Session 1 Warm-Up Question Cards

Distribute one card to each pair of students. Students will discuss the question for 30 seconds, then share one idea with the class.


Cards:

1. What does it look like to walk quietly in the hallway?

1. Why is it important to keep our hands to ourselves when we walk in line?

1. How can you show respect to others while you walk in the hallway?

1. What could you do if you feel excited and want to talk?

1. Why do you think we stay in line instead of walking side by side?

1. How does walking quietly help everyone get to class on time?

Instructions for Teacher:

• Shuffle cards and hand out one per pair.
• Read the question aloud and set a 30-second timer.
• After discussion, invite a few pairs to share their responses.

Session 1 Reading: Hallway Hero Sam

Sam dribbled his backpack as he stepped into the school hallway. His teacher, Ms. Rivera, pointed to the poster on the wall: “Walk quietly. Stay in line. Keep your hands to yourself.” Sam took a deep breath and whispered to his friend Maya, “Let’s show everyone how Hallway Heroes do it!”


The class formed a single line behind Ms. Rivera. Sam made sure to keep his feet close together and his voice low enough for only Maya to hear. When a classmate dropped a pencil, Sam paused and knelt down. He picked it up without bumping into anyone and gently placed it by her desk. Maya smiled and whispered, “Great job!”


As the line turned the corner, Sam noticed a paper fluttering near the trash can. He paused again, reached down, and tossed it in. The students behind him stepped carefully so they wouldn’t crowd the hallway. Ms. Rivera whispered, “Thank you, Sam,” and gave him a thumbs-up.


When they reached their classroom door, everyone quietly opened it and peeked in before walking forward. Sam felt proud. He had followed all three hallway rules. He walked to his seat, sat down, and thought, “I’m a Hallway Hero!”

Session 1 Behavior Sorting Cards

Distribute one complete set of cards to each pair of students. Students will read each behavior, then sort cards into Good Behavior and Needs Improvement piles.


Cards:

• Walking quietly in a straight line
  
• Running and bumping into classmates
  
• Keeping hands to yourself
  
• Pushing ahead in line
  
• Waiting patiently behind your classmate
  
• Talking loudly while moving
  
• Helping pick up something someone dropped
  
• Skipping or jumping in the hallway
  
  
  Instructions for Teacher:
  
• Give each pair of students a shuffled set of the Behavior Sorting Cards.
  
• Ask pairs to read each card and place it into one of two piles: Good Behavior or Needs Improvement.
  
• Circulate the room, prompting pairs to explain why they placed a card in each pile (“Why is walking quietly Good Behavior?”).
  
• After 1½ minutes, invite a few pairs to share examples from each pile and discuss any differences in sorting choices.
  
  
  

Session 1 Game: Silent Hallway Challenge

Objective: Practice walking quietly and staying in line through a fun, cooperative race.


Materials:

• Tape or cones to mark a start and finish line on the floor
  
  
  Setup:
  

1. Use tape or cones to create a short hallway path in the classroom or hallway.
   
2. Mark a clear start line and finish line.
   
   
   How to Play:
   
3. Students form pairs and stand side by side behind the start line.
   
4. On the teacher’s signal (“Go!”), each pair walks slowly and silently toward the finish line, maintaining a straight line and keeping hands to themselves.
   
5. If a pair speaks, bumps, or makes loud footsteps, they pause, take a quiet breath, and then resume.
   
6. The first pair to reach the finish line without making noise wins.
   
   
   Variations & Extensions:
   

• Challenge each pair to lower their footsteps even more quietly on a second round.
  
• Time each pair’s run and encourage them to beat their silent-walking record.
  
  
  Teacher Tips:
  
• Praise pairs for keeping voices low, good posture, and steady pacing.
  
• After everyone has participated, ask: “How did it feel to walk so quietly? Why is this important in our real hallways?”
  
  
  Return to Session 1 Lesson Plan

Session 1 Reflection Rubric

Assess students’ responses on the reflection sheet after the Hallway Heroes lesson. The rubric evaluates three key areas: identifying the rule, explaining its importance, and articulating a plan to follow it.

Scoring Guide:

• Total possible points: 9
• 7–9 = Strong understanding and commitment
• 4–6 = Adequate understanding; may need reteaching or support
• 1–3 = Limited understanding; additional modeling required
• 0 = No evidence of understanding or reflection

Return to Session 1 Lesson Plan

Session 1 Discussion: Becoming Hallway Heroes

Purpose: Guide students to think about why hallway rules matter and how they can help everyone move safely and respectfully.

Instructions for Teacher:

• Gather students near the Hallway Rules Poster.
  
• Read each question aloud. Give think-time, then invite volunteers to share. Chart responses on the board or chart paper.
  

Discussion Questions:

1. What are our three hallway rules? Why do you think we chose each one?
   
   • Follow-up: How does walking quietly help everyone get to class on time?
     
   • Follow-up: What might happen if someone runs or shouts in the hallway?
2. Think of a time when the hallway was really calm. How did that feel?

Think of a time it was noisy or crowded. How did that feel?

• Follow-up: How do our feelings affect how we learn and work when we arrive?

1. Why is it important to keep our hands to ourselves when we walk in line?

• Follow-up: What could you do with your hands if you feel wiggly?

1. How can you be a Hallway Hero and help your classmates follow the rules?

• Follow-up: If you see a friend forgetting a rule, how could you remind them kindly?

Wrap-Up:

• Summarize key ideas: safety, respect, smooth transitions.
  
• Challenge students: “Notice our rules each time we move classes today. Who can be a Hallway Hero?”
  
  
  Return to Session 1 Lesson Plan