Daily Lesson Plan Organizer

The teacher creates a safe and purposeful learning environment.

Teacher Alyssa Simon Unit of Study Being an UPstander

Subject Behavior/ Social Skills Date 4-22-18
Grade 3-5 Time 12:00-12:30
Observation:
Priority Standard: Goal for Standard 6, Criterion A: By the end of the school year I will ensure all voices are heard in my small
groups by using CLR discussion protocols each week.
Goal for Standard 6, Criterion C: By the end of the school year I will support my students while they take responsibility for
productivity by empowering students with ownership roles in my classroom.
Lesson Objective(s) (in student language): By the end of this lesson, I will know the steps to being an UPstander.
Assessment: Student(s) will give and receive feedback on on to be an UPstander.
CLR- Think-Pair-Share; Put your two-cents in; Musical shares.

LESSON STRUCTURE and ACTIVITIES and MATERIALS: INSTRUCTIONAL

PACING: CONSIDERATIONS:

Segment 1: We do Teacher actions/resources: Student actions/resources: Special Considerations:

5 minutes *Pledge - Call up the Pledge leader *As a class- read the pledge fluently
of the day. and accurately. PT- FI for those who participate
*Have the leader spin the wheel or
pick a student to be the leader
tomorrow.

Segment 2: We do Teacher actions/resources: Student actions/resources: Special Considerations:

4-5 min. *What was the skill of the week
last week? *REVIEW- Accepting a
*What are the steps to AC? consequence.
 Segment 3: We do Teacher actions/resources: Student actions/resources: Special Considerations:
5 minutes *Introduce new skill of the week- *Participate with raising hands and
Being an Upstander. answering the questions.
*Repeat after me- I will.. Be an
Upstander
*watch Video.

Segment 4: 1 Do Teacher actions/resources: Student actions/resources: Special Considerations:

4 minutes *Mention reasons it is important to *Sticky notes to have them write
be an upstander. *Retell the steps - find a friend to tell comments.
*go through the steps. the steps too.

Segment 4: We do Teacher actions/resources: Student actions/resources: Special Considerations:

5 minutes *Review tattling
*Answer the question what is tattling PT- Upstander!
and what is telling.- What is the
difference?

Segment 5: We do Teacher actions/resources: Student actions/resources:

2 minutes *transition-
Pete will you go around and give *Get ready for tier and walk quickly Points- FI
those students who have their point and quietly to tier.
sheets and a pencil a high five and
tell them they can head to their
Tier groups!

Lesson Reflection:
What went well?
● Students were able to participate and use background information to help them connect to the skill of the week.
● The video that was used as a visual really helped the students understand the steps to being an upstander and the difference between
 tattling and telling.
What would you change going forward?
● Have the student make a visual for themselves to refer back too through out the day.
● More role- playing as well.