Lesson Plan
Blueprint for Success Lesson Plan
Students will collaboratively set a measurable class behavior goal, learn to collect and interpret behavior data, and identify positive reinforcement strategies to monitor and improve their behavior.
Providing a clear blueprint for defining, tracking, and reinforcing positive behaviors empowers students to take ownership of their actions, fosters a supportive classroom culture, and builds essential self-monitoring skills for lifelong success.
Audience
5th Grade Class
Time
60 minutes
Approach
Interactive discussion and hands-on activities
Prep
Gather and Review Materials
10 minutes
- Review Blueprint for Success Lesson Plan to understand session flow and objectives.
- Preview Behavior Blueprint Presentation slides and notes.
- Print enough copies of Classwide Goal-Setting Project, Behavior Goal Rubric, and Case Study: Behavior Interventions for all students.
- Prepare whiteboard or chart paper and markers for group recording.
Step 1
Introduction
10 minutes
- Welcome students and explain today’s focus on understanding and improving classroom behavior.
- Display slide 1 of Behavior Blueprint Presentation: “What Is a Behavior Blueprint?”
- Ask volunteers to share examples of positive classroom behaviors they’ve noticed.
Step 2
Lesson Overview
5 minutes
- Show slide 2 of Behavior Blueprint Presentation: session objectives.
- Read each objective aloud: goal setting, data collection, and reinforcement strategies.
- Confirm student understanding through a quick thumbs-up/thumbs-down check.
Step 3
Goal Setting Activity
15 minutes
- Hand out Classwide Goal-Setting Project templates.
- Guide students to brainstorm one clear, measurable class behavior goal (e.g., “Raise hand before speaking”).
- Record the agreed-upon goal on the whiteboard.
- Refer to Behavior Goal Rubric to define success criteria and performance levels.
Step 4
Data Tracking Instruction
10 minutes
- Show slides 3–4 of Behavior Blueprint Presentation on tracking methods.
- Demonstrate how to use tally marks, charts, or digital trackers to record behavior incidents.
- Practice with a quick, real-time tally exercise: track raised hands during a brief classroom discussion.
Step 5
Reinforcement Strategy Discussion
10 minutes
- Distribute Case Study: Behavior Interventions readings.
- In small groups, have students identify positive reinforcement strategies used in each case.
- Share group findings and list top 3 reinforcement ideas (e.g., verbal praise, sticker charts) on the board.
Step 6
Reflection and Closure
10 minutes
- Facilitate a whole-group reflection: What did we learn about setting and tracking behavior goals?
- Ask two students to summarize the plan and next steps for data collection.
- Assign students to observe and record one behavior instance using today’s tracking method before the next class.
Slide Deck
What Is a Behavior Blueprint?
A behavior blueprint is a step-by-step plan to:
• Set clear class behavior goals
• Track our progress
• Use positive strategies to improve
Welcome students and introduce the idea of a Behavior Blueprint. Explain that a blueprint is like a plan architects use to build a house, and today we’ll build a plan for our behavior in class. Ask volunteers to share examples of positive behaviors they’ve seen.
Lesson Objectives
By the end of today, we will:
• Set a measurable class behavior goal
• Collect and interpret behavior data
• Identify positive reinforcement strategies
Read each objective aloud. Ask students to give a thumbs-up if they understand or a thumbs-down if they have questions.
Step 1: Set a Clear Goal
• Brainstorm one measurable class behavior goal
• Use our rubric to define success criteria
Distribute the Classwide Goal-Setting Project templates. Guide students to brainstorm one clear, measurable class goal (for example, “Raise hand before speaking”). Record responses on the board.
Step 2: Track Your Progress
Tracking methods:
• Tally marks on a chart
• Behavior tracking sheets
• Simple digital trackers
Demonstrate how to record tallies on the board. Invite two students to tally hand-raises during a 1–2 minute discussion. Highlight how charts and digital trackers work similarly.
Step 3: Reinforce Success
Positive reinforcement examples:
• Verbal praise (“Great hand-raising!”)
• Sticker or token charts
• Special class reward (extra game time)
Refer students to the Case Study readings. In small groups, have them identify the reinforcements used. Then list the top three ideas on the board.
Reflection & Next Steps
• What did we learn today?
• Summarize our plan and tracking method
• Assignment: Record one behavior instance before next class
Lead a whole-group reflection. Ask: What did we learn about goal setting, tracking, and reinforcement? Then explain the assignment: observe and record one behavior using our tracker before the next class.
Project Guide
Classwide Goal-Setting Project
1. Brainstorm Behavior Ideas
Working in your group, list at least three positive classroom behaviors we might focus on this week:
- _______________________________________
- _______________________________________
- _______________________________________
2. Select Our Class Behavior Goal
Discuss your ideas and vote on one behavior that will be our classwide goal.
Our chosen class behavior goal is:
"_____________________________________________________________"
3. Define Success Criteria
Use the Behavior Goal Rubric to help you describe what success looks like.
List three clear criteria:
- Criterion 1: ___________________________________________
- Criterion 2: ___________________________________________
- Criterion 3: ___________________________________________
4. Plan Your Tracking Method
Choose how we will collect data on our goal each day. Check one or describe your own plan:
- Tally chart on the board
- Individual tracking sheets
- Simple digital tracker (e.g., tablet app)
- Other plan: ___________________________________________
5. Decide on a Class Reinforcement
When we reach our goal for the agreed number of days, what reward or recognition will our class earn?
Our class reward will be:
"_____________________________________________________________"
Group Members: _______________________________________
Date: ________________
Rubric
Behavior Goal Rubric
Use this rubric to guide the creation and evaluation of our class behavior goal. Circle or highlight the level that best describes your proposed goal under each criterion.
| Criterion | 4 – Exceeds Expectations | 3 – Meets Expectations | 2 – Approaching Expectations | 1 – Beginning |
|---|---|---|---|---|
| Clarity of Goal | The goal is exceptionally clear, using specific, observable terms that leave no room for interpretation. | The goal is clear and uses observable terms, with only minor potential ambiguity. | The goal is somewhat clear but contains vague language that may cause confusion. | The goal is vague or confusing; expectations are unclear. |
| Measurability | The goal includes precise criteria and metrics, allowing for accurate, objective tracking of progress. | The goal includes measurable criteria with clear metrics. | The goal includes criteria but metrics are general or may be difficult to measure. | The goal lacks measurable criteria or metrics, making progress tracking unreliable. |
| Relevance | The goal strongly aligns with classroom behavior priorities and supports our learning objectives. | The goal aligns with classroom behavior expectations. | The goal has some connection to classroom behavior but may not directly support key objectives. | The goal is not aligned with classroom behavior priorities. |
| Achievability | The goal is optimally challenging and attainable; students can identify clear steps to reach it. | The goal is appropriately challenging and attainable. | The goal is either slightly too easy or somewhat too difficult for most students. | The goal is unrealistic or too easily accomplished, showing poor alignment with student abilities. |
| Student Ownership | Students are actively involved in goal setting and can clearly articulate its purpose and benefits. | Students participate in setting the goal and understand its purpose. | Students have minimal involvement or limited understanding of the goal’s purpose. | Students are not involved and do not understand the goal. |
Scoring Scale:
• 4 – Exceeds Expectations
• 3 – Meets Expectations
• 2 – Approaching Expectations
• 1 – Beginning
Use this rubric when completing your Classwide Goal-Setting Project to ensure your chosen behavior goal is strong, measurable, and meaningful for our class. Feel free to revise your goal if it falls in the Approaching or Beginning range.
Reading
Case Study: Behavior Interventions
Below are two real-life examples showing how teachers set behavior goals, collected data, and used positive reinforcement to help their students succeed.
Case Study 1: The Hand-Raising Habit
Mrs. Lopez noticed that students often called out answers instead of raising their hands. To help the class work on this behavior, she introduced a simple tally-chart system.
- Goal Setting:
Mrs. Lopez and her 5th graders agreed on the goal: “Raise your hand before speaking.” They reviewed the Behavior Goal Rubric to make sure their goal was clear and measurable. - Data Collection:
Each morning, two student helpers recorded tally marks on a large chart whenever someone raised their hand before speaking. At the end of each lesson, they counted the tallies and compared them to the previous day. - Reinforcement Strategy:
When the class reached at least 50 hand-raises in one day, Mrs. Lopez awarded a “Hand-Raising Hero” badge to every student. After three days of meeting the goal, the class earned 10 extra minutes of free-draw time.
Outcome: Within a week, tally marks showed a steady rise in proper hand-raising. Students began reminding each other and took pride in earning badges. The clear data and consistent praise helped the new habit stick.
Case Study 2: Quiet Feet in the Hallway
Mr. Clark’s class often got noisy when walking to lunch. He decided to tackle this with a sticker-chart reward system.
- Goal Setting:
The class chose their goal: “Keep our feet quiet in the hallway.” They used the rubric to ensure this goal was measurable and relevant to school routines. - Data Collection:
On a hallway map, two students placed a sticker each time the class walked quietly between rooms. If they spoke or ran, no sticker was added that day. - Reinforcement Strategy:
When the class collected five stickers, they earned a “Hallway Heroes” certificate and a special lunchtime game outside. Mr. Clark also offered verbal praise every time they added a sticker.
Outcome: The sticker chart became a colorful reminder of their goal. Students cheered each other on, and within five days they filled the chart. Afterward, hallway noise remained low because students knew their behavior mattered and was noticed.
Reflection Prompt
After reading these cases, work in your group to answer:
- What data-collection method did each teacher use?
- Which positive reinforcement strategies helped students stay motivated?
- How did reviewing the Behavior Goal Rubric make these goals stronger?
Be ready to share your ideas with the class!