Paige Woodall

October 14, 2015

An Aggie does not lie, cheat, or steal, nor tolerate those who do

Table Of Contents:

Description of Classroom
Setting.. 3
Rules for the
Classroom
3
Lesson Plan for Teaching One
Rule.. 4
Rules Matrix ..
. 10
List of
Procedures
. 11
Writing Center
Procedure
12

Hallway
Procedure
13
Bathroom
Procedure
.. 14
Morning
Procedure
.. 15
Dismissal
Procedure
. 16
List of Attention
Getters
.. 17

Description of Classroom Setting:

This is a Kindergarten classroom
Students ages range from 5-6
This is a academic classroom.
Students are in this classroom throughout the day
During whole class instruction, students are seated on their assigned letter on the A, B, C carpet
During Independent work activities, students are seated at their assigned desk

Rules for the Classroom:

Mr. Potato Heads High Fives rule:
1. Looking Eyes
2. Listening Ears
3. Quiet Mouth
4. Helping Hands
5. Walking Feet

Lesson Plan Format BK I

Name:
Paige Woodall
10/ 14/ 15
Grade Level:
Kindergarten
Subject/Topic: PBIS Teaching RULES
Teaching Objective (ABCDE):
TEKS:
Background Information: Kindergarten classroom

Lesson Date:

Materials:
Equipment:
*Classroom Management/Environment:

The kindergarten students will be seated on their letter on the A,B,C carpet.
The A,B,C carpet is located at the front of the classroom, directly in front of the smart board where they teacher will be
teaching from.

Engagement/Focus (How you going to secure their attention):

*Student Objective (Today you will be able to___.):

Mr. Potato Heads High Fives Rule:

o Looking Eyes
o Listening Ears
o Quiet Mouth
o Helping Hands
o Walking Feet

Mr. Potato Heads High Fives: Students will be able to interpret and apply classroom rules. When a teacher is talking,
students will keep their eyes on the teacher. They will have a quiet mouth. Students will listen to the teacher and follow
instructions given. They will have walking feet inside the school. Students will be kind and have helping hands.

Today, you will learn how to use our classroom behavior rule Mr. Potato Heads High Fives to show correct behavior in
the classroom.

*Purpose of the Lesson (This information is important because___.):

It is important to use Mr. Potato Heads High Fives in a school classroom. When a teacher is talking, it is important to
have your eyes and ears on them with a quiet mouth so that you can hear all of the important information that they
have to say. Talking, looking around, touching others, and moving around while the teacher is talking keep you from
listening to what the teacher has to say. These inappropriate behaviors are not only a distraction to you, but can also
distract your classmates from learning.

*Explanation/Procedures (Relate to prior knowledge; describe what you will teach & model, what the students are to do with
you, and what they are to do independently (I do, We do, You do);

Have you guys ever been to a movie? Well, when youre at the movie theatre do you watch the screen or stare at the
ceiling? Do you talk to your friend or turn your voices off? Do you listen to what the movie is saying or close your ears?
Do you out your hands on your friends and try and distract them or keep your hands to yourself while you watch? If you
need to go to the bathroom during the movie, do you run down the stairs and to the bathroom or carefully walk? Well
class, all of the actions that you said you would do in a movie theatre are the same things that you should to when
youre in a classroom. Today we are going to look at some ways to show the correct behavior in a classroom by looking
at our classroom rule: Mr. Potato Heads High Fives.
Lets look at our ruleo Looking Eyes- When a teacher is talking, your eyes should be on
them
o Listening Ears- Listen to what the teacher says and follow
directions the first time
o Quiet Mouth- Turn your voice completely off- raise hands for
questions
o Helping Hands- Keep your hands to yourself
o Walking Feet- Slowly walk to where you are going

Now show me your listening ears because I have something really

important to tell you: Our Mr. Potato Heads High Fives rule is
NOT only for our classroom. You guys should use this rule in EVERY
classroom that you go to in the school, showing all of your teachers
that you know how to correctly and respectfully behave!

EXPLAIN
Teacher Examples
Listening to instruction
Walking to the restroom
Criss-cross apple sauce with hands in lap
Sitting quietly, not talking
Eyes on the teacher

Teacher Non-Examples
Looking at the ceiling
Talking to a neighbor
Not doing what the teacher asks
Running to the bathroom
Poking a neighbor

Student Examples

Student Non-examples

Model expected behavior (I do): Teacher(s) model or read following scenarios. The teacher discusses why second scenario
is an example of respectful behavior.)

Joe did not feel like learning in in class today. When the teacher was teaching the math lesson, Joe was very bored and
decided to play with his shoestrings instead of focusing his attention on the teacher.

Joe did not feel like learning in class today. When the teacher was teaching the math lesson, Joe was very bored,
however he decided to keep his eyes and ears on the teacher until she finished her lesson. When the lesson was
completed, the teacher praised Joe for giving the teacher his full attention throughout the lesson.
o The second scenario is an example of appropriate listening behavior because even though Joe was bored,
responsibly ignored his desire ignore the teachers lesson and he respectfully put his eyes and ears on the teacher
while she was talking.

Jake was sitting at his desk during independent activity time when all of a sudden he REALLY needed to go to the
restroom. Jake jumped out of his seat and began to run as fast as he could to the restroom. However, Jake was running
so fast that he didnt have time to stop before he ran in to Jacy and knocked her over.

Jake was sitting at his desk during independent activity time when all of a sudden he REALLY needed to go to the
restroom. Jake calmly stood up from his seat and began to walk to the restroom. Because Jake was walking, he was able
to see Jacy in front of him and had enough time to stop so he did not run in to her. When the teacher saw what
happened, she praised Jake saying, Jake, you made a great choice when you decided to walk to the restroom. It allowed
you enough time to stop in order to avoid an accident before it occurred. Awesome job!
o The second scenario is an example of appropriate walking feet behavior because even though Jake needed to go
to the restroom really bad, he made a responsible choice to calmly stand up and walk to the restroom, and
because of this, he had enough time to recognize that he was about to run in to Jacy and avoid the accident.

While the teacher was teaching the lesson on writing letters, Jon was reminded of how he went to see the SpongeBob
movie over the weekend. Jon turned to his friend sitting next to him and began talking over the teacher while he shared
with his friend what happened in the movie. Not only did jakes conversation keep him from hearing the teachers
directions, but he distracted his friend from hearing them too.

While the teacher was teaching the lesson on writing letters, Jon was reminded of how he went to see the SpongeBob
movie over the weekend. Jon wanted to share with his friend what had happened in the movie, but instead he raised his
hand and waited for the teacher to call on him. After calling on Jake to share, the teacher praised him for having a quiet
mouth while she was talking,.
o The second scenario is an example of having appropriate classroom behavior because even though Jake wanted to
tell his friend what he happened in the movie right when he thought about it, he responsibly decided to raise his
hand and keep a quiet mouth until he was called on to share.

Lead students through behavior (We do): Teacher(s) present following scenario. Students will discuss why second
scenario is an example of respectful behavior.

Josh was sitting next Sam on the A,B,C carpet during the reading lesson. Josh felt that Sam was sitting to close so he
decided to try to scoot him over by pinching Sam on the arm. As soon as Sam felt Joshs pinch he began to cry because it
hurt his arm. The teacher saw what Josh had done and immediately sent him to his desk.

Josh was sitting next to Sam on the A,B,C carpet during the reading lesson. Josh felt that Sam was sitting to close so he
decided to give himself more room by taking a few steps back. Sam thanked Josh for scooting back to give him more

room. The teacher saw what Josh had done and allowed him to sit on the bean bag for the rest of the lesson for having
helping hands by scooting back to allow his friend more room.
o How did the second scenario show that Josh was obeying Mr. Potato Heads High Fives rule?
o In the first scenario, how did Josh disobey the classroom rule?

Kari was sitting behind Karl during the science video. Kari couldnt see the video because Karl was blocking her view, so
she decided to lean back and stare at the ceiling instead. Because she was starring at the ceiling, Kari missed the part of
the video where the teacher modeled how to do the science experiment. When the teacher saw what Kari was doing, she
sent her to sit at her desk.

Kari was sitting behind Karl during the science video. Kari couldnt see the video because Karl was blocking her view, so
she raised her hand and asked the teacher if she could move to a different seat where she would have a clear view of
the video. When the teacher said yes, Kari moved seats and was able to stay focused on the video. The teacher praised
Kari for responsibly asking if she could move seats in order to have looking eyes as she watched the video. Kari was
given the bean back to sit on for the rest of the video for her appropriate behavior.
o Why is the second scenario an example of our Mr. Potato Heads high Fives rule?
o What should Kari have done differently in the first scenario?

While working on the morning activity at their desks, the principle came over the class intercom to share the lunch
menu for the day. While he was talking, Katelyn had a thought in her head and instantly began to shout it out to the
class EWWW I does not like sausage on her pizza. When the teacher heard Katelyn shout out while the principal was
speaking, she sent her to sit by herself at the circle table.
While working on the morning activity at their desks, the principal came over the intercom to share the lunch menu for
the day. While he was talking, Katelyn had a thought in her head of how she does not like sausage pizza, so she raised
her hand to tell the teacher her problem. Once the principal was finished talking, the teacher called on Katelyn and
allowed her to share what she was thinking. The teacher praised Katelyn for raising her responsible behavior and gave
her a snack that she liked to eat at lunch.
o How is the second scenario an example of our Mr. Potato Heads High Fives rule?
o How did Katelyns behavior in the second scenario break our classroom behavior rule?

Test to ensure students understand behavior (You do): With a peer, students are asked to come up with their own
scenario. Student groups will act out appropriate, respectful behavior for their scenario. Teacher and other students will
provide feedback to peer groups

Students are placed in groups of three and are each given a card with a scenario showing appropriate classroom
behavior on the back of it. Students will take turns acting out each scenario. For each scenario, students must explain

the part of our Mr. Potato Heads High Fives rule that is correctly shown in the scenario, and explain how the scenario
shows the appropriate behavior. The student acting out the scenario will provide the others with feedback.
If a student gets stuck, they may ask a friend to guide them to the correct answer

Higher Level Questions:

Extension (what will you do to go deeper into this topic):
Elaboration (what else might you need to do/say to teach this skill/concept):
*Closure (objective & purpose are restated):
Assessment (how will you know when the student knows the information or can do the skill youve taught):
Resources:
.

Pre-correction(s):
(Statements to be
delivered immediately
before students enter a
situation that is typically
problematic)

Planned Feedback in Natural Context

One Situation where problem behavior typically occurs:
When students are sitting on the A,B,C carpet for math time, they usually shout out the answers to
questions that are asked instead raising their hand and quietly waiting until they are called on to
answer.
A Corresponding Pre-correction:
When it is time to sit on the carpet for math time, tell students:
I want everyone to show me Mr. Potato Heads High Fives. It just a minute I am going to begin
our lesson on numbers. While I am talking, I want you all to be on your best behavior, having a
quiet mouth and raising your hand when you know the answer.

Acknowledgement(s)
(Responses when student
engage in desired
behavior)

A desired behavior you might expect to observe after this lesson:

When students were asked to line up for recess, they calmly stood up and carefully walked to get in
line.
One example of a statement giving feedback to students engaging in the desired
behavior:
You all did an excellent job of following Mr. Potato Heads High Fives by carefully walking to get in
line. You all made a very responsible choice by having walking feet.

Correction(s)
(Responses for student
who continue to exhibit
problem behavior)

One example of a problem behavior that may occur:

A student wants to play on the pink ipad during station time, however another student is already
using it. She then reaches for the ipad and yanks it our of the other students hands.
A Corresponding Correction Statement:
Kate, Ms. Woodalls kindergarteners follow Mr. Potato Heads High Fives rule to have helping hands
by keeping their hands to themselves and taking care of the station activities so that nobody gets
hurt and nothing gets broken. This time, I want you to show me how you could have helping hands
by asking your classmate if you could take turns, or choosing a different ipad to work on.

Cafeteria

Music room

Looking Eyes
Listening Ears
Eyes on the
Listen to
person in
lunch ladies
front of you
when they
when going
ask what you
through
want to eat
lunch line
Follow the
Eyes on the
checkout
lunch
ladies
monitors
instructions
when they
when she
are talking
asks you to
type your
Eyes on
number
teacher when
Listen to the
she shows
you where to
lunch
line up
monitors
when told
when to
clean up

Keep your
eyes on the
teacher when
she is talking
Keep your
eyes on your
own music
sheet
Keep your
eyes on the
screen when
doing music
activities

Follow
instructions
on how to
enter the
classroom
Listen to the
music when
it is playing
Listen to
instructions
on how to
complete the
music
activity

Quiet Mouth
No talking
when you are
on level red
Whisper
When you
are on level
yellow
Raise your
hand if you
need help

Raise your
hand if you
have a
question
Use inside
voice when
singing the
songs
whisper
when doing
dance
activities to
music

Helping Hands
Keep your
hands on
your own
food
Help a
neighbor
carry their
food tray if
they need
help
Clean up all
your trash
and any
trash you see
that is left

Keep your
hands to
your self
during dance
activities to
music
Keep your
hands on
your own
music sheets
Treat music
instruments
with care

Walking feet
Walk through
the lunch line
Walk to and
from the
restroom
Walk to clean
up and line
up

Walk to your
seat when
entering the
classroom
Walk to and
from the
restroom
Safe, walking
feet when
doing dance
activities to
music

Library

Eyes on
librarian
during story
time
Eyes on your
book during
reading time
Eyes on your
paper when
completing
summaries

PROCEDURES:
List of Procedures:
1. Bathroom Procedures
2. Hallway Procedures
3. Morning Procedures
4. Dismissal Procedures
5. Emergency Procedures
6. Carpet procedures
7. Cafeteria Procedures
8. Recess Procedures
9. Water Procedures
10. Writing Center Procedures

Listen to
librarian
when she is
reading a
story
Follow
instructions
on how to
check out
your books
Listen to
librarian
when she
tells you to
line up to
check out a
book

Raise your
hand if you
have a
question
Read silently
during
independent
reading time
Voices at a
level 0 when
librarian is
reading a
story

Keep your
hands in your
lap while
librarian is
reading
Treat your
books with
care, hugging
them close to
your body
when you are
walking
Put away all
books that
you looked at

Walk to and
from the
restroom
Walk
carefully with
your books
when you
line up
Walk to the
check out
line when its
time to check
out your
books

Writing Center Procedure:

1.
2.
3.
4.
5.

Sit at the writing center table

Pick out a colored sheet of paper
Choose a marker
Write your name on the back
Choose a writing center activity to complete
a. Write the room (pick words around the room to write)
b. Write a card or note to a friend
c. Come up with a list and write it
d. Finish an incomplete writing activity

Hallway Procedures:
1.
2.
3.
4.
5.

Hands stay by your side

Eyes forward, looking straight ahead
Bubble in your mouth, keeping lips closed
Stay in single file line behind the person in front of
Walking feet

Bathroom Procedures:
1. Quietly walk to the restroom (you dont have to ask)
2. Use the toilet
3. Flush the toilet
4. Go to the sink and turn on water
5. Get soap
6. Wash hands
7. Turn off water
8. Dry off hands with a paper towel
9. Go back to your seat

10.

you

Morning Procedures:
1.
2.
3.
4.
5.
6.

Walk in the classroom and hang up your backpack under your name
Get folder out and place it in the black basket
Check in by touching your picture on the smart board
Sit at your desk and read the daily to-do-list
Listen up for the pledge and lunch menu
Begin working on color worksheet

Dismissal Procedures:
1.
2.
3.
4.
5.
6.

Put away all of your materials

Clean up your table
Turn in all daily assignments
Put any papers in your cubby into your folder
Get backpack and put folder into backpack
Line up in your dismissal line (car line, bus line, walker line, aftercare line

Attention Getters:
1.
2.
3.
4.
5.

Stop, Look, and Listen

If you can hear my voice, clap once
One, two, three, eyes on me
Come back to me in 5
Hocus pocus

Stop, Look, and Listen:

when the teacher needs to get students attention, she says Stop, Look, and Listen and the students know that they are
immediately expected to:
1. Stop what they are doing
2. Put their eyes on the teacher
3. Listen to what the teacher says without talking
If you can hear my voice clap once:
When the teacher needs to get students attention, she says If you can hear my voice, clap once
Teacher waits for students to respond with one clap
Teacher then says if you can hear my voice, clap twice
Teacher waits for students to respond with two claps the students then know that they are immediately expected to:
o Be silent
o Put their eyes on the teacher
o Listen to the teacher and follow her instruction