ASSEMBLY LESSON PLAN
I Do (modeling)
Rational: To show speakers and guests at our assemblies that we are a respectful,
responsible, and safe school community.
What does Respectful look like at an assembly?
1. Voice Level-red, orange, yellow (teacher discretion).
2. Enter and exit quickly and quietly.
3. Leave things in the classroom.
4. 4 L’s (look, listen, laugh, learn).
a. Respond appropriately and clap when appropriate.
What does Responsible look like at an assembly?
1. Listen to the speaker.
2. Sit on your bottom.
3. Follow adult directions.
4. When given school wide signal voices are off and body still.
What does Safe look like at an assembly?
1. Hands and feet to self.
2. Wait to be dismissed.
3. Only ask to leave when there is an emergency.
We Do (guided practice)
1. Teachers ask the class: Why is it important to behave this way at an assembly?
2. Brainstorm a list of possible assembly problems. Role play one of the situations
from the list and try to come up with possible safe ways to change up the
situation.
3. Discuss situations that might happen at an assembly that need to be reported to an
adult.
4. Discuss why it is important to behave at an assembly.
They Do (partner practice)
Practice:
Practice entering and exiting the assembly. Remind students to have their eyes ahead on
the teacher for instructions on where to sit and when to exit. Practice getting quiet when
the school wide signal is given.
I AM RESPECTFUL, RESPONSIBLE, AND SAFE!
Examples: Voice level, walking feet, hands and feet to self.
Non-Examples: Teacher role plays non-examples: Kids arguing, fighting, students
pushing and shoving. Yelling and running. Booing and responding negatively.
Examples: Sitting on their bottoms and using the 4 L’s appropriately.
Non-Examples: Teacher role plays non-examples: Talking to your neighbor during the
assembly. Moving spots. Getting up to get a drink and go the bathroom.
Practice: Identify procedure to ensure all students practice the behaviors in the location
(i.e. at least twice to achieve fluency) Have them demonstrate the appropriate behaviors
in small groups and have the other students give them a thumbs up or thumbs down for
their example. Do some role plays and have students determine which ones are examples
and which are non-examples.
Reinforcement: Have students clap for students who role played the scenarios for you
and give Panther tickets to the students who volunteered to role play the good examples
and compliment their willingness to demonstrate for the group. Reinforce intermittently
the students as they practice positive behaviors with their partners.
Follow-Up Plan: Identify what adults will do to review expectations and behaviors for
this setting and ensure 5:1 ratio of positive acknowledgements versus corrections
occurring in this setting.
You Do (independent)
Name respectful, responsible, and safe things you can do in an assembly.