Lesson Topic/Lesson Length: Reviewing classroom norms;

Name: Matthew Chaney

40 minutes
Content Area: Freshman Seminar Grade Level(s): 9th
Class Context:
This lesson will take place on the fifth full day of class (Albemarle High is on a rotating A-B Day schedule where every Monday
and Wednesday is an “A” day and every Tuesday and Thursday is a “B” day, with Fridays rotating). Freshman Seminar is a
low-stakes class intended to help incoming students develop social-emotional intelligence, gain tools that will lead to
academic success, and develop relationships with staff and peers. The intention is that the 16 students in the class won’t feel
anonymous in the throng of nearly 2,000 students at the school. The class is pretty diverse, racially and in terms of academic
ability. Also, as far as I know, only one student has an IEP (He also has an aid to assist), two students are level 3 English
Language Learners, and two more students are bi-lingual in English and Spanish.

Lesson Content

Background Information/ Relevance/ Context/ Rationale (Purpose) –

Again, this is part of Freshman Seminar, and one of the major goals of the class is to build an environment where students
feel comfortable with each other and their teachers so that they can grow socially and emotionally. While students are still in
the process of getting to know one another and to know Ms. Baum and myself, we also want to build a culture of safety and
inclusion. While the class met three days last week, Wednesday and Friday were taken up by a Curry School students’ survey
and a group assembly of Freshman Seminar classes in which students had the opportunity to ask a panel of upperclassman
for advice about their time at Albemarle High. Monday was spent building relationships and doing a team-building exercise,
and while I wasn’t present due to class, half of Friday was spent working in groups to develop ideas about what a positive
classroom community looks like and coming up with specific norms for a “community agreement.” Ms. Baum (my mentor
teacher) passed student responses on to me Friday afternoon and I compiled a master list over the weekend. My intention
for class on Wednesday (Monday was Labor day) is to review, check for understanding of classroom norms, and to give
students a chance to edit or consent to a final draft of the classroom agreement.

As stated above, Ms. Baum has already facilitated students forming groups and spending time to write reflections on past
experiences they’ve had with positive communities. In addition to considering the characteristics of those positive
environments, students also worked to come up with a list of norms that they thought would contribute to a “successful
community.” Ms. Baum shared these lists with me and I compiled a master list which I will review with students, while giving
them a chance to work in a group to reflect on the importance of these rules, before finally giving students room to consent
to a final draft of the classroom agreement.

This 40-minute activity will take place in class Wednesday, after a quick group check-in/circle-up in which students reflect on
their first two weeks of high school, their Labor Day weekend, and to talk about anything else they want to share that’s
happened since they last saw one another.

Afterwards, students will be given time for academic advisory, as previously discussed in class.
Relevant VSOLs/CCSSs –
9.1: The student will participate in, collaborate in, and make multimodal presentations both independently and in small
groups.

Learning Targets -- Please reference these learning targets throughout your lesson plan.
As a result of this lesson, students will…
1. Understand… that they make up the classroom community and they are responsible for the success of that
community
2. Know…how the rules and norms contribute to the formation of a positive community
3. Do…evaluate rules and norms for appropriateness within the classroom community
4. Do...consent to a final list of community norms

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Assessments: – How will you know if students have met/made progress towards the learning targets? Be sure these
assessments are integrated throughout the procedures and steps in the lesson outlined below.
Diagnostic Formative Summative
Method of assessment: Method of assessment: Method of assessment:
Skits, norm notes, and a vote
Description of assessment: Description of assessment:
Description of assessment:
Aligned with which Learning Target(s): Students act out a one-minute skit or
give a presentation about a drawing Aligned with which Learning Target(s):
Criteria for assessment: about why an assigned norm is
important to a positive, safe classroom Criteria for assessment:
How data will be used: environment. When they act out the
skits/give a summary of what they How data will be used:
drew and why, other students will take
notes on how the norm positively
impacts classroom climate.. Students
will also summarize their work. At the
end we will discuss any changes and
vote on a final list.

Aligned with which Learning Target(s):

U1, K2, D3
The activity requires that students
review and evaluate the norms they
wrote and go in depth in examining
how abiding by a specific norm will
make for a better classroom
environment. The activity also
reinforces the understanding goal that
students are responsible for their own
success as a community because they
have to abide by the norms to
successfully work together to achieve
the objective of creating and acting out
the skit. Once everyone understands
what the norms mean and why they
exist, the group will vote to adopt the
norms, or change them, if needed.

Criteria for assessment:

Successful groups will demonstrate
comprehension of their assigned norm
by giving a brief summary of their
drawing or performance.

I will take notes during performances

[Figure 4], which will not be graded.

If students are able to come to a

consensus on the wording of the
norms, they will have successfully
adopted the norms.

How data will be used:

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 We could use my notes to keep track of
the roles taken on by students (who
were the leaders, who was hesitant to
take a big role); and to gauge how
much more time needs to be spent
discussing the norms and reviewing
norms, if any.

If any of the groups are way off in their

explanation, I’ll be sure to take a
moment to debrief for the rest of the
class’s benefit/to ensure that everyone
is understanding and taking accurate
notes.
Materials/ Supplies/ Sources/ Digital and Interactive Instructional Technology (if appropriate): – Please list all necessary
instructional supplies, materials, and sources. Make sure that these are clearly labeled and referenced throughout the lesson
plan to enhance clarity.
1.) List of Norms written on the board at the front of the room
2.) Respect Skit script (2 copies)
3.) Skit script/Drawing assignment description/Note taking graphic organizer (20 copies, just in case we need extras)
4.) PowerPoint Slides displaying classroom norms, instructions to go along with graphic organizer
5.) Rubric for measuring student success
6.) Post it sheets
7.) 2 boxes of magic markers for sharing
Beginning Room Set Up:
The room is set up as it normally is, with an assortment of group tables of various heights with chairs and high stools
scattered uniformly around the room, with Ms. Baum’s desk in the front left corner. On the board, the five rules will be
written in dry-erase marker. Instructions for the activity will be displayed on the overhead projector via Powerpoint. These
same instructions will be available on the handout when we pass them out. I will pass out the graphic organizer [Figure 3] as
students enter the room.
Procedures/Steps in the Lesson:
I. Form Groups (2 minutes) The list of community norms will be on display on the whiteboard when students
enter the room. There will also be a powerpoint set up listing an outline of the schedule for the day [See Figure
5]. Ms. Baum will lead a brief circle discussion allowing students to catch up with one another. After everyone
has had a chance to go, I will announce: So now that everyone has caught up, we are going to split up into the
following groups (these will be on display on the overhead projector: the groups are 1) Sharlenis, Judith, Hasell,
and Jorge 2) Wyatt, Aashni, Jeremy, Ethan 3) Xander, Ahmir, Andrew, Mary 4) Ilyas, Sid, Beth, Will...my rationale
is that I want students to work in groups of people that they feel comfortable working with so they’ll be more
willing to participate--based on who they sit with and interact with in class--but also, I tried to consider
students’ ability levels and extroversion/introversion). Please get with your assigned group and take a seat.
Note: pay special attention to your group number because that will become important as I explain instructions.
II. Review List of Norms (2 minutes) Once students have been assigned their groups, I will go over the list of
norms and explain how I selected them:
a. O.k., now that everyone is in their groups, I’m going to take a moment to review the norms that you guys
wrote last week. They are (They’re also available in Figure 1):
1. Respect yourself, respect others, and respect each other’s property
2. Pay attention when others are speaking
3. Participate and do your best - making mistakes is o.k., but it’s important to always give your best
effort
4. Help others when they are in need
5. Cultivate an academic environment during Academic Advisory
b. If you’re wondering how this list got from what you wrote to what it looks like now, I took everyone’s lists
and lumped similarly-worded ideas together so there weren’t any repeat ideas, and changed the wording a

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 bit to make sure that everyone’s ideas were included, but written in a way that everyone could remember
them.
III. Pass out graphic organizer/Give instructions (5 minutes) Next, I’ll pass out the graphic organizer [see Figure 3]
and use it to help explain instructions, which will also be posted on a powerpoint. The powerpoint will also
explain that students will be required to focus on one particular norm, based on their group number:
a. In a moment, you will be required to work together with your group to do one of two things to explain your
understanding of the norm that your group was assigned: You can either write and perform a one-minute
skit about why an assigned norm is important to a positive classroom community or draw a comic which
does the same thing. Keep in mind that regardless of what you choose, a member of your group will need to
take a moment to present and to explain your group’s rationale for why your assigned norm contributes to a
better classroom community.
b. I will model this activity by performing my own skit (with Ms. Baum’s help—see Figure 2 for a script). If
you’re wondering what this might look like, Ms. Baum and I will act out a skit based on norm number 5. Ms.
Baum and I act out the skit.
c. Now it’s your turn. Remember how I said to keep up with your group number? That number is the same as
the norm number that you will be reporting on to the class. Bearing that in mind, take a minute now to turn
and talk with your group about whether you want to draw a comic/picture or act out a skit. If you choose a
drawing, please let me know so that I can give you a large post-it sheet and markers. Give students a
minute to decide. Please raise your hand if your group needs a post-it and markers.
d. Before going any further, check with students for understanding: Do you understand what we just did, and
what you are supposed to do? Are there any questions or clarifications I can make? Answer any questions.
O.k., you may begin. You have about 10 minutes to work, when time is up, we will draw straws to see which
group goes first.
IV. Prepare for Presentation Give students about 11 minutes to write down their lines and stage directions in the
appropriate place on the graphic organizer and rehearse or to draw their picture on the post-it sheet. When
time is up, have a group leader draw straws to see the order that groups will perform in.
a. O.k. planning time is up. To decide which order we will present I’m going to have you guys draw strips of
paper. Whoever draws the short straw goes first, and we’ll go in order from shortest to longest. Have
students draw.
b. As students work I will go around the room checking in, answering questions, and prodding groups that
may be struggling to come up with ideas
V. Instructions for Note-taking during presentation (2 minutes) Before students perform, have them turn their
graphic organizers [Figure 3] over to the side which explains how to take notes on their peers’ skits.
Read/explain the instructions and ask if there are any questions.
a. Before the first group goes, everyone who isn’t in the group should turn their graphic organizers over to the
side that says “Classroom Norms” at the top. Make sure to follow along with the group and make sure to at
least write down the summary the group gives explaining how the norm contributes to a positive classroom
environment. Alright, group __, you’re up, show us what you’ve got!
VI. Presentations Give each group 3 minutes max to perform their skits or to talk about their drawing/comic [spend
no more than 12 minutes total on skits]
a. After each skit, check for understanding: O.k. did everybody get that? What was the main point? Repeat the
review and then call the next group up. O.k., group __ you’re up next.
VII. Consent to Norms After everyone is done, have students verbally answer the following questions: O.k. Just a
quick review and then I want to take a minute to see if we need to make any changes before voting. 1) What do
all of these norms have in common? 2) Does anyone have any suggestions or ideas for things that we want to
add or subtract to or from the list? 3) Can we all agree to abide by these norms for the betterment of our
classroom community? All in favor raise a hand. (If anyone doesn’t raise their hand, give them another
opportunity to express their disagreement, and allow others the chance to respond. If everyone agrees that a
certain rule should be changed or nixed, figure out a way to make it happen.) When everyone agrees, say:
Thank you everyone for taking the time to approve these. This will inform everything we do in this class going
forward. Now that we have a final draft written, Ms. Baum and I will create a poster which we will keep in the
room for future reference as we work. (This should take another 5 minutes)

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Materials Appendix (if appropriate):
1.) List of Norms written on the board at the front of the room
2.) Academic Advisory Norm Skit script (2 copies)
3.) Skit script/Note taking graphic organizer (20 copies so there are extras)
4.) PowerPoint Slides displaying classroom norms, instructions to go along with graphic organizer
5.) Dry erase marker for writing norms on board
6.) Note/organizer for myself to measure student success

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Figure 1 – List of Community Norms

Community Norms

1. Respect yourself, respect others, and respect each other’s property

2. Pay attention when others are speaking
3. Participate and do your best - making mistakes is o.k., but it’s important to always give your best effort
4. Help others when they are in need
5. Cultivate an academic environment during Academic Advisory

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Figure 2 – Academic Advisory Norm Skit Script

[Ms. Baum is sitting in the front of the room, working diligently on an assignment. Mr. Chaney is sitting beside her, clicking
furiously on his laptop mouse, making noise, and laughing.]

Mr. Chaney: NOW I’VE GOT YOU! [pauses, looking frustrated] Danggit!
Ms. Baum: [Looks at Mr. Chaney across her notes/book, looking exasperated] Can you keep it down, please?
Mr. Chaney: What? I don’t have any homework and I’ve already got straight B’s in all of my classes. There’s nothing left for
me to do.
Ms. Baum: I get that you think you’re done, but it’s distracting to have you playing games and making noises while I’m still
trying to work.
Mr. Chaney: Well, what should I do instead?
Ms. Baum: I don’t know? Maybe ask the teacher? Read a book? Maybe there’s something else you can do to get better in one
of your classes that you haven’t been doing?
Mr. Chaney: I doubt it, but at the same time, I’m sorry for being a distraction. Maybe I’ll bring a book tomorrow as a backup?

Narrator/Mr. Chaney: [Moral of the story] Use your academic advisory time wisely, and be considerate of your classmates. If
everyone uses this time well, we’ll lift each other up, we’ll learn and grow, and we’ll all become better students.

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Figure 3– Skit script (Side 1)/Classroom Norms Notes (Side 2)

Skit Script

Work together with your groupmates to write, rehearse, and perform a one-minute long skit about why your assigned norm
is important to a positive, safe classroom environment.

When planning your skit, do the following:

1. Assign one person to be the designated “task master”—keeping group conversation on-task
2. Assign one person to write down everyone else’s good ideas
3. Assign one person to re-read the assigned classroom norm at the beginning of the skit
4. Assign one person to explain at the end why the norm is important to creating a positive classroom environment

When performing your skit, do the following:

1. Read the assigned norm aloud before performing the skit
2. Use at least one line of dialogue and one stage direction (More than likely you’ll use way more than one of each) to
help the skit make sense to your audience.
a. Dialogue example:
Mr. Chaney: NOW I’VE GOT YOU!
b. Stage direction example:
Ms. Baum: [Looks at Mr. Chaney across her notes/book, looking exasperated]
3. Everyone in the group should say something (even if it’s just reading the norm aloud, or saying one word of
dialogue) during the performance
4. Once the performance is complete, the designated person should explain the moral of the performance, which is
why the norm, if followed, will create a positive classroom environment.

______________________________________________________________________________________________________

Draw a comic

Work together with your groupmates to draw a comic and be prepared to explain how it relates to your assigned norm and
why it is important to the formation of a positive, safe classroom environment.

When working on your drawing, do the following:

1. Assign one person to be the designated “task master”—keeping group conversation on-task
2. Assign one person to do the drawing
3. Assign one person to re-read the assigned classroom norm before showing your drawing
4. Assign one person to explain your drawing and your rationale for why the norm is important to creating a positive
classroom environment

When displaying your work, do the following:

1. Read the assigned norm aloud before explaining the drawing
2. Draw at least two distinct images with word bubbles and/or thought bubbles to help you tell a clear story to your
classmates
3. One person should explain what’s going on in the comic to the class
4. One person should explain the moral of the performance, which is why the norm, if followed, will create a positive
classroom environment

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 Classroom Norm Notes

Pay attention as your classmates perform their skits/talk about their comics, and note anything that stands out about the
performance that you think will help you remember the rule going forward. At the end, write down as much as you can of the
moral of the skit—the explanation of why the norm, if followed, will create a positive classroom environment.

EXAMPLE: Norm #5: Cultivate an academic environment during Academic Advisory

Notes:
-Mr. Chaney showed what not to do to “cultivate an academic environment.”
-He spent time doing non-academic activities and disturbed others who were trying to do work.

How does this rule contribute toward a positive classroom environment? What’s the moral?
Use your academic advisory time wisely, and be considerate of your classmates. If everyone uses this time well, we’ll lift each
other up, we’ll learn and grow, and we’ll all become better students.

1) Respect yourself, respect others, and respect each other’s property

Notes:

How does this rule contribute toward a positive classroom environment? What’s the moral?

2) Pay attention when others are speaking

Notes:

How does this rule contribute toward a positive classroom environment? What’s the moral?

3) Participate and do your best - making mistakes is o.k., but it’s important to always give your best effort
Notes:

How does this rule contribute toward a positive classroom environment? What’s the moral?

4) Help others when they are in need

Notes:

How does this rule contribute toward a positive classroom environment? What’s the moral?

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Figure 4 – Assessment/Notes

Does the group accurately demonstrate how the norm contributes to a positive classroom environment?
Group 1:

Group 2:

Group 3:

Group 4:

Did anyone stand out as having trouble/taking a leadership role?

Group 1:

Group 2:

Group 3:

Group 4:

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Figure 5 - PowerPoint presentation

Available here:
https://docs.google.com/presentation/d/1bvTMYrgfu-lRnMes55T9yXGrfM9ps1rJpr7ER45GBRU/edit#slide=id.p1

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