2011 GHS Community Wide Lesson Plans

8/3/2019 2011 GHS Community Wide Lesson Plans

1/19

Monday, 9/12

9th

and 10th

grade

PERIOD 6

Activity: Word exchange

Materials Needed: Chart Paper, Marker

Time Needed: 10 minutes

Before class: Write this statement on chart paper and post on usable wall space.

When I think of respect, these are the words that come to mind:

Opening: Explain to students that this morning we will begin exploring the key concepts in REAL, our

community-wide expectations. Our first expectation is Respect, a concept that is often the cornerstone of

classroom and school rules. Our goal today is to think about what respect means and what it looks like at GHS.

Activity: As a class, use the prompt to brainstorm the elements or components of respect and create a visual

map. Write ideas on poster paper as a spoke diagram/web. Display this in your room for the rest of the day.

Next, project the Respect portion of our REAL Expectations Grid and read through each of the bullet points.

Compare your word list with the items in the Grid. What is similar? What did the class include that the Grid

left out? What does the grid include that the class left out? Remind students that practicing these components

of Respect are important in creating a positive school culture at GHS.

Closing: Ask students to write down a specific commitment they can make to be respectful at GHS this week.This can be written in the last page of their student handbook.


2/19

RESPECT:Professionalismintheclassroom,workplaceMaterials needed:

One handout per pair of students

T-chart/prompts completed by the teacher

Time needed:

10-15 min

Before Class:

Teacher makes sure they have all materials, fills out their own chart and action statement and

prepares to discuss these in class.

Opening:Have pairs complete the t-chart to track what they know about professionalism when it comes to talking to

others and using technology in the classroom.

Whats appropriate with peers?

Whats appropriate with classmates/co-workers?

Whats appropriate in a meeting or with a boss?

Activity:

Think, pair, share.

Project or handout t-chart completed by community member (or use your own if you prefer).

Each pair then uses the opposite side of the page to compare their chart to a model done by an adult in

the community.

Guiding questions: What do you notice? Compare/Contrast. What questions arise?

Group discussion:


3/19

With your

friends,

family

With your

classmate,

co-worker

With your

teacher,

employer

Introducing

yourself

Using foul

language

Using your

cellphone

during

conversation

Voicing a

complaint or

disagreement

What would RESPECT look like

for these actions with these people?

Whats professional?


4/19

Think, pair, share.Compares your charts to an example done by an adult in your community.

Notes:

What do you notice?

What is similar/different?

What questions arise?

Recap ideas and prepare for nal share out.

Individual freewrite:

We may all know what is respectful in these environments, but how do we really act?

What do we do, and what can we do instead?

Potential starters:

How do you use technology in the classroom?

How do you talk with others the building?

What will it take to make it more professional?


5/19

With your

friends,

family

With your

classmate,

co-worker

With your

teacher,

employer

Introducing

yourself

Using foul

language

Using your

cellphone

during

conversation

Voicing a

complaint or

disagreement

What would RESPECT look like

for these actions with these people?

Whats professional?

casual, smile, jokes same as family andfriends

same, possibly morecareful/formal

it depends,probably not a big

deal

emergency calls,more limited

based oncircumstance

not used, usuallynot on me in thissituation.Emergency callswould contact mein another way.

argue freely and

honestly

possibly voicedisagreement withclose co-worker;

talk calmly, shutoffice door(privacy)

Only if it is seriousand I am willing todeal with potentialconsequences.Pre-planconversation

Not with family,friends sometimes sometimes

d di

Not used unless ina casual setting


6/19

Monday, 9/199

thand 10

thGrades

PERIOD 2

Activity: Goal Setting

Materials Needed: Students will need their GHS handbook or a piece of paper


Opening: Project the Excellence portion of our REAL Expectations Grid and read through each of the bullet points. Ask students to

think of a time related to school when they have exhibited one of these attributes. Then, instruct students to pair-share their example

with a neighbor. You might have a couple students share their partners example with the whole class. Finally, let students know that

we are going to focus our work on excellence by setting personal goals.

Activity: Students should think about an area of school in which they want to improve or excel. Students will then set a challenging

school-related personal goal that they plan to accomplish in the first 6 weeks. Students should then identify 3 steps they will take to

meet that goal. Remind students that effective goals are both specific and measurable. At the end of the 6 week grading period,

students should be able to look in their handbook/notebook and tell whether or not they have met their goals.

Instruct students to write their goal and three steps on last page of their student handbook.

Ask a few students to share their goals with the class. Emphasize with students that by putting this goal in their handbook they can

check in at different points to see how well they are progressing toward it.


7/19

Monday, 9/19

11th

and 12th

Grades

PERIOD 2

Activity: Data Driven Dialogue

Materials Needed: Instructions, Presentation Slides, Data Set Handouts (1 per 4 students)

Time Needed: 20 minutes (see notes at the bottom to condense)

Opening: Display or read the Excellence expectations. Explain that today we are going to practice the last bullet, think critically

and ask questions, by examining data that compares students attendance rates with their overall GPA.

Lesson:1. Create small groups of about 4 students each (2 minutes)

2. Describe how to read a four quadrant chart. (2 minutes)

For example, you might explain that students with both high gpa and high attendance rates are plotted in quadrant 1.

3. Display theMaking Predictions slide and ask students to discuss the prompt in their small groups. Then ask groups to share out

ideas with the large group.(3-5 minutes)

Predictions: Discuss with your small group. What do you expect to see when you look at the data? You might find the following

sentence stems helpful as you think.

I expect to see I assume I predict

4. Pass out the data sets.

5. Display theMaking Observations slide and ask students to discuss the prompt in their small groups. Then ask groups to share out.(3-5 minutes)


8/19

Four Quadrants - Attendance vs GPAHow to read a four quadrant chart.

12

3 4

ATT

ENDAN

CE

GPA


9/19

Predictions: Discuss with your small group. What do you

expect to see when you look at the data? You might find thefollowing sentence stems helpful as you think.

I expect to see

I assume

I predict

Data Drive Dialogue -Attendance vs GPA


10/19

Pass out copies of the data.

Observations: What do you see now that you are looking atthe data? You might find the following sentence stemshelpful as you respond.

I observe that

Some patterns / trends that I notice are

I can count

I am surprised to see



11/19

Inferences: Having looked at the data, what conclusionscan you make? You might find the following sentence stems

helpful as you respond.I believe the data suggests because

Something that I learned from the data is

After looking at the data, now I wonder



12/19

Reflection: On a separate sheet of paper write asummary paragraph (TEA) about what you

learned.

T - Topic Sentence

E - Evidence

A - Analysis



13/19

Monday, 9/269

thand 10

thGrades

PERIOD 7

Activity: Defining Accountability

Materials Needed: Image of Accountability Grid; Students need one piece of notebook paper and a pen per pair


Opening: Today we are going to consider how the choices we make relate to accountability. Ask students to get into pairs and take

out one piece of paper and pen per partnership.

Activity: In pairs, instruct students to take turns listing something they are held accountable for. Missing class could be a starting

point for their lists. Students should complete this activity without talkingthey simply pass the paper back and forth writing things

that come to mind. Give pairs 2-3 min. to generate their lists.

Ask for a few volunteers (or use sticks of fearif you have them) to share examples of what they came up with. Facilitate class

discussion around the actions they listed and the consequences that can come with them.

The comments made will likely be phrased negatively.

If I receive a bad grade. . .my parents will take my phone away.

We often view the term accountability negativelymaking sure people receive consequences for negative actions. At GHS, we want

to shift this perspective and view accountability as making good choices in the first place. In your discussion, spin a few examples to

the positive and teach students how making positive choices gets them the outcomes they desire. Its not just about avoidingpunishment, making responsible choices moves students closer to their goals.

If I attend class and focus my efforts in class The grade I want will be attainable


14/19

Monday, 9/2611th and 12th Grades

PERIOD 7

Activity: What is your digital footprint?

Materials Needed: Image of Accountability Grid; Students will each need one piece of notebook paper and a pen


Opening: It is no secret that you have grown up in a world that differs from that of your parents and teachers. You havegrown up in a world in which you live part of your life online. Today we are asking you to think about your digital

footprintwhich includes everything you or anyone else posts about you online. How others perceive your online image can

help or hurt future opportunities, including your chances for college admission or employment. We hope this brief lesson

will help you consider how to present an authentic and positive image of yourself online

Activity:

Have students compile a list of all the different accounts that they have created online. (Facebook, Myspace, blogs. etc...)Give students 2-3 minutes to create their lists. Once students finish, ask them to share out ideas.

Then instruct students to write down, or at least think about, what they have posted in the accounts they listed. This contentmay include personal info, text, video, photos, etc. Again facilitate discussion around student ideas.

In pairs, have students discuss the following:If someone were to look into your online world, what would the content that you have posted say about you?

I f d h l d ll d i i d f i i i i di i l


15/19


16/19

Monday, 10/3

Grades 9 and 10

PERIOD 3

Activity: Self-Evaluation--Leadership and influence

Materials Needed: Students will need paper and something to write with


Opening: First, project the Leadership portion of our REAL Expectations Grid and read through each of the bullet points.

Activity: According to John Maxwell, a guy who has been writing and speaking about leadership for over thirty years; Leadership is

Influence. This lesson is adapted from Maxwells Developing the Leader Within. It gives students the opportunity to think about

how influence works in their lives. Ask students to take out a piece of paper and something to write with and then guide them through

the 3 steps listed.

1. As a class, define influence. Have students come up with a working definition of the word.2. Ask students to create the chart below on their paper3.

People who influence me

are

An example of how they

influence me is

People who I influence are An example of how I

influence them is

3. Ask students to Think-Pair Share regarding the following prompts:

Think about the people you influence. What type of influence are you for them?


17/19

Monday, 10/3

Grades 11 and 12

PERIOD 3

Activity: Identifying Signature Strengths

Materials Needed: Students will need paper and something to write with

Time Needed: 15-20 minutes

Opening: First, project the Leadership portion of our REAL Expectations Grid and read through each of the bullet points.

Activity: In his research on positive psychology, Martin Seligman uses an extended version of this lesson to help people identify their

signature strengths. His work suggests that people can get more satisfaction in life if they identify which character strengths they have

in abundance and then use them as much as possible in school, in hobbies, and with friends, community, and family. Please guide

students through the following:

1. Ask students to write a short narrative about a time when they felt they were at their best. They should consider times in lifewhere they felt a sense of pride, accomplishment, or satisfaction. These dont have to be experiences that are publicly

recognized. For example, a student may take particular pride in the way they cared for a younger sibling or taught a skill to a

friend. Students may need a little time to think and may need some examples to encourage their thought process. Give

students 7-10 minutes to complete their writing.

2. The narrative students wrote reveals positive aspects of their character. Project the Summary of Signature Strengths slide andask students to identify which strengths they see reflected in their writing. If you do not have a projector, list them on the

board or on a piece of butcher paper. Ask students to share their findings with a partner or small group and then discusssome examples as a whole class.


18/19


19/19

Summary of Signature Strengths

Appreciationof beauty andexcellence

Gratitude

Hope

Humor(playfulness)

Spirituality/Purpose

Forgiveness

and mercy

Humilityandmodesty

Prudence

Self-Control

CitizenshipFairness

Leadership

LoveKindness

Socialintelligence

BraveryPersistence

IntegrityVitality(energy)

CreativityCuriosity

Open-MindednessLove oflearningPerspective

Strengths ofTranscendence

Strengthsof

Temperance

Strengths ofJustice

Strengths ofHumanity

Strengths ofCourage

Strengths of

Wisdom andKnowledge

Documents

2011 GHS Community Wide Lesson Plans