PBIS BIGM Lesson Plans

Week 1:

9/4 – What is BIGM?

  • Watch Video
  • What is Belonging mean to you?
  • What does independence mean to you?
  • How are you generous or how can you be?
  • What have you mastered or want to master?
  • Why is it called the circle of COURAGE?


  • Watch Video
  • What lyric was cool to you and why?
  • How was the rapper in Belonging?
  • How was the rapper in Independence?
  • How was the rapper in Generosity?
  • How was the rapper in Mastery?

Tchart Hillcresst behavior matrix

9/8 Mon:

  • How do we define Mastery in terms of the Circle of Courage?
  • How does this relate to success in the school, home and community?
  • Go over T-Chart defining major/minor offenses with the students


9/9 Tue:

  • Review of the T-Chart with the students
  • Go over student/teacher transition endorsement form with students focusing on the Mastery section.
  • What does it take in terms of Mastery to become a transition-ready student?


9/11 Thur:

  • Go over behavior matrix with the students
  • How do we as a school define Mastery in various locations?
  • Are these fair/reasonable expectations?
  • Are these things we can all agree to do to build a positive school culture?


Week of 9/15: Generosity


  • Ask students to define generosity
  • -Discuss the acts generosity/kindness shown in the video, which one stood out the most
  • What acts of generosity have you seen or been a part of (SL projects, home, school, community)



  • Review of student transition sheet and how we define generosity in terms of being a transition-ready student
  • Go over each section and have the students give examples: ex. “Respectful of others belongings”– example of doing this/not doing – possibly in a t-chart forma
  • Have them honestly evaluate themselves and think about areas they need to improve on in order to transition.



  • What is the idea of “pay it forward”?
  • Discuss the ways the students helped each other out by paying it forward.
  • What other examples of Pay it Forward can you think of or have you heard of?



  • Review Behavior Matrix in terms of generosity in the various school setting
  • Suggestions/ideas of generosity to be added in various location
  • How can each of us be more generous within the school, home, and community on a regular basis?


AWeek 4 PBIS: Independence

-Write the word “independence” on the board
-Hillcrest definition: Evidence of improvement in your personal goals
-Have each student free-write for 5 minute: What does being independent mean to you? Are you independent? In what areas?
-Have each student share something they feel describes independence about them or in general
-Review Hillcrest definition of what it means to be independent
-Go over behavior matrix with students discussing what it means to be independent in different areas of the school
-Suggestions/ideas that could be added in various locations?
-How can each of us be more independent within the school, home, and community on a regular basis?
-Review of student transition sheet and how we define independence in terms of being a transition-ready student.
-Go over each section on the transition sheet and why each area is important to being successful
-Have them honestly evaluate themselves and think about areas they need to improve on in order to transition.

-Being an independent learner


Week 5 PBIS/BIGM: Belonging


What is belonging?

What does it mean to belong and to make others feel as though they belong?


Talk about the different ways that Belonging was shown in the video



-Review of student transition sheet and how we define Belonging in terms of being a transition-ready student. -Go over each section on the transition sheet and why each area is important to being successful, what are some examples of doing the right thing vs doing the wrong thing? -Have them honestly evaluate themselves and think about areas they need to improve on in order to transition



What does it mean to be a bully? Think of a time when you have bullied someone or have been bullied


Duscuss the video with the students…..what are their thoughts on it?  Do they see bullying as a problem in our building? In other buildings? What is the difference between teasing and bullying?

How does bullying directly go against our belief in belonging?



–Review Hillcrest definition of what it means to be belong

-Have students free-write for 5 minutes on belonging. Starters:  What does it mean to belong?  How can you help others belong?  Think of time you when you felt you didn’t belong.

-Go over behavior matrix with students discussing what it means to belong in different areas of the school



-What is Verbal Respect?  How does it relate to BIGM?

– Verbal respect to adults and peers in all environments is part of Mastery

-Students should understand that tone, volume, and attitude are part of showing verbal respect.
-What is tone? Volume? Attitude? (when speaking)….how can these things be more important than what you are actually saying?-Discuss how tone, volume and attitude affect the way a person says something. For example, If you say to a student “ Where is your homework? “ Student replies “Its RIGHT here.” (w/attitude) but if the student just simply states in a calm voice, “Its right here.” It comes across with a totally different meaning.-Verbal respect can often be diminished when a disagreement occurs between teacher/student…why?



-Respect goes both ways.

Boston 24/7 video  https://www.youtube.com/watch?v=X9_WwuGF4dM

Discuss how both student and teacher were at fault.

What was the teachers tone and attitude with the student?  What role did attitude, town, and volume play in this conflict?

Would a change in tone, attitude or volume led to a different outcome?




Role playing:

-Pages 2 and 3 have multiple scenarios that can be read out loud by students or acted out with a teacher.

-Emphasis on tone and how these statements can be taken in multiple ways depending on how they are said (attitude/tone/volume)

-How can changing the way one word is said change the entire meaning of a statement?



-Have the students think about a time when they felt they were verbally disrespected by an adult or a peer.

-Have them free-write for 5-7 minutes detailing what happened.  What was said to them, how was it said, how did it make them feel?  What was their reaction to feeling verbally disrespected?

-Allow students to share what they wrote about.  Discuss ways the situations could have been handled differently by each person involved.


PBIS – Week 7


10/13 and 10/14:

Be Respectful


In the above link, you will find a lesson plan for 2 20-minute lessons about being respectful that is borrowed from C-HHS in Illinois.



Watch PBIS video from Bradford High School


Discuss what they liked/disliked about the video.

Gauge the interest of the kids about doing our own video.  Is this something they would like to do?  Ideas for a video that we could do?


PBIS Week 8


10/20 : Being Responsible

Discuss what it means to be responsible and how these definitions/examples apply in various locations within the building

Definitions and examples

  • Being accountable for your choices and actions
  • Setting goals
  • Appearance
  • Positive choices for actions
  • Show effort
  • Do what you are supposed to do
  • Always do your best
  • Follow school expectations


10/21: Review Definitions and Examples

Definitions and examples

  • Being accountable for your choices and actions
  • Setting goals
  • Appearance
  • Positive choices for actions
  • Show effort
  • Do what you are supposed to do
  • Always do your best
  • Follow school expectations

Make a chart with home/school/community and have the students give examples of how they can be responsible in each area


10/23 – Secondary discussion on being responsible

  1. Do you consider yourself to be a responsible person? Why? In what ways?
  2. What does responsibility mean to you?
  3. So you consider it important for your friends and family members to be responsible? Why?
  4. Think about somebody you know who is very responsible. How does that person demonstrate responsibility? Does that make you respect him/her more?
  5. Why would you take responsibility for something nobody saw you do?
  6. What is the relationship between blaming and responsibility? Think about what some of your biggest problems are in school. Do you blame anyone for those problems?
  7. It’s been said that “There are no rights without responsibility, and there is no responsibility without rights.” What does that mean? Do you agree? What is the relationship between rights and responsibilities?
  8. Mike said we need to separate problems into three categories: ones we have no control over, ones we have some influence over, an ones we have total control over. Ho would it help resolve our problems to look at them in this way?


Week 9 – PBIS


10/27 –Resiliency

Briefly discuss what it means to be resilient.

Have the students complete the first half of the resiliency worksheet (in your home)

Discuss what the students wrote when they are finished

How can you be more resilient at home and in the community?…possible ideas/strategies?



Have students complete the 2nd half of the resiliency worksheet (at school).

Discuss student responses when they are finished.

How does resiliency relate to success at school?  Possible ideas to be more successful?



Survivor Personality Quiz


Make 2-sided copies of the quiz for each of your Advisory students, and have them take the quiz (and you as well), and then score themselves.

Discuss the results of the quiz.  Where did they score lowest?  Highest?  Possible strategies for improvement?


Week 10 PBIS


11/3 – beginning work for semester transitions

-Have students complete entire transition endorsement sheet again for the start of 2nd qtr

-discuss areas of needed improvement for potential transition at semester

-discuss areas they feel they have improved on since beginning of year

-put this document in their transition folder or whatever you do for your advisory kids

-begin new teacher endorsement sheets for students for 2nd qtr


11/4 – rewards/incentives –

-PBIS rewards and incentives

-Discuss courage cash rewards that they can currently purchase

-What do they like to get the most, what would they like to see added to list?

-Would they be interested in raffles for larger prizes weekly/monthly instead of turning in for smaller prizes?

-What other incentives would they like to see?

***Please email me student responses….Thanks


I will look at data with Andy to get lessons for Thur/Fri



PBIS Week 11


11/10 – resp0onsibility in the community

-work through PBIS Cool tool lesson



11/11 – Service Learning

What is service learning?

Service learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities (Learn and Serve America National Service Learning Clearinghouse).”

How does it correlate to responsibility to in the community? How does it link to Generosity

How does service learning link to community needs?

Difference betwteen service and community service?


11/13 – service learning projects

-Service learning projects should be student-driven-Ask students to go to a

– search engine and look up potential/possible service learning projects

-ask students to come up with 2-3 service learning projects that they would like to be a part of it and submit it


11/14 – no students

-Service learning project to be submitted to principal




Week 14


Please discuss appropriate language with your advisory.


  • Discuss four types of inappropriate language.
  • Ask for examples.
  • Answer specific questions from students.



Vulgarity is an example of bad manners, and bad taste in speech or

behavior. Another meaning of the word vulgar is indecent, obscene, lacking

in distinction or charm. Vulgarity can cover many areas. If something is

vulgar, we should not say the words or perform the vulgar action. We need

to remember that any time vulgarity is used, in any form, it reflects back

upon our character.



Utter offensive words in anger or annoyance. Invoke or use a curse against.



A lie is a falsehood meant to deceive people into believing something other

than the truth. When people tell lies, they are not only deceiving others,

they are deceiving themselves. The dishonest person soon starts to believe

the lie he or she tells, losing the potential to realize the distinction between

truth and lies. Exaggerating or spicing up your story to be included or

accepted into a group is another form of lying.



The use of language that is offensive and not commonly accepted in society.



Review 4 types of inappropriate language.

Please discuss these questions with your advisory.


(1) What’s wrong with using vulgarity in school?

(2) Why is it wrong to call someone a name?

(3) Can a person use inappropriate language without speaking?

(4) What are some reasons why students lie?

(5) What are some consequences of lying?

(6) How might swearing be offensive to other people?

(7) How does lying and using offensive language reflect on our character?











Inappropriate language quiz

Name: _______________________


Directions: Match the examples to a type of inappropriate language.

1) _____ I give my friend the finger.

2) _____ I tell my teacher I am late because my locker was stuck, but I was really in Iggy’s.

3) _____ I am upset about my grade, so I told my friend I hope my teacher gets a flat tire.

4) _____ I use the “F” word in the hallway.

5) _____ Some of my friends have been shoplifting, so I told them I did as well to look cool.

6) _____ My friend is going to prom with the person I like, so I told another friend I hoped they

would get food poisoning.



  1. a) vulgarity b) lying c) cursing


Allow them to complete the quiz on a sheet a paper.   Discuss answers and why they chose the answer they marked.  Discuss differing viewpoints/answers given.



Lesson coming on AWOL/Out of Area


Lesson Plan to Address Behavior


Step 1: Identify the desired behavior and describe if in observable, measurable terms.

Respectful behavior: Students will use appropriate language around peers and adults. They will use kind words solve conflicts. Students will keep hands and feet to themselves. Students will listen to instructions given by adults the first time.


Step 2: List a rationale for teaching the behavior (Why is it important?)

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 and can hurt others. Negative interactions in school interfere with learning and can cause problems at school and in the community.


Step 3: Identify examples and non-examples of the desired behavior (What would the behavior look/sound like? What would the behavior not look/sound like?)
Examples Non-examples
  • Apologizing
  • Offering to help
  • Appropriate language
  • Asking an adult to help when a conflict can’t be resolved
  • Hands and feet to self (stay in your own physical space)
  • Unkind words (cursing)
  • Teasing
  • Put downs
  • Pushing/shoving
  • Yelling
  • Getting into a person’s physical space
  • Littering
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.)


Tina bumped into Kristin in the hallway and her books fell to the ground. Kristin was upset because she would be late for class and called Tina a “crazy fool”.   Tina got angry and told Kristin she was ugly and stupid. Tina walked away and Kristin was late for class. Kristin was mad and began to spread untrue rumors about Tina to her friends.


Tina bumped into Kristin in the hallway and her books fell to the ground. Kristin was upset because she would be late for class and started to call Tina names.   Tina recognized that she was not paying attention, apologized to Kristin and helped her pick up her books.   Tina’s teacher gave both students a “school buck” for resolving the conflict with respect.

Lead students through behavior (We do): Teacher(s) present following scenario. 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 called Denyse dumb and took her milk and poured it into Denyse’s food.   Both girls began to scream at each other and were ready to fight. The teachers witnessed this and escorted the girls to the principal’s office.


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 the cafeteria and helped Kim clean her dress. Kim thanked Denyse for helping her. The teacher witnessed this event and gave both girls “school bucks” for resolving a potential conflict respectfully.


Test to ensure students understand behavior (You do): With a peer, students are asked to come up with their own scenario. Student groups will act out appropriate, respectful behavior for their scenario.   Teacher and other students will provide feedback to peer groups.

Week 15 Mon/Tue


Spend the first two days of the week completing this lesson on appropriate/respectful behavior.  Also, please use whatever time is necessary during Advisory and PBIS time to finish paperwork that may not me completed for students that are up for transition.  Transition folders need to be submitted by this Friday.