Baltimore City Public Schools
GRADE 3
CODE OF CONDUCT LESSONS
Baltimore City Public Schools
GRADE 3
TABLE OF CONTENTS
Acknowledgements / 2Introduction / 3
Lesson #1: / I respect others and myself. I am kind and courteous. I demonstrate positive verbal and non-verbal communication and positive behaviors. / 4
Lesson #2: / I am responsible for my behavior and its consequences. / 9
Lesson #3: / I come to school on time, focused, and prepared to work. / 12
Lesson #4: / I demonstrate behaviors that promote a safe and civil learning environment. / 15
Lesson #5: / I respect school property and the property of others. / 19
Lesson #6: / I present myself in an appropriate and orderly fashion at all times and in all settings. I demonstrate personal honor and integrity at all times. / 22
BALTIMORE CITY PUBLIC SCHOOLS
Dr. Andrès Alonso, Chief Executive Officer
Dr. Sonja Brookins Santelises, Chief Academic Officer
Jonathan Brice, Executive Director, Student Support
For additional information contact the Office of Safe and Supportive Schools
April Lewis, Director
INTRODUCTION
It is the goal of Baltimore City Public Schools (City Schools) that all students experience academic and social-emotional success. In order for this to happen, students must have the opportunity to learn in environments that are safe and conducive to learning. It is therefore necessary to establish and teach clear behavioral expectations. The Board of School Commissioners and Chief Executive Officer, Andrès A. Alonso set forth an approved Code of Conduct for all Baltimore City Public Schools on August 25, 2008. The guiding principles for the Code of Conduct provide an important foundation for behavioral conduct, both individually and in interpersonal relationships with others.
It is impossible to cover every aspect of school safety through the City Schools Student Code of Conduct in six lessons. It is a foundation upon which other activities related to school safety can be built. Teachers, administrators, and writers who designed the lessons have covered a significant portion of the knowledge, skills, and values that are essential for the successful implementation of the Code of Conduct. Teaching of these lessons in pre-kindergarten through grade 12 will contribute to achievement of Master Plan Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning.
The outcome of providing these lessons is envisioned as an enhancement or development of the skills necessary for peaceful and cooperative problem-solving. This will contribute to safer and more productive school environments in which teaching and learning can take place.
CODE OF CONDUCT LESSON #1
Grade 3
Code of Conduct Principle #1: I respect myself and others. I am kind and courteous. I demonstrate positive verbal and non-verbal communication and positive behavior.
Objectives: The students will be able to:
· identify the importance of respecting themselves and others;
· name things to do that are kind; and
· state the importance of being kind to one another.
Materials
· Story: Please Be Nice to Me!
· Baltimore City Schools Code of Conduct
· Story: The Rabbit, the Elephant, and the Whale, fable adapted by Matt Evans
· Chart paper
· Code of Conduct Poster
Motivation
· Ask,”Has there ever been a time in school when you thought you would never be able to learn what was being taught?” Have students share their experiences.
· Say, “Today I am going to share a story with you about a special student and a unique teacher. When I finish, we will discuss some of the events from the story, Please Be Nice to Me!”
· Read the story, Please Be Nice to Me!
· Discuss the following questions:
1. How would you feel if you were in class and didn't know how to read and someone called you a dummy?
2. How did the teacher help Kristen?
3. What could you do to be kind to Kristen and make her feel better?
· Say, “Sometimes we communicate verbally (using words), and sometimes we communicate non-verbally (without words). Think about the story I just read. Who can tell me two ways Kristen verbally demonstrated positive behaviors?” Allow students to respond.
· Ask, “What are some of the nonverbal negative behaviors demonstrated by the other students?” Allow students to respond.
Procedure
· Say, “Today we are going to read a fable called The Rabbit, the Elephant, and the Whale. This is a fable that comes from the country of Mauritius (rhymes with “delicious”). Mauritius has a very diverse community with people who are descended from the Dutch, French, Africans, British, and Indians.
Note: If students have access to a computer, you can read the story by going to the Web site www.afroarn.org Myths and fables, Kids Zone. This site includes color illustrations. The illustrations print out well and may be colored as part of an extension activity.
· Say, “One of the things that Code of Conduct Principle #1speaks to is respecting others. While I read this fable to you, think about what the characters did or said to show a lack of respect for others.”
· Distribute and read The Rabbit, the Elephant, and the Whale.
Discussion Questions
1. How did Elephant demonstrate disrespect for Rabbit?
2. How did Whale demonstrate disrespect for Rabbit?
3. Did Elephant and Whale change their feelings about Rabbit during the story? Why?
4. Should individuals be respected or disrespected based on how they look?
Summary
· Say, “Students who attend Baltimore City Schools are expected to behave appropriately at all times. When a student is disrespectful or unkind to someone, they may hurt his or her feelings. If their behavior is disruptive or hurts someone else, there are consequences listed in the Baltimore City Public Schools Code of Conduct.”
· Disseminate pages 16 to 20 of the Baltimore City Public Schools Code of Conduct.”
· Have students give several examples of consequences from the BCPSS Student Discipline Code for being disrespectful and unkind to others as well as other negative behaviors. Consequences include parent notification, warning letter and conference, detention, loss of’ privileges, counseling, mediation, conflict resolution, and short-term suspension.
Please Be Nice to Me!
When Kristen was about five years old she was excited about going to school because she wanted to learn how to read. When Kristen finally went to school, she discovered that learning to read was very hard for her and her classmates were not very nice to her. They teased her and called her “dummy.” Kristen would not try or volunteer to read in school.
Kristen’s family had to move because her father was getting a new job. Kristen was excited because she thought she would meet some nice children. Kristen had always behaved very well in school. She raised her hand to speak, listened to the teacher, and spoke kindly to other children. When she went to the new school, the children teased her badly. Charles, Angel, Barbara, Cookie, and Damond followed her out for recess, chased her around the schoolyard, teased her, and made faces at her.
One day during recess, Kristen was hiding because she didn't want to be called any names. Her teacher, Mr. Boxley saw her hiding and asked Kristen if Damond was calling her names. Mr. Boxley asked her to come inside and help him. She felt special because she thought teachers only let smart children help. While Kristen was helping her teacher, he asked her to write letters on the board with a wet sponge. Mr. Boxley discovered that Kristen had a reading problem and told her he was going to get her some help.
With the help of Mr. Boxley and the reading teacher, Kristen was able to learn how to read as well as the other students in her class.
The Rabbit, the Elephant, and the Whale
Fable adapted by Matt Evans
One day, Rabbit was taking a walk through the jungle and ran into Elephant, who was making a fine meal of the treetops.
“Hello, brother,” said Rabbit. “Fine day, isn't it?”
Elephant paused to look down at the tiny little creature at his feet and snorted, “Leave me be Rabbit, I don't have time to waste on someone so small.”
Rabbit was shocked to be talked to in such a manner. He wasn't sure what to do, so he left quietly to go and think about what had happened.
As he walked along, he spied a mighty Whale far out to sea and decided to ask her what she thought about Elephant's rudeness.
He cupped his tiny paws and yelled as loud as he could, “Whaaale! ! ! Come heeeere! ! !”
Whale swam over to see who was calling her and looked about. After a few minutes, she spied tiny little Rabbit jumping up and down on a cliff.
“Rabbit,” Whale said impatiently, “Did you just call me over here?” “Of course,” said Rabbit.
“Just who do you think you are? You are far too small and weak to have anything to say to me.” And at that she turned, flipped her huge tail, and set off back into the deep ocean.
But just then Rabbit had an idea.
He called out to her one more time, “Whale! You think that I am weak, but in fact, I am stronger than you! You wouldn't be so quick to ignore me if' l beat you at Tug-of War.”
Whale looked at him for a moment before falling into a fit of laughter. Very well little one," said Whale. “Go get a rope and we will see who is stronger.”
Rabbit ran off to gather up the strongest and thickest vine he could.
When he found it, he went to Elephant and said to the giant animal, “Elephant, you had no cause to treat me with such dishonor this afternoon I shall have to prove to you that we are equals.
Elephant looked down between chews and chuckled. “And how will you do that, small one?”
Rabbit stood up as high as he could, looked Elephant right in the eye and said, “By beating you at a game of Tug-of-War.”
Elephant laughed so hard he nearly choked on his leaves, but agreed to humor the tiny animal. He tied the vine around his huge, hefty waist, snickering the whole time.
Rabbit took the other end and started off into the jungle, He called back to Elephant, “Wait until I say pull and then pull with all of your might.”
Rabbit tied the other end of the rope to Whale and said, “Tie this to your tail and when I say pull you swim with all of' your might.”
Whale tied the vine to her tail, all the while smirking at Rabbit’s foolishness. .
“I will now go and tie the other end to my own waist,” said Rabbit, and hopped off into the jungle.
Rabbit hid in the bushes and then called out, at the top of his lungs, “PULL!!”
Elephant started to walk away with a smile on his face, but the smile soon turned to a look of surprise when the vine stopped following him. “My goodness, he said to himself, “Rabbit is much stronger than I expected!”
The look of surprise soon became a frown as Elephant pulled harder and harder, unable to make the tough vine budge any further.
Meanwhile, Whale began to swim away from the shore, but almost lost her breath when the vine pulled tight and refused to come with her. She pulled harder and harder, but she could not pull it any further.
“That little Rabbit could not possibly be stronger than me,” she said in outrage.
Soon the vine could take no more strain and, with an ear-splitting sound, snapped into two pieces.
When this happened, poor Elephant went sailing through the jungle and tumbled head over heels down a steep valley.
The end that was tied to Whale caught up to her suddenly, and she went sailing through the ocean and smashed into a very scratchy and very uncomfortable coral reef.
Rabbit left without a word and never mentioned the matter again.
Elephant and Whale were completely confused and never did figure out how such a tiny creature as Rabbit could have beaten the largest of the animals. And to this day, they are very careful to greet little Rabbit with great respect whenever they meet.
CODE OF CONDUCT LESSON # 2
Grade 3
Code of Conduct Principle # 2: I am responsible for my behavior and its consequences.
Objectives: The students will be able to:
Identify the importance of thinking before they act;
Identify the importance of listening; and
Learn to talk about their feelings without acting them out.
Materials:
Story: Use Your own Words - Being Your Own Problem Solver
Crayons or colored pencils
Handout: Picture Peace
Motivation:
Ask; “What does use your words mean?” Allow several students to respond. Say; “Can you think of a time when you used your words, to solve a problem rather than fight? Allow several students to respond. Say, “Today we will talk about using your words to solve conflicts. Remember, you are responsible for your behavior and its consequences.”
Procedure:
Ask, “What is a conflict.” Allow several students to respond. Say, “A conflict is a disagreement between two or more people.” Ask, “What are some things that can cause conflict at school or at home?” Allow several students to respond.
Read the story, Use Your Words - Being Your Own Problem Solver. Have students respond to the questions for class discussion.
Questions for Class Discussion:
1. What was the conflict between Rasheed and Victor?
2. What do you think might have happened to Rasheed and Victor if they had a fight?
3. How did the little gray cat learn to solve problems?
4. Did the gray cat’s idea work?
As children begin talking about the content and meaning of the story, the discussion should progress to talking about how children can solve their own problems.