing Intrapersonal and Interpersonal Intelligence
Positive Examples: “Looks Like” / Non-examples
Taking Turns / Calling Out
Sharing / Taking Others Property
Respecting Others Opinions / Belittling Each Other (“Put Down”)
Equal Opportunity for Everyone to Participate / Rushing through the task/assignment
What resources (websites, curriculum, programs, etc.) will you use to teach this Lesson Plan?
Adopted lessons/strategies from Focus 5 (Acting Right – Part 2 Packet).
-See Creating the Social Family book (Chapter 10 – School Family Rituals, Chapter 13- Celebration Center)
Students will participate in the Concentration the Cooperation Challenge in which will help students use environmental structure such as visual schedules, routines and rules to exercise high levels of engagements.
CHOICE
  1. Teacher counts to 5 and instructs students to get into groups of two.
  2. Teacher counts to 5 and instructs students to get into groups of three.
  3. After each attempt, “at least one student will not make it into a group”
  4. The student who did not make it, has to make a choice (1- to trade places with someone else, 2- squeeze in the middle of a group, or 3- hang on the outside of the group and pretend they are a part of it.
  5. The teacher leads student reflection on the group dynamics. “Would it hurt, weaken, help or make choice stronger.”
  6. The teacher initiates whether the choice was positive or negative through positive feedback.
  7. FAIRNESS
  8. Students determine whether or not the choice was fair or unfair providing support for responses.
  9. Teacher guides activity until all students have an opportunity to reflect.
At the end of the activity students will be able to engage in group thinking and quick decision-making.
Behavior Lesson Plan is documented in classroom plans AND Master Plan
Administration will present and model the lesson plan expectation during preplanning. Teachers will work with grade level teams to create their own time machine and additional posters/lessons for the school year. Teachers will place lessons plans within their first week of school lesson plan agenda. Teachers must designate the first 15 minutes of class meeting time to engage in the activities above.
Instruction Implemented by:
Classroom/Special Teachers
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