Lesson Plan
Ask Before You Go
Students will be able to articulate the importance of asking for permission before leaving their seats and demonstrate appropriate methods for doing so in various classroom scenarios.
Establishing clear expectations for movement in the classroom creates a more focused, respectful, and safe learning environment, reducing distractions and maximizing instructional time for everyone.
Audience
8th Grade Students
Time
30 minutes
Approach
Interactive discussion, guided practice, and role-playing.
Materials
Whiteboard or Projector, Ask Before You Go Slide Deck, Classroom Movement Scenarios Worksheet, and Permission Protocol Poster (Optional)
Prep
Review Materials
10 minutes
- Review the Ask Before You Go Lesson Plan and all linked materials: Ask Before You Go Slide Deck, Classroom Movement Scenarios Worksheet, and the optional Permission Protocol Poster.
- Ensure projector or whiteboard is ready.
- Print copies of the Classroom Movement Scenarios Worksheet for each student.
Step 1
Warm-Up: Think-Pair-Share
5 minutes
Begin with a quick warm-up. Ask students: "What are some reasons someone might need to leave their seat during class?" Have students think individually, then pair with a partner to share their ideas, and finally share with the class. Use the Ask Before You Go Slide Deck to guide this.
Step 2
Introduction to Classroom Expectations
5 minutes
Introduce the topic using the Ask Before You Go Slide Deck. Explain why a protocol for leaving seats is important (e.g., safety, minimizing disruption, respect for others, teacher awareness). Discuss common scenarios where permission is needed.
Step 3
Permission Protocol Discussion
10 minutes
Lead a discussion on the established classroom protocol for asking permission. This might include raising a hand, using a specific non-verbal signal, or waiting for a break in instruction. Emphasize when it is appropriate to ask and how to do it respectfully. Refer to the Ask Before You Go Slide Deck and optionally display the Permission Protocol Poster.
Step 4
Practice Scenarios (Worksheet & Role-Play)
7 minutes
Distribute the Classroom Movement Scenarios Worksheet. Have students work individually or in small groups to read the scenarios and determine the appropriate way to ask for permission. Follow up with brief role-playing of 1-2 scenarios as a class.
Step 5
Cool-Down: One-Word Summary
3 minutes
Conclude the lesson by asking each student to share one word that summarizes what they learned or how they will remember to ask permission before leaving their seat. Use the Ask Before You Go Slide Deck for the cool-down prompt.
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Slide Deck
Ask Before You Go
Why is it important to ask for permission before leaving your seat?
Welcome students and introduce the warm-up activity. Explain the Think-Pair-Share process clearly.
Warm-Up: Think-Pair-Share
Think: What are some reasons you might need to leave your seat during class?
Pair: Discuss your ideas with a partner.
Share: Let's hear some of your thoughts as a class!
Allow students a minute or two to think individually. Then, instruct them to pair up and discuss for 2-3 minutes. Finally, open it up for whole-class sharing, recording key ideas on the board.
Why Ask?
Asking for permission helps maintain:
- Safety: We know where everyone is.
- Focus: Minimizes distractions for others.
- Respect: Shows consideration for the teacher and classmates.
- Order: Keeps our classroom organized and calm.
Transition to the lesson's main point. Explain that while there are valid reasons to move, having a clear process helps everyone. Emphasize respect and organization.
Our Classroom Protocol
How do we ask to leave our seat?
- Raise your hand quietly.
- Wait for acknowledgment from the teacher.
- Listen for a 'yes' or 'no' (and understand why if it's a 'no').
- Use appropriate times (e.g., not during direct instruction).
Introduce or review the specific protocol used in this classroom. Be very explicit about hand signals, waiting for acknowledgment, or specific times for movement.
When Is It Okay?
Appropriate Times:
- Getting a tissue (urgent).
- Sharpening a pencil during independent work.
- Throwing away trash after a lesson or activity.
Less Appropriate Times:
- During direct instruction.
- While a classmate is presenting.
- Without asking first, ever!
Provide examples of when it's appropriate versus when it's not. Ask students to brainstorm additional examples.
Practice Time!
Now, let's practice with some scenarios.
- Work individually or with a partner.
- Read each scenario carefully.
- Decide how you would appropriately ask for permission.
Introduce the worksheet and explain that students will practice applying the protocol to different situations.
Cool-Down: One Word
In one word, summarize what you learned today about asking for permission, or a word that will help you remember to do it.
Transition to the cool-down. Explain the 'one-word summary' concept. Give them a moment to think and then share.
Script
Script: Ask Before You Go
Warm-Up: Think-Pair-Share (5 minutes)
"Good morning/afternoon, everyone! Today, we're going to talk about something that helps our classroom run smoothly and keeps everyone focused. To start, I want you to think for a moment. What are some reasons someone might need to leave their seat during class? Don't shout it out, just think quietly to yourselves for about 30 seconds."
"Okay, now I want you to turn to a partner, and for the next two minutes, share your ideas with each other. What did you come up with?"
"Alright, let's bring it back together. Who would like to share one or two reasons their pair discussed?" (Call on a few students, jotting down key ideas on the board or projector.) "Excellent ideas! Things like getting a tissue, sharpening a pencil, grabbing a book, or even needing to use the restroom are all valid reasons."
Introduction to Classroom Expectations (5 minutes)
"So, we know there are times we need to move around, but it's really important how we do it. Imagine if everyone just got up whenever they wanted. What might happen?" (Allow a few student responses: 'chaos,' 'noisy,' 'tripping hazards,' 'teacher wouldn't know where we are').
"Exactly! It could be disruptive, unsafe, and make it hard for everyone, including me, to concentrate. That's why having a clear way to ask for permission before leaving your seat is so important. It shows respect for your classmates who are trying to learn and for me as your teacher, and it helps me keep track of everyone and make sure you're safe."
Permission Protocol Discussion (10 minutes)
"In this classroom, our protocol for asking permission to leave your seat is..." (Clearly state your classroom's specific protocol, e.g., "...to quietly raise your hand and wait for me to acknowledge you. If I nod or say 'yes,' you may go. If I shake my head or say 'not right now,' please wait, and I will try to get to you when it's a more appropriate time.")
"Let's think about when is a good time to ask and when is not. When do you think it's usually okay to ask?" (Guide students to understand during independent work, transitions, etc.) "And when might it be less appropriate?" (During direct instruction, while a classmate is speaking, etc.)
"Remember, if I say 'not right now,' it's not a punishment. It usually means I'm in the middle of explaining something important, or someone else is talking, or it's not a safe moment for movement. I will always try to give you an opportunity to go as soon as possible."
Practice Scenarios (Worksheet & Role-Play) (7 minutes)
"Now it's your turn to put this into practice. I'm going to hand out the Classroom Movement Scenarios Worksheet. You can work on this individually or with a partner. Read each scenario and decide how you would appropriately ask for permission. Think about the 'why' and the 'how' we just discussed."
(After 5 minutes) "Alright, let's try out one or two of these. Who wants to role-play Scenario #1: You need a tissue?" (Choose a student, have them demonstrate, provide feedback.) "Great! How about Scenario #3: Your pencil broke during independent work?" (Repeat process.)
Cool-Down: One-Word Summary (3 minutes)
"Fantastic work today, everyone. To wrap up, I want each of you to think of one word that summarizes what you learned today about asking for permission, or one word that will help you remember to do it. Think about it for a moment, then be ready to share."
"Let's go around the room and share your word." (Go around or call on students. Thank them for their participation and reinforce the importance of the lesson.) "Thank you all for sharing your words and for your thoughtful participation today. Remember, 'Ask Before You Go' helps us all have a better learning experience!"
Worksheet
Classroom Movement Scenarios
Directions: Read each scenario below. In the space provided, describe how you would appropriately ask for permission to leave your seat according to our classroom protocol. Explain why your chosen method is appropriate.
Scenario 1: The Urgent Tissue Need
You are in the middle of listening to the teacher explain a new concept. You suddenly feel a sneeze coming on and realize you need a tissue immediately.
How would you ask for permission?
Why is this method appropriate?
Scenario 2: The Broken Pencil
You are working independently on a math assignment. Your pencil just broke, and you need to sharpen it to continue your work.
How would you ask for permission?
Why is this method appropriate?
Scenario 3: Throwing Away Trash
You just finished an activity and have a small piece of trash (like a wrapper or a crumpled paper) on your desk. The teacher is transitioning to the next activity but hasn't started direct instruction yet.
How would you ask for permission?
Why is this method appropriate?
Scenario 4: Getting a Drink of Water
It's the middle of class, and you are feeling very thirsty. The water fountain is across the room.
How would you ask for permission?
Why is this method appropriate?
Scenario 5: Group Work Material
You are working in a small group on a project, and your group needs a specific colored marker from the communal art supply bin at the front of the room.
How would you ask for permission?
Why is this method appropriate?
Answer Key
Classroom Movement Scenarios Answer Key
Directions: These are suggested appropriate responses. Student answers may vary but should align with the core principles of the classroom protocol (e.g., quiet hand raise, waiting for acknowledgment, respectful timing).
Scenario 1: The Urgent Tissue Need
You are in the middle of listening to the teacher explain a new concept. You suddenly feel a sneeze coming on and realize you need a tissue immediately.
How would you ask for permission?
- Raise a hand quietly, making eye contact with the teacher if possible, and point to your nose or mouth as a non-verbal signal for a tissue. Wait for the teacher to acknowledge you.
Why is this method appropriate?
- It minimizes disruption during direct instruction. The non-verbal signal communicates the urgency without interrupting the lesson verbally. Waiting for acknowledgment shows respect for the teacher and the lesson.
Scenario 2: The Broken Pencil
You are working independently on a math assignment. Your pencil just broke, and you need to sharpen it to continue your work.
How would you ask for permission?
- Raise a hand quietly. If the teacher is circulating, they might notice and come over. If not, wait for the teacher to make eye contact or pause, then ask, "May I sharpen my pencil?"
Why is this method appropriate?
- During independent work, a brief interruption to ask is less disruptive than during direct instruction. Raising a hand and waiting is still respectful and allows the teacher to manage movement.
Scenario 3: Throwing Away Trash
You just finished an activity and have a small piece of trash (like a wrapper or a crumpled paper) on your desk. The teacher is transitioning to the next activity but hasn't started direct instruction yet.
How would you ask for permission?
- Raise a hand quietly. If the teacher is looking in your direction, you might make eye contact and subtly gesture towards the trash can. If acknowledged, briefly ask, "May I throw this away?"
Why is this method appropriate?
- During transitions, there is often a slight lull, making it a more opportune moment for quick movements. Asking allows the teacher to confirm it's not disruptive to their next step.
Scenario 4: Getting a Drink of Water
It's the middle of class, and you are feeling very thirsty. The water fountain is across the room.
How would you ask for permission?
- Raise a hand quietly and wait for the teacher to acknowledge you. When acknowledged, ask, "May I get a drink of water?"
Why is this method appropriate?
- Hydration is important, but waiting for permission ensures that your movement doesn't disrupt instruction or other students. The teacher can assess if it's a good time or suggest waiting a few minutes.
Scenario 5: Group Work Material
You are working in a small group on a project, and your group needs a specific colored marker from the communal art supply bin at the front of the room.
How would you ask for permission?
- One member of the group should quietly raise their hand. When acknowledged by the teacher, briefly state, "May I get a red marker for our group project from the supply bin?"
Why is this method appropriate?
- This clarifies the purpose of leaving the seat and allows the teacher to grant permission or suggest an alternative if the timing is poor. Designating one person to ask and retrieve minimizes group disruption.
Activity
Permission Protocol: Ask Before You Go!
Our Classroom Expectation:
Always ask for permission before leaving your seat.
How to Ask:
- Quietly Raise Your Hand: No shouting or calling out. Use a subtle signal like pointing to a tissue box or a broken pencil if applicable.
- Wait for Acknowledgment: Look for a nod, verbal 'yes,' or other clear signal from your teacher.
- Go Directly: If given permission, move directly to your destination (e.g., pencil sharpener, tissue box, water fountain) and return to your seat promptly.
- No Ifs, Ands, or Buts: If your teacher says 'not right now,' please respect their decision and wait for a more appropriate time.
Why This Matters:
- Safety: We know where everyone is.
- Focus: Minimizes distractions for others.
- Respect: Shows consideration for the teacher and classmates.
- Order: Keeps our classroom organized and calm.
Cool Down
Cool-Down: One-Word Summary
Directions: Think about today's lesson on asking for permission before leaving your seat. In the space below, write one word that summarizes what you learned or one word that will help you remember this important classroom expectation.
My one word is:
Bonus Challenge: Briefly explain why you chose that word.
Warm Up
Warm-Up: Reasons to Move
Directions: Think about our classroom. What are some reasons you might need to leave your seat during class?
Step 1: Think (1 minute)
Silently brainstorm 2-3 reasons why you might need to get out of your seat during class time.
Step 2: Pair (2 minutes)
Turn to a partner and share your ideas. Discuss any reasons that are the same or different.
Step 3: Share (2 minutes)
We will share some of our ideas as a whole class.