Date: Monday, 8/10
Lesson: Intro. and PBIS rolloutMr. Young, Mr. Henneman, Ms. Rutkowski, Mr. Gjeljaj
Objective
Students will review initial PAWsitive Behavior for all aspects of the
school day.
Relevancy
We need to work together to keep our school PAWsitive and safe!
Standard(s)
n/a
Vocabulary
OR
Grammar
Journal: Create a name/desk tag with your name and one fact about
yourself.
Vocab: n/a
Pacing: 5 minutes
Instructional
Scaffolding
I DO
Introduce myself.
PBIS rollout for that period, including video, scenarios, and role playing.
Introduce attention signal and procedure; review handshake (purpose,
procedure, positive impact).
Pacing: 35-45 minutes
Instructional
Scaffolding
WE DO
CKH Ice Breaker game(s).
Name Game
Warp Speed
6 Questions (Dave)
Pacing: 10-12 minutes
Instructional
Scaffolding
Ticket out the door: on the back of name/desk tag:
 Meaningful Picture
YOU DO
Pacing: 3-5 minutes
Formative
Assessment(s)
Check for understanding (role play) on attention signal prior to Ice
Breaker game.
Launch: Personal statement welcoming students to their eighth grade year.
Date: Tuesday, 8/11 Lesson: Perception & ProceduresMr. Young, Mr. Henneman, Ms. Rutkowski, Mr. Gjeljaj
Objective
Students will demonstrate good procedures, including active listening,
SOLER, positive communication, and respect.
Relevancy
Go slow to go fast!
Standard(s)
n/a
Vocabulary
OR
Grammar
Journal: Write and prepare to discuss the picture you drew on your name
card.
Vocab: n/a
Pacing: 5-7 minutes
Instructional
Scaffolding
Discuss your own picture on name card.
Procedures:
 Entering class, bellwork, paper heading
I DO
 Active listening, partner work, attention signal, hand raising
 Hallway passes, nurse, library
Pacing: 20-30 minutes*
 Preparedness, materials and supplies, missed work
Instructional
Share journal entries.
Scaffolding
Scenarios:
 Active listening, respect, hallway passes, attention for teacher and
WE DO
students
Pacing: 20-30 minutes*
Instructional
Scaffolding
YOU DO
Pacing:5 minutes
Formative
Assessment(s)
Write 2 things that you learned from 2 different people in class.
On a post-it note (or index card), write a statement about first
impressions.
(allow students to interpret—their first impression of you? their first
impression of others or the past? how to make first impressions? etc.)
Role play during procedure roll out; ticket to go on impressions.
Students will share the things they wrote on a Post It note and put on the
board.
Launch: “Hurt people, hurt people.” Or “Be careful for eveyone you meet is fighting a hard battle.”
Date: Wed. 8/12
Lesson: Respect & Growing GroupMr. Young, Mr. Henneman, Ms. Rutkowski, Mr. Gjeljaj
Objective
Students will demonstrate good procedures, including active listening,
SOLER, positive communication, and respect.
Relevancy
Go slow to go fast!
Standard(s)
n/a
Vocabulary
OR
Grammar
Journal: What is a misconception? (Look it up if you are not sure.) What
misconceptions have other people had about you in the past?
Vocabulary: n/a
Pacing: (5-7 minutes)
Instructional
Scaffolding
I DO
Review procedures (True/False statements, with F.A. of thumbs
up/thumbs down).
Role play any procedures that confused students or were not recalled
easily.
Pacing: 5-15 minutes
Instructional
Scaffolding
Model (with doc cam) circle map biography: Draw a picture of themselves
and write facts and details about themselves. Don’t write name on it.
WE DO
Pacing: 20-30 minutes
Partner share, then jigsaw into group of four—introduce one another.
(Protocol—2 minutes to intro each person, silent waiting time, no
crosstalk).
Instructional
Scaffolding
Students will then draw a picture of themselves and write facts about
themselves..
YOU DO
Pacing: 10-20 minutes
Formative
Assessment(s)
Thumbs up/thumbs down for procedures review.
Launch: Share teacher’s Four Corners (revised).
Date: Thursday 8/13 Lesson: Characterization GalleryMr. Young, Mr. Henneman, Ms. Rutkowski, Mr. Gjeljaj
Objective
Students will characterize themselves, then test their knowledge of their
classmates.
Relevancy
How well do you know one another? Building relationships with one
another now will make us successful this year.
Standard(s)
n/a
Vocabulary
OR
Grammar
Journal: Do you remember your classmates from Kindergarten or first
grade? What do you remember about them?
Vocabulary: n/a
Pacing: 5 minutes
Instructional
Scaffolding
I DO
Pacing: 10-15 minutes
Instructional
Scaffolding
WE DO**
Provide definition for and examples of characterization. Model a
completed characterization sheet.
(As students work, assign each student’s sheet a number.)
(After sheets are hung, explain Gallery Walk protocol—silent walk,
moving through stations according to teacher timer, writing down
guesses, no cross talk, etc. F.A. using a few student role plays.)
Complete a characterization sheet. Hang sheet according to the number
assigned.
Model own sheet.
Make sure students understand the Gallery Walk before doing it by
having a few students model the process.
Pacing: 15 minutes
Instructional
Scaffolding
Complete the Gallery Walk protocol. When all students return to their
seats, ask for guesses for each characterization sheet, then reveal correct
answers.
YOU DO**
Pacing:30-40 minutes
Formative
Assessment(s)
Ticket out the Door is their gallery sheet.
Date: Friday 8/14
Lesson: Vocabulary Pre-testMr. Young, Mr. Henneman, Ms. Rutkowski, Mr. Gjeljaj
Objective
Students will complete a pre-test for vocabulary knowledge.
Relevancy
This pre-test will allow us (your teachers) to measure progress
throughout the year.
Standard(s)
CCSS.R.8.4; L.8.4; CCSS.L.8.5; CCSS.L.8.6
Vocabulary
OR
Grammar
Journal: What do you think is the purpose of a pre-test?
Vocab: n/a
Pacing: 5 minutes
Instructional
Scaffolding
Review journal with students, then explain relevancy and gradebook
(goes in the gradebook, but it not calculated in final average).
I DO
Pacing: 5-8 minutes
Instructional
Scaffolding
Discuss test-taking procedure (when should students be silent, and why?,
what to do if you finish early, and how to turn in papers).
WE DO
Pacing: 8-10 minutes
Instructional
Scaffolding
YOU DO
Students take exam.
Winner of the gallery walk on Thursday, will lead the ice breaker after
the exam.
Pacing: 50-60 minutes
Formative
Assessment(s)
Check for understanding (thumbs up/down) after reviewing test
procedures, prior to handing out the test.