Annotated Sample Lessons with Common Core Anchor Standards

Annotated Sample Lessons with Common Core

Anchor Standards

Grade 1

Getting Along Together | Teachers Manual | Grade 1 1

Unit 3 | Lesson 7

Empathy on the Peace Path

30 minutes

Getting Along Together Routines

Cool Kid: Choose a Cool Kid, and solicit compliments daily. Write three of these compliments on the Cool Kid certificate, and present it at the end of the day.

Cooperative Challenge: Locate this week’s challenge on the schoolwide Cooperative Challenges list. Remember that the entire school is working on the same challenge, so all school staff should watch for opportunities to reward the desired behavior when they see it. Note: This routine will be introduced in this lesson.

Brain Game: Choose a Brain Game from a category in which your class most needs to improve.

Team Points: Tally team points at the end of the day, and celebrate point totals with the students.

Key Point of the Lesson: The students will learn how thinking about the other person’s feelings while using the Peace Path makes it easier to find a win-win solution.

AdvANce PrePArATioN

N Post the Steps to Show You Care from lesson 5.

N Have a set of Getting Along Together puppets available for each team.

N Copy and cut the Home Connections tickets—one per student.

Agenda

Active instruction

• QuicklyreviewtheStepstoShowYouCare.

• ShowthePeacePathanimation,andhavestudentsthinkabouthowChillyandBustercouldhaveusedtheStepstoShowYouCare.

Teamwork

• Havestudentsrole-playbeingChillyandBusteronthePeacePath.

• SummarizethatusingtheStepstoShowYouCareleadstowin-winsolutions.

reflection:AsktheBigQ.

Getting Along Together 2nd Edition Annotated Lesson Grade 1 1

Icon denotes video media provided on accompanying discs.

Cool Kid certificateTeachers select a weekly cool kid. The cool kid receives compliments and special jobs. Cool Kid is an important builder for positive climate.

Projectable

2 © 2013 Success for All Foundation


Unit 3 | Lesson 7 empathy on the Peace Path

Home connections:Passoutthisweek’sticket.

Active Instruction1. QuicklyreviewtheStepstoShowYouCare.

1. How does the person feel? How do I know?

2. Have I ever had the same feeling or experience?

3. What can I do or say to help?

Remindstudentsthatinthepreviouslesson,theytalkedabouthowtousethesestepstoavoidconflictsandwhentheyareonthePeacePath.UseThink-Pair-Sharetoask:

Describe a time when you used the Steps to Show You Care. How did it feel? Did it help you to avoid a conflict?

Encourage students to support their answers.

PresenttheBigQsothestudentsknowthepurposeofthelessonandcanbepreparedtoansweritattheendofthelesson.

Big Q: How does using the Steps to Show You Care help you to find win-win solutions?

2. RemindstudentsaboutthePeacePathanimationwiththeGettingAlongTogethercharactersthattheywatchedduringunit1.Tellstudentsthattheyaregoingtowatchthisvideoagainrightnow.Explainthefollowingpurposeforwatchingthevideoagain:

This time when you watch Chilly and Buster on the Peace Path, think about how they could have used the Steps to Show You Care. As Chilly and Buster give their “I” Messages and say them back, think about how they could have been more aware of each other’s feelings. Pay close attention to what Chilly and Buster say and do.

ShowthePeacePathanimation,anduseBuddy Buzztodebriefwiththefollowingquestions:

How do you think Chilly feels when Buster calls him “a swing hog”?

Chilly probably feels hurt and maybe a little sad or mad.

After Buster gives his “I” Message and Chilly says it back, you can tell that Chilly is getting frustrated. How can you tell? What could Chilly do to calm down?

You can tell that Chilly is getting frustrated because his head is turning red, and he wants to say more. Chilly could use the Stop and Stay Cool steps to calm down.

How do you think Chilly’s reaction would have been different if he had stopped to think about how Buster was feeling?

Maybe Chilly would have been calmer and realized that Buster was sad because he really wanted a turn on the swing. Chilly could have thought about a time when he was sad because he wanted a turn at something.

3 minutes

Quickly review “Steps to Show You care”

tps

Announce the Big Q

Watch Peace Path animation

10 minutes

Peace Path animation

Think-Pair-Share

Play animation




After step 2, were both Buster and Chilly happy with the solution they agreed to?

Yes, because it was a win-win solution!

What do you think would have happened if Chilly only thought about his own feelings in step 2? What kind of solution would he have suggested?

If Chilly only thought about his own feelings, he probably would have suggested a win-lose solution. For example, he might have suggested that he get a longer turn than Buster.

Teamwork1. GiveeachteamasetoftheGettingAlongTogetherpuppets.UseNumberedHeads

toassignroles:1sareChilly,2sareBuster,3sareBetty,and4sareOwlivia.(Ifteamshaveafifthmember,heorshecanbeDilly.)TellthestudentsthattheyaregoingtoactoutbeingChillyandBusteronthePeacePathresolvingtheirconflictovertheswing.Remindstudentsthatyouwantthemtothinkabouttheotherperson’sfeelings.

• Havethestudentswhoarerole-playingChillyandBusterwalkthestepsofthePeacePathandusetheStepstoShowYouCaretocomeupwithanewwin-winsolutiontotheirproblem.Remindthestudentsthatthereismorethanonewaytosolveaproblem!

• Askthestudentswhoarerole-playingtheotheranimalstowatchandcheckthatChillyandBusterarethinkingabouteachother’sfeelingsbywhatChillyandBustersayordo.

• Asafinalstep,asktheteamtobrainstormtogetherandcomeupwithanotherideaforawin-winsolution.Tellthestudentsthattheywillgetachancetoearnapointfortheirteam.

2. UseRandom Reportertocalloneachteamtoshareawin-winsolution.Havetheotherteamsgiveathumbsupiftheyagreethatitisawin-winsolution.Praisetheteamsfortheirgreatideas,andsummarizethelessonwiththispoint:

Thinking about how the other person feels helps us to think of win-win solutions. We are able to think about what will make both people happy!

HavethestudentsdoabriefTeamHuddletopreparetoanswertoday’sBigQ.

Reflection

The Big Q

How does using the Steps to Show You Care help you to find win/win solutions?

By using the Steps to Show You Care and thinking about the other person’s feelings, you make sure that you find a win-win solution that will make both people happy.

10 minutes

2 minutes

5 minutes

2 points

The Big Q provides a quick content assessment for student acquisition of lesson objectives.

Common Core Anchor Standards for Speaking and Listening Comprehension and Collaboration

3. Evaluate a speaker’s point of view, reasoning and use evidence and rhetoric.

Peace Path

Random Reporter

Random Reporter


Parents receive a Parent “Peek” for every unit. Homework is simply a time to discuss GAT Lesson content with their parents or caregivers.

GAT skills are developed more quickly and securely when skills are practiced and reinforced throughout the day. Teachers are provided sample extension activities with every lesson.



Home ConnectionsRemindstudentstobringintheirHomeConnectionsticketsonFriday.Ifanystudentsneedadditionaltickets,pleaseprovidethem.CollecttheHomeConnectionsticketsattheendofeveryweek,andbesuretocelebrateclasscompletionofhomeworkattheendofeveryClassCouncil.

Extend and Connect• Pointoutexamplesbetweencharactersinstorieswhenthinkingabouttheother

person’sfeelingscouldhavehelpedtoresolveaconflict.

• Highlightexamplesofwin-winsolutionsinbooksthatyouarereadingorfromcurrenteventsinthenewspaperorothermedia.


Unit 3 | Lesson 7

Weekly Class Council Meeting Guide

30 minutes

AdvANce PrePArATioN

N Have the graphic organizer ready to use.

N Calculate team points. Have team stickers available.

N Consider specific examples of what the class did well this week.

N Identify an area or two for improvement so you can help students set a measurable goal for the week.

N Prepare the Cool Kid certificate.

Part I: Review Week/Set Goal• Reviewtheweek,highlightingandcelebratingexamplesofwhatwentwell,with

inputfromthestudents.

• Goalsetting:

– Reviewlastweek’sgoal,andassessprogress.

– Identifyanewgoal.

– Usethegraphicorganizertobrainstormstrategies.

– Postthegoalandthestrategiesformeetingthegoal.

– Role-playthefollowingscenarioifthatwillhelptheclassachievethisweek’sgoal.Oruseascenarioofyourownchoosing.

Note: Youmayneedtojointherole-playtomodelandtoencourageparticipation.

Dan is sitting in the teacher’s rocking chair. Caroline really wants a turn to sit in the chair. Caroline yells and pushes Dan out of the chair.

How could Dan and Caroline think about each other’s feelings and come up with a win-win solution to this problem?

Part II: Celebrate• Awardtheteamcelebrationstickers.Celebratewithteamcheers!

• PresenttheCoolKidCertificate.

• CelebratethereturnoftheHomeConnectionstickets.

20 minutes

10 minutes


Class Council Brainstormer

Team celebration stickers

Class Council is conducted for thirty minutes weekly. Weekly lessons come with a description for each Class Council meeting.

Grade 3


Unit 6 | Lesson 1

Stop In Your Tracks and Get the Facts!

30 minutes


Cool Kid: Choose a Cool Kid, and solicit compliments daily. Write three of these compliments on the Cool Kid certificate, and present it at Class Council.

Cooperative Challenge: Locate this week’s challenge on the schoolwide Cooperative Challenges list. Remember that the entire school is working on the same challenge, so all school staff should watch for opportunities to reward the desired behavior when they see it.

Brain Game: Play a Stop and Think Brain Game whenever time allows during the day/week.


Key Point of the Lesson: The students will learn why stopping to get the facts, as opposed to jumping to conclusions, is the better course of action in an unclear situation.

AdvAnce PrePArATion

N Prepare two sentence strips, one that says “Jumping to conclusions,” followed by a sad face; and another that says “Stop in your tracks, and get the facts,” followed by a happy face.

N Make copies of the Teamwork Worksheet page—one per team.

N Put a copy of the worksheet on the whiteboard or overhead if that is helpful to your class.

N Copy the Parent Peek letter—one per student.

N Copy the Home Connections ticket—one per student.

Agenda

Active instruction

• Introducethetopicofthisunit—learningtostopandthinkintrickysituations.AnnouncetheBigQ.

• Introducethefirsttrickysituation:Thefactsaboutwhathappenedarenotclear.

• Teachtwophrases,“Stopinyourtracks,andgetthefacts,”and“jumpingtoconclusions,”andexplainthecostofguessingwhathappenedinanunclearsituation.


Cooperative Challenge is a school-wide weekly behavioral challenge that ensures students have daily practice and reinforcement for key GAT skills throughout the day and throughout the school.



Unit 6 | Lesson 1 Stop in Your Tracks and Get the Facts!

Teamwork

• Teamswillworktogetherontheworksheet;debriefthequestionsusingRandom Reporter.

reflection:AsktheBigQ

Home connections:PassouttheParentPeekandthisweek’sHomeConnectionsticket.

Active Instruction1. Introducethenewunitonstoppingandthinkingintrickysituations,andannounce

theBigQ.

• Explainthatthisunitwillhelpstudentslearntostopandthinkbeforetheyactincertaintricky,ordifficult,situations.GivetheStopandThinkSignal,andpointtoBusterontheTrainYourBrain!poster.

• Explainthattoday’strickysituationisoneinwhichthefactsaboutwhatexactlyhappenedarenotclear.

• Tellstudentsthattheywilllearnwhatitmeansto“jumptoaconclusion”andwhyitisbetterto“stopinyourtracks,andgetthefacts.”

• Pointtobothphrasesonthesentencestrips.

• AnnouncetheBigQ.

Big Q: Give an example of why stopping in your tracks and getting the facts causes fewer conflicts in our classroom than jumping to conclusions.

2. Introducethedifferencebetweenjumpingtoaconclusionandgettingthefactsfirst.

• Offercontrastingexamplesofafactuallyclearsituationandafactuallyunclearsituation.Say:

_________ (nameastudent)and I are in art class. My elbow knocks into the red paint and it spills all over my painting. I know how my painting got ruined because I was there and saw the whole thing. That is a clear situation.

But what if it happened this way: I was sitting next to _________, working hard on my painting. I got up to get some water. When I came back, there was red paint all over my picture, and it was ruined. Is it clear to me exactly what happened and how my painting got ruined?

No, I did not see what happened.

• Explainthatinanunclearsituation,wecanrespondinoneoftwoways.Wecanguesswhathappened,orwecan“stop in our tracks, and get the facts.”

• Say:

I am going to tell you how I responded to this unclear situation. If you think I guessed, touch your nose. If you think I stopped in my tracks and got the facts, touch your ear.

2 minutes

introduction to unit and the Big Q

4 minutes

introduce the concept of jumping to conclusions.

Please feel free to use an

example of your own if it is

better suited to your class.

Stop and think




• Say:

“_________ (namethestudent), you ruined my painting! You dumped paint all over it, and I bet you did it on purpose!”

Students should touch their noses to indicate that you guessed.

• Teachstudentsthataphraseforguessingwhathappenedisto“jumptoconclusions.”

When we jump to a conclusion, we quickly decide what happened, without getting the facts. We also sometimes jump to the conclusion that someone did something on purpose when it was an accident.

• UseBuddy Buzztoaskstudentstosharewithapartnerhowtheyfeelifsomeonejumpstotheconclusionthattheydidsomethingonpurposewhenitwasreallyanaccident.

Callononeortwostudentstoshareresponses.

I feel mad because I’m being accused of something that was an accident. My feelings are hurt because I’m being blamed without being asked for my side of the story.

• Ask:

When I saw the spilled paint, what could I have done instead if I wanted to “stop in my tracks, and get the facts” instead of jumping to a conclusion?

Ask questions, such as Do you know what happened to my painting? How did the paint spill?

3. Highlightthepossibilityofmultipleexplanations.

• Explainthatthereisusuallymorethanonepossibleexplanationforaproblem,whichiswhyweneedtoask questions to get the facts ratherthanjumptoconclusions.

• UseBuddy Buzztoask:

What are some other ways that the paint could have spilled?

Callontwoorthreestudentstoshareresponses.

The wind, someone knocked the table, the paint container was on an uneven surface, a student knocked it over by accident, etc.

• Summarizebysaying:

In a situation where it is unclear exactly what happened, stop in your tracks and get the facts by asking questions, instead of jumping to conclusions.

Teamwork • Introducetheteamworkactivity.

2 minutes

Brainstorm possible causes of the spilled paint.

5 minutes




• Explainthatintheirteams,studentswillpracticehowtoavoidjumpingtoconclusionsandhowandwhyto“stopinyourtracks,andgetthefacts.”

• Handoutaworksheettoeachteam.

• Askteamstoreadthefirststoryandanswerthequestionsasateam.Followingaretheworksheettextandpossibleresponses.

WorKSHeeT STorY 1

The class is having a special treat for a snack, and they are all excited. Sanchez puts his snack down to go get a napkin. When he comes back, his snack is gone. He turns to Arnie and says, “Hey, you took my snack and ate it!”

• Asateam,studentsdecidewhetherSanchezstoppedinhistracksandgotthefactsorjumpedtoconclusions.StudentsthengivetheStopandThinkSignalorjumpinplaceonceasateam.

Sanchez jumped to conclusions about what happened to his snack.

• Askteamstodiscussthefollowingquestion:

What could Sanchez have done to stop in his tracks and get the facts?

He could have used the Stop and Think Signal to remind himself not to jump to a conclusion. He could have used self-talk to tell himself to stop and think. He could have asked questions such as “Does anyone know what happened to my snack?” or “Arnie, have you seen my treat that I left here?”

• Circulateduringteamdiscussions,andlistenfor,orguidestudentsto,appropriateanswers.ThenuseRandom Reportertohighlightsometeamresponses.

• Askteamstodiscussthefollowingquestion:What is another way to explain this unclear situation, other than Arnie ate Sanchez’s snack?

It fell on the floor, the teacher told the clean-up helper to throw it out, the clean-up helper thought Sanchez was finished with it, and so he threw it out, another student hid it as a joke or ate it, etc.


• Askteamstoreadthesecondstoryandanswerthequestions.Followingaretheworksheettextandpossibleresponses.

WorKSHeeT STorY 2

Mario and his team get their team science project back with a grade of 75. Mario just looks at the grade without looking at the teacher’s notes and says to Tikki, “See? I told you that you labeled those plants wrong! I bet it is your fault we lost 25 points!”

• Asateam,studentsdecidewhetherMariostoppedinhistracksandgotthefactsorjumpedtoconclusions.StudentsthengivetheStopandThinkSignalorjumpinplaceonceasateam.

Mario jumped to conclusions about why the team lost points.

P

5–7 minutes

Worksheet story 1

Having teams jump once in

place is intended to be fun; if it

is too disruptive for your class,

have them do a mock jump

with only their hands.

P

5–7 minutes

Worksheet story 2


1. Prepare for and participate in a range of conversations and collaborations with diverse partners building on others ideas and expressing their own clearly and persuasively.

Icon denotes copy provided on a disc for projecting on whiteboard.

Random Reporter

Projectable

Projectable





What could Mario have done to stop in his track and get the facts?

He could have used the Stop and Think Signal to remind himself not to jump to a conclusion. He could have used self-talk to tell himself to stop and think and read the teacher’s comments first before saying a word or blaming someone. He could have said to his team that they should all read the comments together and figure out what went wrong, etc.



What is another way to explain this unclear situation, other than Tikki made a big mistake?

Someone other than Tikki might have gotten something wrong. Mario himself might have made a mistake. Maybe the team did not follow the directions completely on the project, etc.


• Emphasizethatstudentscanjumptoconclusionsbothinasocialsituationoranacademicsituation.

Reflection

The Big Q:

Give an example of why stopping in your tracks and getting the facts rather than jumping to conclusions causes fewer conflicts in our classroom.

Answers will vary but should relate to how getting the facts first cuts down on the accusations and blame that often lead to conflict.

Home ConnectionsPassoutaParentPeekletterforeachstudenttotakehome.Thispaperoutlinesthemainideasthatwillbetaughtduringtheunit.Also,attheendofthelesson,passoutoneHomeConnectionstickettoeachstudent.CollecttheHomeConnectionsticketsthenextday,andcelebrateclasscompletionofhomeworkattheendofeveryClassCouncil.

Extend and Connect• Maketheexpression“Stopinyourtracks,andgetthefacts,”aregularreminderfor

yourclassroomtohelpthosestudentswhotendtojumptoblameandaccusations.

• ReadMonkey and Elephant: Worst Fight Ever byMichaelTownsend,ahumoroustaleaboutbothjumpingtoconclusionsandusingwin-winconflictsolvers.

5 minutes

2 points

Random Reporter

Random Reporter




Teamwork WorksheetSTorY 1

The class is having a special treat for a snack, and they are all excited. Sanchez puts his snack down to go get a napkin. When he comes back, his snack is gone. He turns to Arnie and says, “Hey, you took my snack

and ate it!”

1. IfSanchezstoppedinhistracksandgotthefacts,give

theStopandThinksign.

IfSanchezjumpedtoaconclusion,haveyourwholeteamstand

upandjumpinplaceonce!

2. Discusswithyourteam:What could Sanchez have done to stop in his

tracks and get the facts?

3. Discusswithyourteam:What is another way to explain this unclear

situation, other than Arnie ate Sanchez’s snack?

STorY 2

Mario and his team get their team science project back with a grade of 75. Mario just looks at the grade without looking at the teacher’s notes and says to Tikki, “See? I told you that you labeled those plants

wrong! I bet it is your fault we lost 25 points!”

1. IfMariostoppedinhistracksandgotthefacts,givetheStopandThinksign.

IfMariojumpedtoaconclusion,haveyourwholeteamstandupandjumpin

placeonce!

2. Discusswithyourteam:What could Mario have done to stop in his tracks

and get the facts?

3. Discusswithyourteam:What is another way to explain this unclear

situation, other than Tikki made a big mistake?


Unit 6 | Lesson 1

Weekly Class Council Meeting Guide

30 minutes

AdvAnce PrePArATion

N Have the graphic organizer ready to use.

N Calculate team points. Have team stickers available.

N Consider specific examples of what the class did well this week.

N Identify an area or two for improvement so you can help students set a measurable goal for the week.

N Prepare the Cool Kid certificate.

Part I: Review the week. Set a goal.• Reviewtheweek,highlightingandcelebratingexamplesofwhatwentwell,with

inputfromthestudents.

• Goalsetting:

– Reviewlastweek’sgoal,andassessprogress.

– Identifyanewgoal.

– Usethegraphicorganizertobrainstormstrategies.

– Postthegoalandthestrategiesformeetingthegoal.

– Role-playthefollowingscenarioifthatwillhelptheclassachievethisweek’sgoal.Oruseascenarioofyourownchoosing.

Note: Youmayneedtojointherole-playtomodelandencourageparticipation.

Dom cannot find his baseball cap anywhere. He sees Alex wearing a cap exactly like the one he is missing. Dom grabs the cap off of Alex’s head, saying, “Hey, you stole my hat. Give it back now!”

If Dom had stopped in his tracks to get the facts, role-play what he would have done differently. How do you think Alex felt when Dom grabbed the hat? What would be a win-win solution to this problem?

Part II: Celebrate• Awardtheteamcelebrationstickers.Celebratewithteamcheers!

• PresenttheCoolKidcertificate.

• CelebratethereturnoftheHomeConnectionstickets.

20 minutes

10 minutes




Weekly 30 minute Class Council is part of GAT curriculum. Weekly teacher guides accompany each lesson.

Grade 4



Unit 1 | Lesson 2

Focus—Have a Plan!60 minutes


Cool Kid: Choose a Cool Kid, and solicit compliments daily. Write three of these compliments on the Cool Kid certificate, and present it at the end of the day.

Cooperative Challenge: Locate this week’s challenge on the schoolwide Cooperative Challenges list. Remember that the entire school is working on the same challenge, so all school staff should watch for opportunities to reward the desired behavior when they see it.

Brain Game: Play What’s That I Hear? whenever time allows during the day/week.


Key Point of the Lesson: The students will learn that thinking ahead and having a plan with a goal helps you to focus and pay attention to what you need to learn.

AdvAnce PrePArATion

N Have the Brain Game deck available with the Focus games on top.

N Post the Train Your Brain! poster in the classroom under the Tools for Teamwork.

N Plan a short walk from your classroom to another location in the school (see Active Instruction, step 2). Take note of a color or object that the students will see often on the walk (e.g., things that are red or classroom doors).

N Have a composition book for each student to use as a journal. (You could also make journals by stapling or binding together lined paper.)

N Have a copy of the What are you listening for? page for each partnership

Agenda

Active instruction

• Introducetostudentsthattheirfirstgoalasateamistohelponeanotherbuildtheirbrainskills.

• GoonaFocusWalktoillustratehowhavingaplanmakesadifference.

• Talkabouthowhavingaplanhelpsyoutostayfocused,andreviewstrategiesforimprovingfocus.

Brain Game cardsBrain games are brief activities for daily practice of the cognitive skills of focus, memory, self control, and flexible thinking.



Unit 1 | Lesson 2 Focus—Have a Plan!

Teamwork

• PartnerslistenforspecificwordsontheWhatareyoulisteningfor?pagewhileminimizingdistractions.

• Studentsdrawplansofwheretheywilldotheirhomeworkandhowtheywilllimitdistractions.

• Self-assessone’sfocusskillsinthejournal,andwriteapersonalgoalforimprovingfocus.

reflection:AsktheBigQ

Home connections:Homeworkwillstartinthethirdweekofschool.

Active Instruction1. Remindthestudentsthatinlesson1,theytalkedabouthowitisimportantfor

teammatestolistentooneanother.Animportantpartoflisteningisbeingabletofocus.FocusisoneoftheBrainGameskills,andtodaytheywillpracticewaystoimprovetheirfocus.PresenttheBigQtopreparethestudentsforwhattheyneedtoknowbytheendofthelesson.

Big Q: What is one thing you will do at home when doing your homework to help you focus?

2. Tellthestudentsthattointroducetoday’slesson,theyaregoingforaquickwalkintheschool.Havethestudentslineupintwolines,withstudentslinedupnexttotheirpartners.Takethestudentsonashortwalkfromyourclassroomtoanotherlocationintheschool(e.g.,thecafeteria,thefrontoffice,etc.).Donotgivethestudentsanyinstructionsorinformationaboutthewalk.Whenyouarriveattheotherlocationintheschool,askthefollowingquestions:

What did you see on the walk?

Answers may vary. For example, we saw windows, classrooms, posters, teachers, etc.

How many things that are red did you see on the walk (Feel free to change this according to something that students would see in your school.)?

Students may recall a few things that are red, but most likely they will complain that they didn’t know that they were supposed to be looking for things that are red.

• Explainthatthestudentswillnowtakethesameroutetowalkbacktotheclassroom.Tellthestudentsthatyouwantthemtolookcarefullyforanyobjectstheyseeonthewalkthatarered.Givethestudentsaminutetotalkwiththeirpartnerandplanhowtheywillnoticeallthethingsthatarered.Whenstudentsarelinedupandready,takethesameexactroutebacktotheclassroom.Whenyouarriveattheclassroom,useBuddy Buzz toask:

How many things that are red did you see on the walk? Can you name some of the items?

2 minutes

introduce the lesson and present the Big Q

10 minutes

Go on a Focus Walk



Answers may vary. For example, I saw six things. I saw a fire alarm, an exit sign, a picture of an apple, a fire extinguisher, a picture of a fire truck, and my partner’s shirt.

How did knowing what to look for and having a plan affect what you noticed?

Accept reasonable responses. For example, since I knew to look for red things, I only paid attention to things that were red. My partner looked for red things on one side of the hallway, and I looked for red things on the other side of the hallway.

3. Debriefthewalkingactivitybytalkingabouthowhavingaplanhelpedthestudentstofocus.Summarizethatwhenthestudentsknewwhattolookforonthewalk,theywereabletofocusonthatastheywalked.Quicklyreviewwhatitmeanstofocus.HoldupthedeckofBrainGamecards,andhighlighttheFocusgames.RemindthestudentsthattheyplayBrainGamestotraintheirmindmusclestohelpthemwithlearningandworkinschool.

• PosttheTrainYourBrain!posterundertheToolsforTeamworkheadinginyourclassroom,andpointto“Focus.”Remindthestudentsthatgoodteammateslistenandfocus!UseBuddy Buzztoask:

What does it mean to focus?

To focus means to pay very close attention to something by listening with our ears, eyes, and minds.

What are some strategies you can use to help you focus?

Answers may vary. For example:

– Use active listening

– Ignore or limit distractions

– Use self-talk to keep my focus

– Have a plan and take notes to keep my focus

How did making a plan help you to focus on the walk today?

By having a plan, I knew what I needed to pay attention to and was able to focus on that during the walk.

When are some times during school when you need to focus?

Answers may vary. For example:

– When the teacher is giving directions or explaining something new

– When I’m trying something new or difficult

– When I’m listening to an adult or teammate talking

– When I’m reading texts for information

• Tellthestudentsthattheywillgetachancetopracticefocusingbyplayinggameswiththeirteamstoday.

10 minutes

Talk about planning, and review strategies to

improve focus







Teamwork1. HandoutaWhatareyoulisteningfor?pagetoeachsetofpartners.Explainthe

followingdirections:

• Tellthereaderstoreadparagraph1aloudwithoutgivinganyinstructionsastowhatthelistenersarelisteningfor.

• Afterthereadersfinishreadingtheparagraphonce,askthelistenershowmanywordsthatstartwithstheyheard.(Sincetheydidn’tknowtolistenforthat,itwillbehardforthemtorecallhowmany.)

• Tellthelistenerstheywillgettohearparagraph1again.Havethemmakeaplanforkeepingtrackoftheswordstheyhear.It’sokayifthestudentschoosetowritethewordsdown.Thenhavethereadersreadparagraph1aloudagain.

• Nowhavethepartnersswitchrolesforparagraph2.

• Tellthereaderstoreadparagraph2aloudwithoutgivinganyinstructionsastowhattheyarelisteningfor.

• Aftertheyfinishreadingtheparagraphonce,askthelistenershowmanywordsthatstartwithttheyheard.(Sincetheydidn’tknowtolistenforthat,itwillbehardforthemtorecallhowmany.)

• Tellthelistenerstheywillgettohearparagraph2again.Havethemmakeaplanforkeepingtrackofthetwordstheyhear.Thenhavethereadersreadparagraph2aloudagain.

• Ask:

How did knowing what you were listening for and having a plan with a goal help you to focus and keep track of the words?

Accept reasonable responses. For example, I was able to listen closely for the letter sounds, and I kept track of how many with tally marks on a piece of paper.

Did you use any other strategies to help you focus?

Answers may vary. For example, I used self-talk to remind myself to listen for s words.

How did knowing what you were listening for and having a plan with a goal help you to focus and keep track of the words?

Accept reasonable responses. For example, I was able to listen closely for the letter sounds, and I kept track of how many with tally marks on a piece of paper.

Did you use any other strategies to help you focus?

Answers may vary. For example, I used self-talk to remind myself to listen for s words.

10 minutes


Grade 4

1b. Follow agreed upon rules of discussion (e.g. gaining the floor, listening to others with care, speaking one at a time).



2. Explainthatmanypeopleuseplanseverydayintheirjobs,forexample,architects,writers,builders,teachers,etc.Showafewexamplesofplans(achecklist,ablueprint,alessonplan,anoutline,etc.).Tellthestudentsthatatimeathomewhenit’simportanttofocusiswhentheyaredoinghomework.Explainthatit’simportanttohaveaplacewheretheycanfocusandkeepdistractionstoaminimum.

Havestudentstalkwiththeirpartnersaboutgoodplacestodotheirhomework.Tellthestudentstodrawaplanofwheretheywilldotheirhomeworkandhowtheywilllimitdistractions.Iftimeallows,haveafewstudentssharetheirplans.

3. Handoutacompositionnotebookorstapled-togetherpaperthatthestudentswilluseastheirjournals.Tellthestudentsthattheywillusethejournalstokeeptrackofskillsthattheyarelearningandasaplacetorecordtheirthoughtsandfeelings.Givethestudentsaminutetowritetheirnamesonthefrontofthejournals.(Tellthestudentstheycandecoratethecoverslater).

• Havethestudentswritethefollowingintheirjournals:

– Chooseonetimeduringthedaywhenitistheeasiestforyoutofocus(e.g.,duringmathbecauseyoulovemath,duringartbecauseyoulovetodrawandmakethings,etc.).Whatdoyoufeellikeandlooklikewhenyouarefocused?

– Pickonetimeduringthedaywhenit’sthehardestforyoutofocus(e.g.,whenyouarereading,whentheteacherisgivingdirections,whenthereisalotofnoisesuchasinthecafeteria,etc.).

– Choosetwoorthreestrategiesthatyouwilltrytokeepyourfocus.

• Explainthatthestudentscanrevisitthislistthroughouttheyeartoseeiftheyhaveimprovedtheirabilitytofocus.

4. TellthestudentsthatfocusisaveryimportantskillandthatiswhyitisoneoftheBrainGameskills.(PointtothedeckofBrainGamecards.)TellthestudentsthattheywillhavemanyopportunitiestopracticefocusingduringBrainGamesthroughouttheyear.Iftimeremainsinthelesson,havethestudentschooseaFocusBrainGametoplayintheirteams(e.g.,ISpyorShaZam!).

• BesuretoremindthestudentstocheckthatalltheirteammatesarepreparedtoanswertheBigQ.

Reflection

The Big Q

What is one thing you will do at home when doing your homework to help you focus?

Accept reasonable responses. For example, I will find a quiet area where I won’t be distracted by the television or by other people making noise.

10 minutes

10 minutes

P

3 minutes

See the Getting Along Together

2nd Edition Teacher’s Guide for more information

about Brain Games.

5 minutes

2 points


Random Reporter

Projectable




Home ConnectionsHomeworkwillstartinthethirdweekofschool,whenGATlessonschangefromdailytoweeklylessonsfortherestoftheyear.

Extend and ConnectWhenthestudentsarepreparingtoreadnonfictiontextsinothersubjectareas,remindthemtothinkaboutwhatinformationtheyaretryingtofindbeforetheybeginreading.Remindthestudentstohaveaplanforkeepingtrackoftheinformation.




What Are You Listening For?PArAGrAPH 1

It was Saturday morning. I grabbed my scooter and went down the

street. I saw so many silly things. Seven girls were skipping down

the sidewalk. A man had on a striped hat with a scarf wrapped

around his waist. Then I ran into a lady with a snake in her purse!

PArAGrAPH 2

Tom went down the trail looking for the treasure. The map said go

ten feet from the big oak tree. Tom turned over rocks. He checked

a tunnel in the ground. Tom didn’t see any signs of the treasure.

Just when he was about to give up, he saw the top of a shiny box

glistening under some leaves.




Journal Entry

• Chooseonetimeduringthedaywhenitistheeasiestforyoutofocus(e.g.,

duringmathbecauseyoulovemath,duringartbecauseyoulovetodrawand

makethings,etc.).Whatdoyoufeellikeandlooklikewhenyouarefocused?

• Pickonetimeduringthedaywhenit’sthehardestforyoutofocus(e.g.,when

youarereading,whentheteacherisgivingdirections,whenthereisalotof

noisesuchasinthecafeteria,etc.).

• Choosetwoorthreestrategiesthatyouwilltrytokeepyourfocus.

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Documents

Annotated Sample Lessons with Common Core Anchor Standards