PBIS Lesson Plan to Teach Lowell Expectations
ROAR Expectation
Respectful: Using good manners and appropriate language
Area: Cafeteria / Time Frame: 30 minutes
Step 1: Identify & Provide Rationale/Purpose for teaching the stated behavior
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 because such words and actions can hurt others. Negative interactions in school interfere with learning, cause problems at school, and in the larger community.
Step 2: Lesson Objective(s) (desired behavior both observable & measureable)
Respectful behavior: Students will use appropriate language around peers and adults. They will use kind words to solve conflicts in multiple scenarios. Students will be able to explain why it is important to show respectful behavior, offer solutions for how to speak to each other and adults, and give suggestions for how they can promote respectful behavior in the cafeteria during class discussions.
Step 3: Examples and Non-examples of the desired behavior
*Choose students to model examples and non-examples, asking students how they felt in each simulation
Examples (look/sound like) / Non-examples (should not look/sound like)
  • Listening to staff’s instructions the first time they are given
  • Following directions:
-Line up in a single file line for lunch and walk quietly to the cafeteria
-Wait your turn to get soap, (one or two pumps), then without splashing or pushing wash your hands and dry them with a paper towel and throw the paper towel in the trash can
-Enter the cafeteria quietly, wait your turn, then be seated in your assigned area
-Use “Please/Thank you” when speaking to cafeteria workers, custodians, teachers, ect..
-Use “Excuse me” when you bump into someone or they bump into you
-Eat your food first, then talk in an inside
Voice using kind words
-When asking for seconds hold your (school-wide non-verbal sign)
-When you need to use the bathroom (school-wide non-verbal sign)
-Wait your turn to be dismissed; pick up your tray, milk, napkin, spork and any other trash and WALK to the trash cans, pour out your milk in the proper place, throw your food and other items away, then neatly stack your tray
-If you spill food while you are eating, raise your hand and tell someone on duty that you need a clean-up
  • Taking care of school property “Leave it better than you found it”
  • Asking an adult to help when a conflict can’t be resolved “Can you help me with a problem?”
  • Keeping hands and feet to self. Sit with both feet under the table and respect your peers’ space.
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  • Pushing, shoving, kicking equipment (garbage cans, doors, tables) or other students
  • Yelling and or screaming
  • Entering into a person’s physical space
  • Littering or not picking up trash when you see it
  • Wasting soap, paper towels, and water when washing your hands before eating
  • “Breaking” or “shortcutting” in line
  • Saving places for your friends
  • Opening your mouth to show the chewed food in your mouth or spitting food on tray, table, or floor
  • Throwing food at others, table or on the floor
  • Leaving trash on the table or floor
  • Not listening to the cafeteria workers, custodians, teachers or IAs
  • Getting up without permission to use the bathroom, get seconds, water, ect..
  • Talking back to cafeteria workers, custodians, teachers, IAs
  • Using mean or unkind words to make another person feel bad about themselves

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.
Mrs. Wilson’s class lined up to go to lunch. When they got to the hand washing station, Alexis got soap from each dispenser and used a lot of paper towels to dry her hands. The paper towels fell on the ground. Mary reminded Alexis to put her paper towels in the trash can, but Alexis did not pick them up from the ground and went inside the cafeteria.
Mrs. Wilson’s class lined up to go to lunch. When they got to the hand washing station, Alexis got soap from one dispenser and used one paper towel to dry her hands. The paper towels fell on the ground. Mary reminded Alexis to put her paper towels in the trash can. Alexis said, “thank you”, picked up her paper towel, then went into the cafeteria to get her lunch. Mrs. Wilson gave both students a “ROAR card” for showing respect.
Lead students through behavior (We do/Practice):
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 yelled at Denyse and said she was “stupid and dumb” and took her milk and poured it into Denyse’s food. Both girls began to scream at each other with tears in her eyes. The cafeteria manager witnessed this and reported the incident to one of the staff members on cafeteria duty.
-STOP: Ask students what they could do differently to stop the conflict from occurring.
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 Mrs. Robles, the cafeteria manager and helped Kim clean her dress. Kim thanked Denyse for helping her. The cafeteria manager witnessed this event and gave both girls “ROAR cards” for resolving a potential conflict respectfully.
Debrief with students any questions: “Are there any questions you have about being Respectful in the cafeteria?
Practice/Check for Understanding (You do):
With one or two peers (based on class size), students are given two scenarios of respectful and disrespectful cafeteria behavior. Working as a team, students are instructed to create their own scenario for respectful behavior. Student groups will choose the scenario appropriate, respectful behavior for the cafeteria. They will also identify the disrespectful behaviors in the other scenario. Teacher(s) and other students will provide feedback to peer groups. (Feedback must be specific to the expectation)
Review Questions:
  • Why is it important to show respectful behavior in the cafeteria?
  • How can you help promote respectful behavior in the cafeteria?

Assessment(aligned to objective):
Students can complete the following sentence stem: Being respectful in the cafeteria means I will use ____ words/language when talking to my peers and adults. Some words I can use are ____. I can be respectful by ____. Showing respect to my teacher means I need to _____ to instructions the first time.
(Adapt as needed to accommodate students’ needs and grade level.)
Additional Opportunities for Practice/Reteach:
  • Weekly scenarios and discussion of real-time events that occur with students (use “real” situations as appropriate to help with problem-solving and critical thinking and life skills)
  • Recognizing students who display respectful behavior with agreed on PBIS reinforcements
  • Teacher regularly models respectful behavior with examples and non-examples

Vocabulary Practice:
  • Respectful
  • Please
  • Thank you
  • Peers
  • “Seconds”
  • Harass
  • Tease/bully

Materials/Resources:
  • Copies of scenarios
  • Smartboard
  • Paper/pencils for creating scenarios in student-to-student interaction groups
  • Reenact scenarios in cafeteria (as appropriate)