PBIS Vision: Creating a positive culture that supports success for all.
R.O.A.R. – Respectful, Orderly, Accountable, Responsible
PBIS Lesson Plan to Teach Lowell Expectations
ROAR Expectation
Respectful: Using good manners and appropriate language
Area: Cafeteria
Time Frame: 30 minutes
Step 1: Identify & Provide Rationale/Purpose for teaching the stated behavior
It is important to be respectful to your peers and adults in school. Using words or actions to harass, tease
or bully another student is inappropriate because such words and actions can hurt others. Negative
interactions in school interfere with learning, cause problems at school, and in the larger community.
Step 2: Lesson Objective(s) (desired behavior both observable & measureable)
Respectful behavior: Students will use appropriate language around peers and adults. They will use kind
words to solve conflicts in multiple scenarios. Students will be able to explain why it is important to
show respectful behavior, offer solutions for how to speak to each other and adults, and give suggestions
for how they can promote respectful behavior in the cafeteria during class discussions.
Step 3: Examples and Non-examples of the desired behavior
*Choose students to model examples and non-examples, asking students how they felt in each simulation
Examples (look/sound like)
Non-examples (should not look/sound like)
 Listening to staff’s instructions the first time
 Pushing, shoving, kicking equipment (garbage
they are given
cans, doors, tables) or other students
 Following directions:
 Yelling and or screaming
-Line up in a single file line for lunch and
 Entering into a person’s physical space
walk quietly to the cafeteria
 Littering or not picking up trash when you see
-Wait your turn to get soap, (one or two
it
pumps), then without splashing or pushing
 Wasting soap, paper towels, and water when
wash your hands and dry them with a paper
washing your hands before eating
towel and throw the paper towel in the trash
 “Breaking” or “shortcutting” in line
can
 Saving places for your friends
-Enter the cafeteria quietly, wait your turn,
 Opening your mouth to show the chewed food
then be seated in your assigned area
in your mouth or spitting food on tray, table,
-Use “Please/Thank you” when speaking to
or floor
cafeteria workers, custodians, teachers, ect..
 Throwing food at others, table or on the floor
-Use “Excuse me” when you bump into
 Leaving trash on the table or floor
someone or they bump into you
 Not listening to the cafeteria workers,
- Eat your food first, then talk in an inside
custodians, teachers or IAs
Voice using kind words
 Getting up without permission to use the
-When asking for seconds hold your (schoolbathroom, get seconds, water, ect..
wide non-verbal sign)
 Talking back to cafeteria workers, custodians,
-When you need to use the bathroom
teachers, IAs
(school-wide non-verbal sign)
 Using mean or unkind words to make another
-Wait your turn to be dismissed; pick up
person feel bad about themselves
your tray, milk, napkin, spork and any other
trash and WALK to the trash cans, pour out
your milk in the proper place, throw your
food and other items away, then neatly stack
your tray
-If you spill food while you are eating, raise
your hand and tell someone on duty that you
need a clean-up
 Taking care of school property “Leave it
better than you found it”
 Asking an adult to help when a conflict can’t
be resolved “Can you help me with a
problem?”
 Keeping hands and feet to self. Sit with both
feet under the table and respect your peers’
space.
Step 4: Practice/Role Play Activities
Model expected behavior (I do):
Teacher(s) model or read following scenarios. The teacher discusses why second scenario is an example
of respectful behavior.
Mrs. Wilson’s class lined up to go to lunch. When they got to the hand washing station, Alexis got soap
from each dispenser and used a lot of paper towels to dry her hands. The paper towels fell on the
ground. Mary reminded Alexis to put her paper towels in the trash can, but Alexis did not pick them up
from the ground and went inside the cafeteria.
Mrs. Wilson’s class lined up to go to lunch. When they got to the hand washing station, Alexis got soap
from one dispenser and used one paper towel to dry her hands. The paper towels fell on the ground.
Mary reminded Alexis to put her paper towels in the trash can. Alexis said, “thank you”, picked up her
paper towel, then went into the cafeteria to get her lunch. Mrs. Wilson gave both students a “ROAR
card” for showing respect.
Lead students through behavior (We do/Practice):
Students will discuss why second scenario is an example of respectful behavior
Several students were sitting together at a table eating lunch in the cafeteria. Denyse spilled milk on
Kim’s new dress. Kim yelled at Denyse and said she was “stupid and dumb” and took her milk and
poured it into Denyse’s food. Both girls began to scream at each other with tears in her eyes. The
cafeteria manager witnessed this and reported the incident to one of the staff members on cafeteria duty.
-STOP: Ask students what they could do differently to stop the conflict from occurring.
Several students were sitting together eating lunch in the cafeteria. Denyse spilled milk on Kim’s new
dress. Denyse apologized and got a wet paper towel from Mrs. Robles, the cafeteria manager and helped
Kim clean her dress. Kim thanked Denyse for helping her. The cafeteria manager witnessed this event
and gave both girls “ROAR cards” for resolving a potential conflict respectfully.
Debrief with students any questions: “Are there any questions you have about being Respectful in the
cafeteria?
Practice/Check for Understanding (You do):
With one or two peers (based on class size), students are given two scenarios of respectful and
disrespectful cafeteria behavior. Working as a team, students are instructed to create their own scenario
for respectful behavior. Student groups will choose the scenario appropriate, respectful behavior for the
cafeteria. They will also identify the disrespectful behaviors in the other scenario. Teacher(s) and other
students will provide feedback to peer groups. (Feedback must be specific to the expectation)
Review Questions:
 Why is it important to show respectful behavior in the cafeteria?
 How can you help promote respectful behavior in the cafeteria?
Assessment (aligned to objective):
Students can complete the following sentence stem: Being respectful in the cafeteria means I will use
____ words/language when talking to my peers and adults. Some words I can use are ____. I can be
respectful by ____. Showing respect to my teacher means I need to _____ to instructions the first time.
(Adapt as needed to accommodate students’ needs and grade level.)
Additional Opportunities for Practice/Reteach:
 Weekly scenarios and discussion of real-time events that occur with students (use “real” situations as
appropriate to help with problem-solving and critical thinking and life skills)
 Recognizing students who display respectful behavior with agreed on PBIS reinforcements
 Teacher regularly models respectful behavior with examples and non-examples
Vocabulary Practice:
 Respectful
 Please
 Thank you
 Peers
 “Seconds”
 Harass
 Tease/bully
Materials/Resources:
 Copies of scenarios
 Smartboard
 Paper/pencils for creating scenarios in student-to-student interaction groups
 Reenact scenarios in cafeteria (as appropriate)