Lesson Plan to Address Behavior

Content Standard or EEO this lesson will address?

Content Area: Comprehensive Health and Physical Education
Standard: 3. Emotional and Social Wellness in Health
1. Demonstrate effective communication skills to express feelings appropriately. e. Practice verbal
and nonverbal ways to ask for help from trusted adults or friends.
Step 1: Identify the desired behavior and describe if in observable, measurable terms. What do you
want your students to be able to do at the end of the lesson?
The desired behavior is to walk up to an individual, make eye contact and use verbal language to
gain attention. The verbal language should be in the form of a statement, I statement, question or
simple hello.
Step 2: List a rationale for teaching the behavior (Why is it important?)
The skill is important because it is not socially acceptable for him to take other people's things. He is
also wasting instructional time. He has the skills in order to gain objects or attention from other
people, so he should be taught to use them. Out at the store if you would like the employees
attention it is not appropriate to take their name tag, the individual would simply get kicked out. The
appropriate way to get in and play the tension is by saying Excuse me, I have a question.

Step 3: Identify examples and non-examples of the desired behavior (What would the behavior
look/sound like? What would the behavior not look/sound like?)
Examples of the replacement behavior consist of the student approaching staff or other students
and using words (asking questions) to gain attention. The student should evaluate the situations
and ask themselves, May I walk up to the person, or should I raise my hand? 1. The student should
be within 3 ft of the staff/peer (raise their hand and wait for staff to be with in 3ft.) 2.make eye
contact 3. Ask for help, tell the other person something or simply say hello. 4. Stay still and listen for
a response from the other person. Or
3. The student may ask to see an item. 4. Wait for an answer. 5. Respond accordingly to the
answer. If the staff ask why/ what for the student should answer. If the staff gives guidelines 'yes for
3 mins.' The student shall comply.
Non Examples are
Yelling for staff attention
Taking items
Poking staff
Leaving the classroom
Stepping in front of or talking over other students
Asking for an item and then taking the item without gaining a response.

Standing on tables or counters.

Physical or verbal aggression.

Step 4: Practice/Role Play Activities

Model expected behavior (I do):

First I will explain what we are going to do and why it is important. I will set up the scenario.
I will be the student and a student will act as the teacher. I will first act out the unexpected
situation (trying to get attention by taking things, standing on tables, leaving the classroom.)
We will discuss the questions- Was the student respectful? Did the student communicate?
How did the teacher feel? How did the student feel? What could the student have done
instead? The students will be able to see what could have gone better and will have great
alternative behaviors. I will take their alternative behaviors and replay the scenario using
expected behavior. Then we will answer the same questions above and the outcomes of
each scenario.
I will then go over the steps (listed above) about how to get adult or peer attention.
Lead students through behavior (We do):
Students will present a scenario and have students play teacher and student roles. Before they
begin they will state the steps or behaviors they will use to gain attention. Afterwards, they will
discuss how it made them feel and the class will give feedback on if it was respefctul. We will do this
multiple times using different scenarios (during work time, during lunch time, during sponge time.)

Test to ensure students understand behavior (You do):

Last, students will break up into partners, think of as scenario at act out the appropriate way to gain
attention. They will present their scenarios to the class. The class will discuss each scenario.
We will then choose a scenario in which the whole class has a role and we will record it to use as
video modeling.
Step 5: Provide opportunities for practice How will you tell your students how and when to use
their new behavior? How will you close the lesson?
I will ask them when they can use their new skill and we will make a list. I will explain that from now
on I will prompt them to use this skill. I will then go over a few prompts I may use.