and Technology School
Intermediate School 190
1550 Crotona Park East – 5th Floor Bronx, NY 10460
(718) 620-9423 (718) 620-9927
DianaJade Santiago, Principal
Cheikh Sow, Assistant Principal /
POINT OF ENTRY MODEL
Unit: PBIS School Wide Protocols
Subject Area: Advisory
Learning Standards:
Topic: Behavior
Lesson: Field Trip (At the destination)
Aim: “How do we S.O.A.R. on a field trip?”
Focus / Students work towards utilizing school wide protocols and behavioral norms that are introduced through direct instruction. These protocols are to be modeled continuously, rewarded appropriately, and re-taught when necessary.Objectives / Students will:
1. Define the characteristics of S.O.A.R.
2. Vocalize personal/class responsibilities
3. Discuss connections of prior knowledge
4. Assess personal comprehension of hallway/stairwell behaviors and protocols
5. Appraise effectiveness of strategy
Materials / Chart paper, individual copies of the MATRIX, self reflection T-chart, worksheet, letter format, poster paper, and markers or crayons.
Lesson Component / Activity
Interactive
Mini-Lesson
Interactive
Mini-Lesson / · Tap student prior knowledge by asking, “Has anyone been on a field trip? What were some of behaviors you noticed from students or adults on the trip?”
· Introduce/Review MATRIX for Field Trip.
· Ask: “What might it look like, sound like to S.O.A.R on a field trip (at your destination)?
· Teacher models what to do:
1. Safe: Show an example of asking permission to go to the bathroom and how to stay in a designated area.
2. Organized: Show an example of waking with a purpose and with your class.
3. Accountable: Show example of following directions from teachers and guides.
4. Respectful: Show examples of actively participating in learning activities and how to use kind and appropriate language.
· Teacher models what not to do:
1. Unsafe: Show examples of running, wandering away from the group, and going to the bathroom without permission.
2. Unorganized: Show examples of wandering, walking unattended, and going in the opposite direction of the group.
3. Unaccountable: Show examples of bad choices such as not following directions.
4. Disrespectful: Show examples of disrespectful behavior such as using negative language, being loud, not sharing the public space, and throwing trash on the ground.
· Model with student interactions. T models a second time with student volunteers to ensure clarity and engagement.
Whole Class Sharing / · Have all students line up according to “line up list”, eg. Height, on the right side of the hallway and have them walk down a hallway and back, with the teacher monitoring.
· Continue line down stairwells and return upstairs to class.
· Have individuals share ideas about the effectiveness of this protocol, and how and when it can be used.
· Debrief students. Ask: “Are there any questions you have about how to S.O.A.R. in the hallways or stairwells of ESMT IS 190?
· Record ideas for next session.
Independent Work / Students work individually to complete a self monitoring/reflective journal T-chart.
Or
Students can complete an exit slip (see attached).
Small Group/Partner Work / · Students are broken into groups for differentiated extension activities according to interest/choice. The activities are:
1. Comic Strip: Utilizing the story boarding sheets create a comic strip that models 2 points of “how to use public transportation or school bus” and 2 points of “field trip expectations.”
2. Expectations List: Create a list from the perspective of a tour guide detailing how they would expect students to behave.
3. Friendly Letter: Write a letter from the perspective of a tour guide thanking students on their visit. Give specific examples of observed behaviors.
Summary Process / The idea behind modeling and teaching the protocols used in the school wide MATRIX is to empower each student by giving him/her the tools that they will need to find both academic and social/emotional success in ESMT IS 190. The exercises require the participant to reflect on how they are processing the behavior 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
Assessment / o Teacher observation of students’ uses school wide MATRIX and successful participation protocols.
o Students’ abilities to chose an extension activity of interest and participate successfully within the parameters of the assignment.
o The earning of “Scholar Dollars” for each successful action within the process.
Homework
Extensions
And
Differentiation / I-Search: Students are encouraged to inquire into a topic of personal interest based on their personal experience as it relates to the safety, organization, accountability, respect of students and schools. By differentiating through personal interest they will learn to uncover their own curiosity and produce work at their own readiness level. They are charged with developing an idea that they will research during the opening weeks of school.
I.S.190 Name:______
Class 6003 Date:______
Dear Class ______,
I am writing to thank you for your recent visit to the Bronx Zoo. I hope you enjoyed your trip and that you learned a lot about our animals. We get many class visits from different schools all over the city, but your class was one of the best. I was very impressed by what I saw. Specifically, I was proud to see:
______
Sincerely,
______
(Your Name)
I.S.190 Name:______
Class 6003 Date:______
Field Trip Procedure Exit Slip
Fill in the following chart with acceptable and non-acceptable field trip behaviors:
Do / Do NotRead the following scenario and identify the things he did wrong. On the back of this paper, rewrite the scenario to show what Shawn should have done instead.
On a field trip to the MET, Shawn started his tour by listening to directions and staying with his group. Then he noticed a mummy exhibit nearby his group. He left his group to view the mummy, but manages to rejoin his group as they were about to leave. In the next exhibit, Shawn steps in front of three people to get a better look at a Greek sculpture. In the process, he almost knocked over another statute and a small child. After eating lunch, Shawn quickly leaves his area and does not pick up his trash.
Things Shawn should not have done:
______