Sample Lesson Plan #1: Playground Behavior (Developed by Sunnyside Elementary School, Roseburg, OR)

Transcription

1 Sample Lesson Plan #1: Playground Behavior (Developed by Sunnyside Elementary School, Roseburg, OR) Proper Use of Playground Equipment Swings Take turns using swings. Remain seated (no seat drops). Next student in line counts to 50 (1 equals back and up). Alternate the person you count on whenever possible. Always swing straight. Do not hold on to other swings. Do not throw swings over bar to shorten chains. If swings have been thrown over, ask an adult to return them to the appropriate position. Do not jump out of swings. Slide Sit in the center of the slide and come down feet first with bottom on slide. Use only the ladder to reach the top of the slide. Only one person on the ladder at a time. Do no put rocks on the slide. Jungle Gym Use this equipment for climbing. Do not jump off the jungle gym. Horizontal Ladder Begin on the end farthest from the building. If you let go of the ladder, go back to the end of the line. After reaching the opposite side, climb down and return to the end of the line. Horizontal Bars Stand in lines taking turns using the bars for sitting, hanging, spinning and practicing pull-ups. No Cherry Drops (twirling by the knees then dismounting without the use of hands) allowed. Copyright 2002 by Sprick 1

2 Sample Lesson Plan #1: Playground (continued) Game Rules Four Square and Two Square Rules Serve the ball by dropping it and serving it two-handed, underhand from the bounce. If the serve hits a line, the server is out. The server can hit the ball to any of the other three courts. The player receiving the ball must keep it in play by striking the ball after it has bounced once in his or her square. The receiver directs the ball to any other square with an underhand hit. Play continues until one player fails to return the ball or commits a fault. The following are faults: Hitting the ball sidearm or overhand. Ball landing on a line between the squares (ball landing on an outer boundary is considered good). Stepping in another square to play the ball. Catching or carrying a return volley. Allowing the ball to touch any part of the body except the hands. When a player misses or commits a fault, he or she goes to the end of the waiting line and all players move up. The player at the head of the waiting line moves into square #4. Kickball Rules The batter (kicker) stands in the kicking area, which is marked by a rear and a forward line. The batter kicks the ball which has been rolled on the ground by the pitcher. The ball should be rolled only with moderate speed. If the batter crosses over the forward line to kick the ball, he or she is out. The batter may not start behind the rear line; if he does, an out is recorded. No balls or strikes are called. After the fourth ball, the batter is out. Three outs change side. Runners occupying bases may not lead off or steal a base. Runs are scored as in baseball or softball. On kicked ball, if the ball is carried, thrown, rolled, or otherwise reaches the base being approached by a runner, before the runner arrives, and the ball is controlled by a defensive player tagging the base, the runner is out. Dodgeball Rules Three-fourths of the children form a circle (use painted lines), and the other one fourth are in the center. One ball is used by the outside players. The center players move around trying to avoid being hit by the thrown ball. When a center player is hit, he or she exchanges places with the thrower. Other rules are these: You must hit below the waist even if the person jumps. Person hit or voted out must take their outs. Never kick the ball. If the ball stops or slows down inside the circle, a center player may take the ball and toss it to a circle player. People on the outside must keep their place no roving around the circle. Throwers who step inside the circle invalidate their throw. No moving around the circle to throw. Do not step in front of another person when on the outside. Do not touch, hit or block the throws of others. People who throw the ball too hard may not play. Copyright 2002 by Sprick 2

3 Sample Lesson Plan #1: Playground (continued) Persons on the inside who step outside the circle to avoid being hit are out; person throwing the ball is in. There are no time-outs allowed; if you are legally hit, you are out. If a person on the inside of the circle leaves the game, the thrower takes their place. All disagreements are to be settled by a vote of the people playing. All votes are final. People who continually have difficulties will lose their privilege to play. Football Rules Touch only; one hand anywhere no tackling. No blocking or pushing. Players are not allowed to leave their feet except when trying to catch the ball. Three complete passes equals a first down. No direct runs, must pass or lateral. Organize even teams. Grade level teachers can (if interest is high) organize teams and tournaments. Basketball Rules Ten players only on full court game. Tetherball Rules Play: The server s opponent is given the choice of the side of the court he wishes to play and the direction the server will serve the ball. The server starts play by throwing the ball into the air and striking it with his hand or fist. As the ball travels around the pole, the server attempts to hit again and again in the direction of the original serve. The opposing player tries to wind the ball around the pole by hitting the ball in the opposite direction. The ball is not considered in play until the server s opponent hits the ball (i.e., the server cannot win the game by winding the rope completely in his direction before the opponent has had the opportunity to hit the ball at least once). The player who first winds the rope completely around the pole with the ball touching the pole wins the game. During the game, each player must remain in his/her own playing zone. Fouls: The following are fouls: Hitting the ball with any part of the body other than the hands or forearms. Stopping continuous play by holding or catching the ball. Touching the pole with any part of the body. Hitting the rope with forearms or hands. Hitting the ball while standing outside the playing zone. Stepping on the neutral zone lines or out of the circle. Throwing the ball. Copyright 2002 by Sprick 3

4 Sample Lesson Plan #2: Hallways/Movement Guidelines (Developed by Jackson Middle School, Guilford County, NC) Objective Students will demonstrate an understanding of the importance of safe and orderly movement on the Jackson campus. Share Goal Review five Guidelines for Success: Be Responsible. Be Respectful. Be Prompt. Be Honest. Be Your Best. State the Guidelines for Success Applied to Movement/Hallways to be taught in this lesson: Walk only on the right side. Walk in single or double file at the designated pace. Teacher Input Introduce/explain/teach by using any of the following: Discussion. Examples. Define and Discuss (you may want to have a list of vocabulary words important to the specific lesson). Visuals (Explain that visuals may be in more than one language). Introduce analogy of movement as compared to driving as applied to first two guidelines. Introduce ideas of signs on doors, yellow lines down halls, etc. Explain that the designated pace will be defined by teacher according to each situation. Student Input Students will practice and work with desired behavior related to goal. Role Play/Skit (Use scripts provided in order to manage behavior more efficiently). Discussion. Stimulation (stimulate in classroom or use the times designated for practice). Classification activities. Script-Hallway/Movement Walk only on the right. Walk in single or double file at designated pace (teacher demonstrates pace). Copyright 2002 by Sprick 4

5 Sample Lesson Plan #2: Hallways/Movement Guidelines (continued) This is a do activity. Only a few students are needed to model behaviors. However, the teacher may choose to involve entire class. Also, these lessons involve TEACH/SKIT activities. Group 1: Select four students to whom verbal directions are given: Ask two students: Please walk in single file on the right. Ask other two students: Please walk in double file on right. Group 2: Select four students and give them their directions on printed cards so that rest of group will not hear directions: Student 1 You are to skip across the room. Student 2 You are to walk too slowly across the room. Student 3 You are to walk on the left. Students 1, 2, 3 Printed on all cards. You are to all come back and walk three abreast across the room after completing the first direction. Have Group 1 come back and demonstrate same behaviors while you skip across room in and out between those students walking single file. Then walk on left, encountering those students who are walking on the right. These demonstrations should be a good beginning for discussion of why appropriate movement is important. Demonstrations may be repeated with different groups as often as needed. All students should practice appropriate movement behaviors in the classroom before practicing in hallways and other movement areas at designated times. Lockers Thanks to everyone for a job well done in teaching the Hallway/Movement Curriculum and the Hallway Sweeps Plan! Implementation has been good, and we continue to make progress each day. The next area of the Hallway/Movement Plan addresses lockers. Lockers often present problems with movement and noise levels. Since they are using lockers for the first time, sixth graders often struggle with the process. Of course, seventh and eighth graders need improvement in this area as well. Attached is the Lesson Plan for Locker Behavior, including charts for Locker Logic and Locker Etiquette. There are also laminated charts for the classroom. Since you did such a wonderful job with the previous part of the curriculum, CARE felt that another inservice session would not be necessary. A few reminders are given below for teaching and implementation. If you have any questions, please do not hesitate to contact any member of CARE: Jeff Parris, Nelsonya McAdoo, Trudy Iddings, Margaret Smith, Bob Jones, Keith Wood, Marilyn Hall, Nancy Bell. Review, implement, and practice Teaching Hallway/Movement-Locker Behavior on October 16 during extended homebase period. Note the third bullet in the Lesson Plan. Development and making of the posters can, of course, be done at a later time. Hopefully, this project will be fun for students while reminding them of appropriate locker behavior. During this time period on October 16, also please review and practice Voice Levels. Copyright 2002 by Sprick 5

6 Sample Lesson Plan #2: Hallways/Movement Guidelines (continued) Locker Logic Visit locker only at designated locker times. Set your books or book bag down quietly in front of your locker, between your feet. Unlock lock; ask for assistance if needed. Open door quietly by lifting latch with your hand. Hang open lock in square opening inside locker door. Promptly remove necessary items from locker. Remove lock from its holding place. Close door quietly by lifting latch with your hands. Replace lock with face out and lock. Leave locker area promptly, and go to your assigned area. Locker Etiquette Respect the locker areas of your neighbor. Organize the stacking of books and notebooks in your locker. Keep your combination to yourself. Make sure your locker is always locked. Respect others lockers. Keep voice at Level 1. Copyright 2002 by Sprick 6

7 Sample Lesson Plan #3: Cafeteria Behavior Overall Goal of Lessons: The lunch area will be a safe and clean environment where all people interact with courtesy and respect. Specific Objectives (Target Skills) of Sample Lesson Identify two to three critical behaviors on which the particular lesson will focus. For example: How one finds a place to sit in the cafeteria. How one sits at the lunch table. Structure of the Lesson: Individual lessons will vary in time, depending upon the specific skills addressed and the age of the students; however, you may want to keep each lesson to somewhere between five and fifteen minutes. The following outline is one way to effectively structure your lessons. Introduction Explain to the students the purpose of the lesson and identify the specific behaviors to be addressed. This morning we are going to continue our lessons on appropriate behavior in the cafeteria. Today we are going to concentrate on... Tell Phase Talk about why it is important to behave appropriately in the cafeteria and why these particular skills are necessary. Encourage student input and participation in this discussion. Show Phase For each target behavior, first define the difference between appropriate and inappropriate behavior. You may wish to use something like a T-chart to help the students recognize the lines between acceptable and unacceptable behavior. The following T-chart was designed to define how one finds a place to sit in the cafeteria. How One Finds a Place to Sit in the Cafeteria RESPONSIBLE SEATING Look for an empty seat Ask if you can sit down Ask, Is this seat taken? Sit down carefully Don t bump into other people Don t push someone s tray out of the way If a seat is taken, go find a different seat IRRESPONSIBLE SEATING Push into a tight space Shove a tray out of the way Sit down without asking Bump or push people as you sit down Sit down even though someone said the seat was taken Copyright 2002 by Sprick 7

8 Sample Lesson Plan #3: Cafeteria Behavior (continued) Next, model the appropriate behavior, clearly identifying any major steps that comprise it. For example, when modeling the appropriate way one sits at the lunch table, you can specifically identify that one: Keeps one s rear on the bench/chair at all times. Faces the table. Keeps both feet on the ground. Keeps hands within one s own space. Note: If you choose to model examples of inappropriate behavior as well, demonstrate the inappropriate behavior once, first-then follow with one or two examples of appropriate behavior.you want the students to focus on and remember the appropriate behavior, not the inappropriate behavior. Do Phase The purpose of this phase is for the students to practice the appropriate behavior in the actual setting. (Note: You will need to make arrangements in advance to use the cafeteria.) Once you get the students to the cafeteria, take a few minutes to review. That is, define the appropriate behavior, provide a rationale for using it, list the major steps of the behavior, and model it yourself. Then, have several different students practice the behavior. Ask the on-lookers to identify potentially inappropriate ways of behaving and show the students strategies with which they can maintain appropriate behavior during challenging situations. Use feedback and praise during the practice sessions. You should give the students honest and specific feedback (including praise) on their efforts, and you can have the students give each other praise and feedback. Assigning additional practice can be a very effective way of reinforcing both the actual target behavior and the fact that you consider it important. Possible practice ideas include having the students complete a journal entry in which they describe the behavioral expectation and why it is important, asking students to identify other settings in which these skills would apply, and/or periodically having the students report back about their use of the target skills. Conclusion: summarize the lesson. Follow-Up Lessons Subsequent lessons should emphasize the following topics: Entering the cafeteria appropriately. Waiting in line. Making menu choices quickly. Treating supervisors and servers with respect. Cleaning up your own mess. Appropriate noise level. Procedures for recycling and waste disposal. Copyright 2002 by Sprick 8

9 Sample Lesson Plan #4: A Substitute Teacher in the Classroom Introduction Identify the purpose of the lesson: To prepare for those times when the regular classroom teacher is absent, so that: Tell Phase The students are comfortable and behave appropriately. The substitute teacher is treated well. Learning can continue. Provide students with information on why a substitute may be needed (e.g., the teacher is ill, at a workshop, etc.). Explain the designation used to refer to substitutes (e.g., guest teacher ). Describe what would contribute to an effective day with a substitute (e.g., everyone is treated respectfully, work gets done, etc.). Create a partially completed T-chart that includes positive and negative examples of how to treat a substitute respectfully. Have students brainstorm additional examples for both sides. Behavior Toward a Guest Teacher RESPECTFUL BEHAVIOR Raise hand; wait to be called on. Tell guest teacher where mat books are located Listen quietly while guest teacher gives directions DISRESPECTFUL BEHAVIOR Shout out to guest teacher, Are you a real teacher? Talk with a friend while guest teacher is giving directions Show/Practice Phase Describe a scenario that might occur (e.g., the substitute does not know how to fill out the attendance forms) and model appropriate ways students could respond. Role-play a couple of other situations and have the students describe what they might do and/or how they could respond to help the substitute. Have the students practice the expected behaviors. (Note: This can be done by setting aside one day in which the teacher acts the part of a substitute all day). Conclusion Review the highlights of the material covered in the lesson. Follow-Up Review the contents of this lesson for at least five minutes each month and immediately before any prearranged teacher absences. Copyright 2002 by Sprick 9