Welcome To JHSMrs. K. Brown

Objective (1st Period)

•Students will be introduced the school’s theme We “C” our “B” on our way to an “A” (theme) and relate it to the JHS school campus and the 21st century society.

Bell Work

•Using the theme we just discussed, write down your own personal theme. (Note: Answering “I don’t have one” or “I can’t think of anything” will never be okay in the class. )

Introductions

•Hobbies

•Challenges

•Accomplishments

• Icebreaker (Tell Me Something About You) Worksheet – Finished as homework.

Classwork

• 1. How is JHS theme related to you?

• 2. What evidence can you find when a student believes in the JHS theme?

• 3. Can you make a distinction between JHS theme and your own personal theme in life?

• 4. How could you determine if your personal values align with the JHS theme? Based on what you know, how would you explain JHS theme to another school?

Writing Prompt

•What steps would you take to ensure that you are a part of helping the Jones High School family “C” our “B” on our way to an “A”?

Objective (2nd Period)

•Student will evaluate the OCPS Code of Student Conduct

Bell Work

•Distribute Code of Conduct and sign. (posted on overhead – look for attachment on website).

Classwork

• Introductions

•Essential Question: How can a persons decisions and actions change his/her life?

•Review A-F (Students Rights & Responsibilities, Safe Harbor, EC Activities, Dress Code, School Bus & Attendance/Tardy)

Reflection

•Based on your current knowledge of OCPS Code of Conduct, complete a personal pledge aligning with the JHS Theme, and how you plan to adhere to the policies of Orange County Public Schools.

Objective (3rd Period)

• Students will apply and transfer knowledge of the OCPS Code if Student Conduct.

Bell Work

• Student A has been harassing Student B on and off campus daily. Student B tried to ignore Student A for several days by saying nothing, but the verbal abuse continued. Finally, Student B gathered his/her friends and decided to confront Student A. A fight ensued. Which levels of conduct have been violated and by whom? What are probable consequences?

Classwork

• Introductions

• Review Levels II, III, and IV of the Code of Student Conduct Discipline response codes.

• Can you identify the difference between Bullying level II and III?

• Clarify the consequences for the use of Tobacco, Alcohol or Contraband products (Level IV)

Reflection

•Based on your knowledge of the Code of Conduct, re-evaluate your response to the Bell Work question. Explain why your initial response was correct or incorrect. What consequences would you suggest the administrative dean should take?

Objectives (4th Period)

•Student will interpret the Attendance and Tardy Policy Procedures and Consequences.

Bell Work

•Write down a list of rules in your our home and explain the consequences for violating these rules, Have students make a T-chart with what it sounds like and looks like.

Classwork

• Introduction

•Attendance/Tardy policy

• Think/Pair/Share Discuss the Code of Civility in the Code of Student Conduct

•Whole Group

Reflection

•As a cub or tiger, explain how your academic success can be impacted when the attendance/tardy policy is violated. Devise a list of steps you will take to make sure you do not violate JHS attendance/tardy policy.

Objective (5th Period)

•Students will interpret the JHS Dress Code Policy/Unified Dress Code.

Bell Work

•Write down your thoughts about the new dress code policy.

Classwork

• Introduction

•Discuss Dress Code Policy

•http://www.publicschoolreview.com/articles/16

Reflection

• JHS Dress Code is a non-negotiable. Explain why it must be a non-negotiable with a minimum of 5 sentences (elaborate).

Objective (6th Period)

• Students will analyze and evaluate the Statement of Culture at JHS.

Bell Work

• Read the Statement of Culture located on the back of the student planner or below.

• Do you believe in yourself? Explain your response using details. Define culture and what you perceive to be the culture of Jones High School.

Classwork

•Complete the chart below defining the roles students feel each stakeholder should play in promoting the positive diversity in our community that will create a cooperative, successful academic environment.

Chart

Student Families Teachers/Staff Community

Reflection

•How do the following topics affect the success of the academic environment at Jones High School, at home, and in the community? Share your experiences (stereotyping, bullying, cultural biases, etc.)

Objective (7th Period)

• Student will explain how the JHS theme, student code of conduct, attendance/tardy policy, statement of culture, and other discussions will help them experience overall success.

Bell Work

• On an index card, please PRINT your last and first name, birth date, student number (see schedule), email address, and indicate your form of transportation to and from school and any extracurricular activities you’re involved in or wish to become involved in.

Index Card Sample

• Last Name, First Name Student ID#

• Grade Level ______ Date of Birth _______

• Parent/Guardian: ____________________ Telephone # ___________________________________

Telephone # ___________________________________

• Parent Guardian: ____________________ Telephone # ___________________________________

Telephone # ___________________________________

• Address: _______________________________________________

AM Transportation: Car Bus WalkCity Bus

PM Transportation: Car Bus WalkCity Bus

Extra-Curricular Activities: ________________________________________________________

Classwork

•Index

•Introductions

•Day 1 Trivia

Reflection

•Identify as many attributes of todays learning that you can now utilize to impact Paving Our Way to an “A”.