Mischief Managed!

Caroline Chelette 3
(Grade 9)
Undesirable Behavior Targeted:
Before class starts, students loiter outside the classroom door, wander about the classroom, or arrive late to class. This behavior interferes
with learning because extra class time must be taken to get students to their desks, organized, and ready to learn after the bell has rung.
Expected Behavior:
Before the passing period bell rings, students will …
 Be seated in their desks
 Cease conversations
 Have put away outside classwork, extra materials, and cell phones
 Have turned in their homework to the correct box
 Read and complete teacher directions on the board
 Begin working on the warm-up activity
Positive Reinforcements:
1. Immediate R+: Students who model the desired behavior will be given a “House point” (a colored piece that corresponds to their
class house and color) to add to their class’ “House Point Jar.”
2. Ongoing R+ Displayed: Students will watch their class’ House Point Jar fill up. Points will also be tallied at the end of each week
and displayed.
3. NAME the Fun-Interactive-Learning-Activity (overall R+): Once one of the classes fills up their House Point Jar (about 600 pieces)
the winning class’ colored banner will be displayed throughout two Harry Potter themed class periods.
4. Easy Administration of R+: The teacher will place the House Point pieces on the students’ desks while they are working
independently on the daily warm-up activity. When directed by the teacher, one student from each table group will deposit the
pieces in their class’ jar.
Interactive Learning Activity:
 TEKs: §110.31. (b)
o (5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about
the structure and elements of fiction and provide evidence from text to support their understanding.
o (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and
publishing) to compose text.
o (15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to
communicate ideas and information to specific audiences for specific purposes.
o (18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use
appropriate capitalization and punctuation conventions in their compositions.
o (26) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to
apply earlier standards with greater complexity. Students are expected to participate productively in teams, building on
the ideas of others, contributing relevant information, developing a plan for consensus-building, and setting ground rules
for decision-making.
 Over two class periods, students will analyze two excerpts of text from the Harry Potter series involving Boggarts (a shape-
shifting monster that takes the form of whatever one fears most). In the first class, students will analyze and evaluate the two
excerpts to consider symbolism and character development, and find similarities between what they've read and their own lives.
In the second class, students will use their analyses from the first class to participate in a writing workshop. Students will create
drafts and engage in the revision process with classmates before turning in a final essay. The final essays will be displayed in the
classroom library.
Teaching the Expected Behaviors:
The teacher will model the target behaviors and explain the rationale behind following a classroom routine. Afterward, following the
teacher’s instructions students will practice the new classroom routine by acting out the target behaviors as a class. Each table group will
then take turns performing those same target behaviors while the rest of the class directs them using the list of expectations.
Teaching the Plan:
During the class period the teacher models the target behaviors, the teacher will also introduce the Harry Potter themed classroom
activities. The teacher will inform the class that the option of a fun, themed activity day is contingent on the number of pieces they collect
for their classroom behavior. A classroom bulletin board and an adjacent table will serve as a focal point for progress and remind students
of the classroom expectations for beginning class ready to learn. Throughout the duration of the plan, but especially at the beginning, the
teacher will direct attention to the bulletin board and declare the class period with the most house points at the end of each week. Houses
will be selected in alpha-numeric order.
Some Options Might Be:
This plan can be used with varied TEKS, topics, behavior expectations, and grade levels. So, this plan can be repeated as necessary with
different or additional lesson plans. Additional houses or teams can be created as needed for class periods numbering more than four, or
the teacher can begin the plan by having students create their own classroom team name, color, mascot, etc. The total number of pieces
given out per class period can also be adjusted to account for classes where there are more students than another. Video clips can be used
in addition to the reading excerpts to assist ELLs or students with learning disabilities.
Demonstrate all Necessary Items:
Bulletin board, one container designated for each class period, different colored pieces, colored classroom banners/streamers/etc.