This thematic unit is on classroom expectations.

This unit will assist upper elementary as well as middle school in being prepared to learn. The purposes of unit are to teach students what will be expected of them in the inclusive classroom. This unit would be best taught at the beginning of the school year but can be used for remediation. The ten individual lessons are: are: 1) Be Ready 2) Pay Attention 3) Follow Directions 4) Listening 5) Alternative Behavior to Interruption 6) Teamwork 7) Be Respectful 8) Staying on Task 9) Personal Space 10) Unit Wrapup

Lesson Plan Unit of Study: Classroom Expectations Concept or skill to be taught: Being Ready Lesson Goal: To have the application of skills needed to Be Ready as outlined by Valley Center Handbook Lesson Objectives: 1. Students will demonstration understanding of what it means to be ready in scenarios presented of class. 2. Explain what it means to be ready in three steps 3. Practice applying skills in situation presented in class Accommodations: Students may have 1 to 2 verbal prompts to be ready, Students have checklist of what it means to be ready, expectation also on back of check sheet Common Core/State Standard: CCSS.ELA-LITERACY.SL.6.1.A

Sequence of Plan

Time (approx.)

Modality (visual, auditory, tactile, motor)

Grouping Pattern (1-1, 2s, 3-5, 2-3 groups, whole group)

Anticipatory Set: Teacher will start by saying we are starting a unit on classroom expectations. In the unit I will tell you what I expect from you. This is how this classroom will work for the rest of the year. I expect you to follow theses behaviors all the time. Teacher will have a desk in front of them with paper on scattered, a broken pencil, food out, and no books on the desk. Teacher will ask what is wrong with this desk? Teacher will give time for feedback Instruction: Teacher will go over what it means to be ready. Being ready is that the students are on time, have materials like books pencils, homework, planners and a check sheet, and be is seat ready to learn. Guided Practice (Modeling): Students will make a sticky note with the teacher on how to get ready for 1st hour. Students will show what it means to be ready using there sticky note to make sure they have material. Students may also show what it means when they arent ready

5 min

Auditory, visual

Whole group

5 min

Auditory, Whole group visual, motor Auditory Whole group

10 min

Independent Practice: Students will pick a new hour to make a sticky note for then show how they used it to get ready.

10 min

Auditory, One on One or visual, tactile small groups if large class Auditory Whole group

Closure: Restate what it means to be ready and encourage students to use the sticky notes tomorrow. Tell students tomorrow we will be going over paying attention.

2/3 min

Evaluation to be accomplished by: Teacher Rubric Materials Needed: sticky notes, pencil, papers, books Reference(s): Melanie Foster and Increasing Academic Success or Children with ADHD Using Sticky Notes and Highlighters

Criteria
Student demonstrates what it means to be ready Explain what it means to be ready in three steps Practice applying skills in situation presented in class

3 Completely demonstrate

2 Partially defines

1 Attempts

0 No Effort

Mastery: 9 points

Lesson Plan Unit of Study: Classroom Expectations Concept or skill to be taught: Paying attention Lesson Goal: To have the comprehension of skills needed to pay attention. Lesson Objectives: 1. Students will demonstration understanding of S.L.A.N.T. 2. Students can describe 3 situations that would be important to use S.L.A.N.T. 3. Recall the steps of S.L.A.N.T. in 5 steps Accommodations: Students may have 1 to 2 verbal prompts to be ready, Students have checklist of what it means to be ready, expectation also on back of check sheet Common Core/State Standard: CCSS.ELA-LITERACY.SL.6.1.A
Sequence of Plan Time (approx.) Modality (visual, auditory, tactile, motor) Grouping Pattern (1-1, 2s, 3-5, 2-3 groups, whole group)

Anticipatory Set: Give students a minute to get ready using a sticky note. Then say today we are going to learn about Paying Attention. https://www.youtube.com/watch?v=vJG698U2Mvo Watch this video on select attention and start students thinking about paying attention Instruction: Introduce S.L.A.N.T and go over what it means. S stands for Sit up straight, the L stands for Listen, the A stands for Ask questions, the N stands for Nod your head, the T stands for Track the talker. Non- examples are S Slouching, feet up, head down, sloppy L fidgeting, having things in your hand, listening to someone else who might be trying to distract you, distracting others A Not participating saying, IDK N Blank stares T Looking at others, distracting others. Guided Practice (Modeling): As a class, have students model the non-example (quickly). Have them stop (model getting students attention). Then, have them model SLANT.

2 min 5-7 min

Auditory, visual

Whole group

Auditory, Whole group visual, motor

10 min

Auditory

Whole group

Independent Practice: Have students turn and talk to a peer about the importance of SLANT. Answer the question Think of a class where it was hard to learn? Why was it hard? Were you and other students SLANTING?

10 min

Auditory, One on One or visual, tactile small groups if large class

Closure: https://www.youtube.com/watch?v=-ZuhG83bx5s Watch this video on S.L.A.N.T. After going through the process make sure to reward students with praise when they show theses actions. Tell students tomorrow we are going to work on following directions.

2/3 min

Auditory

Whole group

Evaluation to be accomplished by: Teacher Rubric Materials Needed: Computer with Youtube, Reference(s): Melanie Foster and Increasing Academic Success or Children with ADHD Using Sticky Notes and Highlighters

Criteria
Students will demonstration understanding of S.L.A.N.T. Students can describe 3 situations that would be important to use S.L.A.N.T Recall the steps of S.L.A.N.T. in 5 steps

3 Completely demonstrate

2 Partially defines

1 Attempts

0 No Effort

Mastery: 9 points

Lesson Plan Unit of Study: Classroom Expectations Concept or skill to be taught: Follow Direction Lesson Goal: To have the application of skills needed to Follow Directions as outlined by Valley Center Handbook Lesson Objectives: 1. Students will identify 3 situations they need to be ready 2. Explain what it means to be ready in three steps 3. Practice applying skills 5/5 times they walk into a classroom Accommodations: Students may have 1 to 2 verbal prompts to follow directions, Students have checklist of what it means to follow directions, expectation also on back of check sheet Common Core/State Standard: CCSS.ELA-LITERACY.SL.6.1.A
Sequence of Plan Time (approx.) Modality (visual, auditory, tactile, motor) Grouping Pattern (1-1, 2s, 3-5, 2-3 groups, whole group)

Anticipatory Set: Teacher will ask students to demonstrate S.L.A.N.T. and remind them of what it means to Pay Attention. Teacher will have written follow directions on the board. Students will take turns writing what follow directions means to them on the board.

5 min

Auditory, visual

Whole group

Instruction: The Teacher will go over what it means to follow direction. Following directions means a) following directions from staff/and or complies with staff requests b) is in the area used at the time and c) follows school and classrooms rules. Teacher has rules written out so students can see them as they are talked about. Guided Practice (Modeling): Create a numbered grid on the floor of the classroom. Students start in square 1. Students face the same direction at all times. Students are given directions to get to the other side of the grid. Students may only be told directions once. Students are given two directions to follow at a time by a peer from an instruction card. An example of this would be move two spaces forward, three backwards. Independent Practice: Do Sneaky Following Direction Quiz (attached) Teacher may need to go over why again why it is important to do Follow all directions.

5 min

Auditory, Whole group visual, motor Auditory Whole group

10 min

10 min

Auditory, Independent visual, tactile Auditory Whole group

Closure: Go over what it means to follow directions. Tell students tomorrow we will be working on

2/3 min

Evaluation to be accomplished by: Teacher Rubric Materials Needed: Yarn, masking tape, white board, markers, Reference(s): KidsActivitiesBlog.com

Criteria
Student demonstrates what it means to be ready Explain what it means to be ready in three steps Practice applying skills in situation presented in class

3 Completely demonstrate

2 Partially defines

1 Attempts

0 No Effort

Mastery: 9 points Sneaky Direction Quiz Directions: Read through ALL the numbered steps below before you begin. Read the directions carefully and do exactly as they say. 1) Use the back of this paper to complete steps 2-7. 2) Write your first name in the middle of the paper. 3) Draw a heart above your name. 4) Circle the second letter in your name. 5) Draw a square below your name. Color it in your favorite color. 6) Draw a fish in the bottom right hand corner of the paper. 7) Do not do any of the steps above. Put your pencil down and quietly wait for others to finish.

Lesson Plan Unit of Study: Classroom Expectations Concept or skill to be taught: Listening Lesson Goal: To have the application of skills needed to listen Lesson Objectives: 1. Students will identify 3 situations they need to listen 2. Students write a story about a time they were listen including 3 key reasons to listen 3. Students will practice listening in 3 situations. Accommodations: Give an anchor chat to show what it means to listen, increase reinforcements Common Core/State Standard: CCSS.ELA-LITERACY.SL.6.1.A
Sequence of Plan Time (approx.) Modality (visual, auditory, tactile, motor) Grouping Pattern (1-1, 2s, 3-5, 2-3 groups, whole group)

Anticipatory Set: Teacher will start off with S.L.A.N.T. If students need a prompt teacher will give them the first letter. Teacher will ask student what they did that weekend? Teacher will then start looking away, doodling; trying to talk to a different student, Teacher may get up and wander around. Instruction: Teacher will ask class if they think that the teacher was listening. Students will be asked what they feel when someone does this to them. Teacher let students write on the board what they think it means to listen. Teacher will ask for examples of where students should listen. Be letting students define what listening means they will be more likely to follow it. Teacher can provide prompts or key points such as mouths closed and looking at the speaker Guided Practice (Modeling): Students will make an anchor chart to place in the room with the teacher. Example shown below. Teacher will use what students wrote on the board to make the chart. Students will have direct impact on what goes on the chart Independent Practice: Students will plan Simon Says. Teacher will explain the rules and make sure to repeat we just learned about listening so demonstrate what we just learned. Teacher will let different students take turns being Simon. Some examples of directions will be Simon Said jump five times or Simon says spin in a circle. Closure: Go over what it means to listen and why it is important to listen.

4 min

Auditory, visual

Whole group

5 min

Auditory, Whole group visual, motor

10 min

Auditory

Whole group

10 min

Auditory, Whole group visual, tactile Auditory Whole group

2/3 min

Evaluation to be accomplished by: Teacher Rubric Materials Needed: chart paper, white board, markers, Reference(s): http://www.pinterest.com/pin/137993176054725020/ Criteria
Students will identify 3 situations they need to listen Students write a story about a time they were listen including 3 key reasons to listen Students will practice listening in 3 situations

3 Completely demonstrate

2 Partially defines

1 Attempts

0 No Effort

Mastery: 9 points

Lesson Plan Unit of Study: Classroom Expectations Concept or skill to be taught: Alternative Behavior to Interruption Lesson Goal: To have the application alternative behaviors for distracting Lesson Objectives: 1. Students will demonstration understanding of interruption in 3 different situations. 2. Explain three things students can do instead of interrupting 3. Practice applying alternative behavior in a situation presented to class Accommodations: Students may have 1 to 2 verbal prompts t, Students have checklist Common Core/State Standard: CCSS.ELA-LITERACY.SL.6.1.A

Sequence of Plan

Time (approx.)

Modality (visual, auditory, tactile, motor)

Grouping Pattern (1-1, 2s, 3-5, 2-3 groups, whole group)

Anticipatory Set: Remind students they need to be actively listening as well as praise students that are doing this skill. https://www.youtube.com/watch?v=jfhbdD69qJw Play a song that is popular at the time and keep interrupting it to talk. Students should get really annoyed. Instruction: http://www.southernplate.com/2012/03/interrupting-chicken-story-time-video.html Guided Practice (Modeling): Talk about that story and why it is bad to interrupt. Brain storm a list with students what they can do besides interrupt. They can raise there hand, write it down, give them a set amount of tokens

4 min 6 min

Auditory, visual Auditory, visual,

Whole group Whole group

10 min

Auditory,visual Whole group

Independent Practice: http://happyteacherhappykids.com/wp-content/uploads/2013/08/Interrupting-Chicken-Activities-FinalCopy.pdf attached as well

10 min

Auditory, visual, tactile

One on One or small groups if large class

Closure: As students finish up ask why it is important to not interrupt. Also have them practice S.L.A.N.T. Tell students tomorrow we will be working on teamwork..

4-5 min

Auditory

Whole group

Evaluation to be accomplished by: Teacher Rubric Materials Needed: pencil, papers, books, book or YouTube clip Reference(s): Interrupting Chicken by David Ezra Stein, http://happyteacherhappykids.com

Criteria
Explain three things students can do instead of interrupting Students will demonstration understanding interruption in 3 different situations Practice applying skills in situation presented in class

3 Completely demonstrate

2 Partially defines

1 Attempts

0 No Effort

Mastery: 9 points

Lesson Plan Unit of Study: Classroom Expectations Concept or skill to be taught: Teamwork Lesson Goal: To have the comprehension of skills needed to work as a team Lesson Objectives: 1. Students will be able to define teamwork. 2.Students will work together to identify 3/4 words that teamwork means to them. 3. Students will indicate three or four positive guidelines for working in a group together. Accommodations: Students will be in groups Common Core/State Standard: CCSS.ELA-LITERACY.SL.6.1.A

Sequence of Plan

Time (approx.)

Modality (visual, auditory, tactile, motor)

Grouping Pattern (1-1, 2s, 3-5, 2-3 groups, whole group)

Anticipatory Set: Ask students what lesson we went over yesterday and have them give a simple explanation of interruption. Tell students today we are talking about teamwork. Ask students to Name teams. Instruction: Ask the class what they have in common? They are all teams. What does it mean to be a team? To be able to work together to succeed Ask students why we need to be a team. Guided Practice (Modeling): Put students in a group with piece of paper and marker. Each group is to brainstorm 3 to 5 words that mean teamwork to them. Have students place them on the front board. Each group is to come up with their own definition of teamwork in a sentence or two what does team work mean to them. The team must agree on the definition Go around the class ask each group to read their definition. Each group will come up with three guidelines for working in groups, which will help all groups succeed. Go around class reading rules. Independent Practice: Students will write a reflective paragraph or share oral (depends on class) about what they learned about teamwork.

4/5 min Auditory, visual 4/5 min Auditory, visual,

Whole group Whole group

15 min

Auditory, visual

Small groups 3/4

5-7min

Auditory or Written

1 on 1

Closure: Students will be asked if they would rather be on a team or not. ( can do thumbs up or thumbs down). Tell students tomorrow we will be talking about respect.

30 seconds

Auditory

Whole group

Evaluation to be accomplished by: Teacher Rubric Materials Needed: pencil, papers, white board, markers, Reference(s): http://lessons.atozteacherstuff.com/76/teamwork/ Criteria
Student will be able to define teamwork Student will work together to identify 3/4 words that teamwork means to them. Student will indicate three or four positive guidelines for working in a group together.

3 Completely demonstrate

2 Partially defines

1 Attempts

0 No Effort

Mastery: 9 points

Lesson Plan Unit of Study: Classroom Expectations Concept or skill to be taught: Respect Lesson Goal: To have the comprehension of skills needed respect each others Lesson Objectives: 1. Students will be able to define respect. 2.Students will work to identify 3/4 words that respect means to them. 3. Students will indicate three or four positive things they can do to respect someone. Accommodations: Students will be in groups Common Core/State Standard: CCSS.ELA-LITERACY.SL.6.1.A

Sequence of Plan

Time (approx.)

Modality (visual, auditory, tactile, motor)

Grouping Pattern (1-1, 2s, 3-5, 2-3 groups, whole group)

Anticipatory Set: https://www.youtube.com/watch?v=NNmEQpy0Wnc Instruction: Define Respect. This is a suggested definition Be Respectful means to works quietly, uses considerate language (what is said) uses pleasant tone and mannerism (attitude, how you say things), waits patiently, respects personal space, belonging and feelings Why may we want to do this in the classroom? Think to yourself how do you feel when someone disrespects you. Why do we need to do these things?

3 min 10 min

Auditory Auditory, visual,

Whole group Whole group

Guided Practice (Modeling): Build an anchor chart showing what respect means as well as what it sounds like. (Example below) May add a 3rd column as to which you show respect to.

10 min

Auditory, visual

Small groups 3/4

Independent Practice: Turn and talk with your neighbor about a time you respected someone. Talk about a time you didnt respect someone. Talk about how you could change how you acted

5-7min

Auditory or Written

1 on 1

Closure: Have students think about one person they can work to respect more. Tell students tomorrow we will work on time mangement.

1 min

Auditory

Whole group

Evaluation to be accomplished by: Teacher Rubric Materials Needed: pencils, chart paper, markers, Reference(s): Criteria
Students will be able to define respect Students will work t to identify 3/4 words that respect means to them. . Students will indicate three or four positive things they can do to respect someone

3 Completely demonstrate

2 Partially defines

1 Attempts

0 No Effort

Mastery: 9 points

Lesson Plan Unit of Study: Classroom Expectations Concept or skill to be taught: Time management Lesson Goal: To have the comprehension of skills needed manage one times Lesson Objectives: 1. Students will be able to define time management. 2.Students will be able to identify an area that needs time management 3. Students will be able to list how to make a daily schedule. Accommodations: Students will be in groups Common Core/State Standard: CCSS.ELA-LITERACY.SL.6.1.A
Sequence of Plan Time (approx.) Modality (visual, auditory, tactile, motor) Grouping Pattern (1-1, 2s, 3-5, 2-3 groups, whole group)

Anticipatory Set: How many of you have had to stay up late to finish homework? How many of you have things you never got done? How many of you have been stressed about what is going on? How many of you have done an assignment right before it was due? Instruction: Time management is an important part of your life. What do you guys think time management is turn and talk to your neighbor using indoor voices. Any one want to share? Time management is what you do with your time. A way to better manage your time is to see where it all is going. We are going to make a schedule of a typical school day. Guided Practice (Modeling): We are going to go over a sample schedule. This person broke the day into half hour chunks. For school lets start at 7am-3pm and go through what we do. It may help you see better if you give each subject a color! (See attached image)

3 min

Auditory

Whole group

4/5 min

Auditory, visual,

Whole group

10 min

Auditory, visual

Whole group

Independent Practice: For independent practice I want you guys to make a schedule of one day of the week. You may do this any way you want. I want to see from the time you go wake up to the time you go to bed. If you need additional help feel free to ask me. Example of help 1. Take a sheet of paper and a ruler. Draw a chart of all your waking hours, using one square for each half hour. If you're awake for 16 hours each day, you'll need 32 squares: 8 across, 4 down. Using graph paper can help. 2. Label each square with the starting time for that half-hour block of time. For example, if you wake up at 6:00 in the morning, label the first half-hour square 6:00 a.m., and the next one 6:30 a.m., and so on. 3. Sit down and examine your day. Make a list of all the things you need to do, from taking a shower to doing homework and afterschool activities. When you begin to write things into your schedule chart, start with those things that have specific start times. For instance, if you know you have to be at the bus stop at 7:00 a.m., fill in that square with "Bus stop." If you have to be at band practice from 5:00 p.m. to 6:00 p.m., write "Band practice" across both the 5:00 and the 5:30 squares.

10-15 min

Auditory, tactical and visual

Independent

Closure: Tell students to use schedules on they day they made them and have them report on how well it works. Tell students tomorrow we will be talking about Personal Space.

1 min

Auditory

Whole group

Evaluation to be accomplished by: Teacher Rubric Materials Needed: pencils, markers, white board, blank paper Reference(s): http://pbskids.org/itsmylife/school/time/article5.html

Criteria
Student will be able to define time management Student will be able to identify an area that needs time management Student will be able to list how to make a daily schedule.

3 Completely demonstrate

2 Partially defines

1 Attempts

0 No Effort

Mastery: 9 points Students will be able to define time management. 2.Students will be able to identify an area that needs time management 3. Students will be able to list how to make a daily schedule.

Lesson Plan Unit of Study: Classroom Expectations Concept or skill to be taught: Personal Space Lesson Goal: To have the comprehension of skills needed maintain personal space Lesson Objectives: 1. Students will demonstration understanding of what it means to be mindful of someones personal space in scenarios presented of class. 2. Explain what it means to have personal space. 3. Practice giving people personal space in 3 situations Accommodations: Students will be in groups Common Core/State Standard: CCSS.ELA-LITERACY.SL.6.1.A
Sequence of Plan Time (approx.) Modality (visual, auditory, tactile, motor) Grouping Pattern (1-1, 2s, 3-5, 2-3 groups, whole group)

Anticipatory Set: Images will be posted on the board students will sit and think about what it means then when teacher asks share with a partner Instruction: The definition of personal space is the physical space immediately surrounding someone, into which any encroachment feels threatening to or uncomfortable for him or her. Talk to students about how they have different personal space. Talk to them about how they can think of it as a buddle and in order to respect someone they need to trust it. Guided Practice (Modeling): Have students show personal space and what is not person space.

2/3 min Auditory 10 min Auditory, visual,

Whole group Whole group

4-5 min

Auditory, visual Auditory or Written Auditory

Small groups 3/4 1 on 1

Independent Practice: Have students demonstrate how personal space may change from person to person. Write a short situation and present it to the class Closure: Remind students they all have a bubble. Tell students tomorrow we are going to be wrapping up this lesson

5-7min

1 min

Whole group

Evaluation to be accomplished by: Teacher Rubric Materials Needed: pencils, chart paper, markers, Reference(s):

Criteria
Students will demonstration understanding of what it means to be mindful of someones personal space in scenarios presented of class Explain what it means to have personal space Practice giving people personal space in 3 situations

3 Completely demonstrate

2 Partially defines

1 Attempts

0 No Effort

Mastery: 9 points Students will demonstration understanding of what it means to be mindful of someones personal space in scenarios presented of class. 2. Explain what it means to have personal space. 3. Practice giving people personal space in 3 situations.

Lesson Plan
Unit of Study: Classroom Expectations Concept or skill to be taught: Review of the unit Lesson Goal: Students will be able to apply key aspects of Classroom Expectation to their own lives Lesson Objectives: 1. Students will be able to identify key aspects of classroom expectations 2. Students will be able to summarize 3 things that they have learned about classroom expectation. 3. Students will be able to relate 3 aspects of classroom expectation to their own lives. Accommodations: Students will have stuff from past lessons Common Core/State Standard: CCSS.ELA-LITERACY.SL.6.1.A Sequence of Plan Time (approx.) Modality (visual, auditory, tactile, motor) Grouping Pattern (1-1, 2s, 3-5, 2-3 groups, whole group)

Anticipatory Set: Students will have all the titles of the lessons on the board. Students will look what this works

1 min

Auditory, visual Auditory, motor Auditory, motor Auditory, motor Auditory

Whole group

Instruction: The teacher will touch on the main points of the 9 previous lessons, giving a brief summary of each. Guided Practice (Modeling): Students will then list 3 things, individually, that they can apply to specific areas in their lives. Independent Practice: Students will create something to educate someone on what they learned. This could be a poster or a handout or a PowerPoint. Closure: A very brief summary of what this unit covered, as well as a short reminder of how these are all skills that are very applicable and useful in all of our lives.

5 min 3 min

Whole group 2-3 per group

25 min 2 min

Whole group Whole group

Evaluation to be accomplished by: see attached rubric Materials Needed: Poster board, PowerPoint, paper, pencils, markers, computer white board Reference(s):

Criteria
Students will be able to identify key aspects of classroom expectations Students will be able to summarize 3 things that they have learned about classroom expectation Students will be able to relate 3 aspects of classroom expectation to their own lives.

3 Completely demonstrate

2 Partially defines

1 Attempts

0 No Effort

Mastery: 9 points
Students will be able to identify key aspects of classroom expectations 2. Students will be able to summarize 3 things that they have learned about classroom expectation. 3. Students will be able to relate 3 aspects of classroom expectation to their own lives.