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Am I On Track? How Do I Know?

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Lesson Plan

Am I On Track? How Do I Know?

Students will be able to identify and monitor their own classroom behavior using a visual self-assessment tool to stay 'on track' with classroom expectations.

Learning to self-monitor helps students become responsible for their own actions and choices, leading to increased independence and a more productive learning environment.

Audience

2nd Grade

Time

35 minutes

Approach

Direct instruction, guided practice, independent application.

Materials

Traffic Light Behavior Chart, Daily Self-Check Worksheet, and Behavior Checkpoint Slides

Prep

Preparation

10 minutes

Step 1

Introduction: What Does 'On Track' Mean?

5 minutes

  • Display the first slide of the Behavior Checkpoint Slides: "Am I on Track? How Do I Know?".
  • Engage students by asking: "What does it mean to be 'on track' in school?" and "How do you know if you are 'on track'?".
  • Explain that today, they will become 'behavior detectives' and learn how to help themselves stay 'on track' by watching their own choices.

Step 2

Introducing Self-Monitoring Tools

15 minutes

  • Transition to the 'What is Self-Monitoring?' slide and explain that self-monitoring is like being their own behavior detective.
  • Introduce the Traffic Light Behavior Chart using the corresponding slide.
    • Explain each color: Green (Go! Great choices!), Yellow (Slow down! Think about your choices!), Red (Stop! Off track, need to reset!).
    • Provide examples for each color. For instance, "Listening to the teacher is a green light choice." or "Blurting out answers might be a yellow light choice."
    • Distribute the Traffic Light Behavior Chart and have students color it as you review.
  • Introduce the Daily Self-Check Worksheet using the corresponding slide.
    • Explain that this worksheet will help them check their behavior throughout the day.
    • Model how to fill out the 'Morning Check-In' section together, emphasizing that it's okay if they mark yellow or red, as long as they think about how to get back to green.

Step 3

Guided Practice: Behavior Scenarios

10 minutes

  • Use the 'Reflect & Share' slide to guide a discussion.
  • Present various classroom scenarios (e.g., 'A student is quietly reading during independent reading time.', 'A student is tapping their pencil loudly on their desk.', 'Two students are arguing over a toy during free time.').
  • For each scenario, ask students to identify if the behavior is Green, Yellow, or Red, and why.
  • Discuss what choices could be made to move from Yellow or Red to Green.
  • Have students briefly practice mentally checking in with their 'traffic light' for each scenario.

Step 4

Independent Application & Reflection

5 minutes

  • Instruct students to write one personal goal for staying in the 'Green' on their Traffic Light Behavior Chart.
  • Explain that they will start using their Daily Self-Check Worksheet throughout the day to practice their new self-monitoring skills.
  • Remind them to think about their goal and their traffic light colors at different times.

Step 5

Wrap-Up: Keep Shining!

Ongoing

  • Display the 'Keep Shining!' slide.
  • Briefly recap the importance of being their own 'behavior detective'.
  • Encourage students to continue practicing self-monitoring throughout the day and week, using their charts as a guide.
  • Emphasize that self-monitoring is a super skill that helps them learn and make good choices.
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Activity

Traffic Light Behavior Chart

Instructions: Color each light on your traffic light according to your behavior.

Green Light: GO! Great Choices!

  • I am listening.
  • I am working quietly.
  • I am following directions.
  • I am being kind.







Yellow Light: SLOW DOWN! Think About Your Choices!

  • I am talking when I should be listening.
  • I am a little distracted.
  • I need to focus more on my work.
  • I need to remember my classroom rules.







Red Light: STOP! Off Track, Need to Reset!

  • I am not listening.
  • I am bothering others.
  • I am not following directions.
  • I need to make a better choice right now.







My Goal: Today, I want to try and stay in the GREEN by:












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Worksheet

Daily Self-Check Worksheet

Name: ____________________________ Date: ____________________________

Instructions: At different times today, color the light that best shows how you are doing. If you are on a Yellow or Red light, think about what you can do to get back to Green!

Morning Check-In

Circle the color that matches your behavior:

Green Light (Great Choices!)      Yellow Light (Think about choices!)      Red Light (Need to reset!)

What was one great choice you made this morning?



Mid-Day Check-In

Circle the color that matches your behavior:

Green Light (Great Choices!)      Yellow Light (Think about choices!)      Red Light (Need to reset!)

If you were on Yellow or Red, what is one thing you can do to get to Green?



Afternoon Check-In

Circle the color that matches your behavior:

Green Light (Great Choices!)      Yellow Light (Think about choices!)      Red Light (Need to reset!)

What is one way you showed you were 'on track' today?



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Slide Deck

Am I on Track? How Do I Know?

Let's become behavior detectives!

Welcome students and introduce the topic of being 'on track.' Ask them what 'on track' means to them. Explain that today they will learn how to be their own behavior detectives and help themselves stay 'on track.' (Corresponds to Lesson Plan: Introduction)

What is Self-Monitoring?

It's like being your own behavior detective!
We will use a special chart to help us.

This slide can be used to further discuss what self-monitoring means, building on the introduction. (Corresponds to Lesson Plan: Introduction)

Traffic Light Behavior Chart

Green Light: On Track! Making great choices.
Yellow Light: Warning! Need to think about choices.
Red Light: Stop! Off Track, need to reset.

Introduce the Traffic Light Behavior Chart. Explain each color (Green = Great Choices, Yellow = Think & Adjust, Red = Stop & Get Help) and how it relates to being 'on track.' Model how to use the chart and have students provide examples. (Corresponds to Lesson Plan: Introducing Self-Monitoring Tools)

Daily Self-Check

A tool to help you track your amazing behavior throughout the day!
Let's try it together.

Introduce the Daily Self-Check Worksheet as a way to track their own progress. Explain how to use it and model filling out the first few questions together. Emphasize that it's okay to have yellow or red, as long as they learn from it. (Corresponds to Lesson Plan: Introducing Self-Monitoring Tools)

Reflect & Share

Was it easy or tricky to be a behavior detective?
Share one 'green light' moment you had today!

Use this slide to present various classroom scenarios for guided practice. Have students discuss whether the behavior is Green, Yellow, or Red, and why. Guide them to think about how they would use their Daily Self-Check Worksheet. (Corresponds to Lesson Plan: Guided Practice)

Keep Shining!

You are learning to take charge of your own learning and behavior!
Keep using your super detective skills!

Facilitate a short discussion about their experience with self-monitoring. Ask open-ended questions like: 'Was it easy or hard to be a behavior detective?' 'What was one 'green light' moment you had today?' Reiterate the importance of self-monitoring and encourage continued use of the tools. (Corresponds to Lesson Plan: Independent Application & Reflection & Wrap-Up)

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