Grade 4

Getting Along Together 2nd Edition Annotated Lesson Grade 4 15

Getting Along Together | Teachers Manual | Grade 4 1

Unit 1 | Lesson 2

Focus—Have a Plan!60 minutes

Getting Along Together Routines

Cool Kid: Choose a Cool Kid, and solicit compliments daily. Write three of these compliments on the Cool Kid certificate, and present it at the end of the day.

Cooperative Challenge: Locate this week’s challenge on the schoolwide Cooperative Challenges list. Remember that the entire school is working on the same challenge, so all school staff should watch for opportunities to reward the desired behavior when they see it.

Brain Game: Play What’s That I Hear? whenever time allows during the day/week.

Team Points: Tally team points at the end of the day, and celebrate point totals with the students.

Key Point of the Lesson: The students will learn that thinking ahead and having a plan with a goal helps you to focus and pay attention to what you need to learn.

AdvAnce PrePArATion

N Have the Brain Game deck available with the Focus games on top.

N Post the Train Your Brain! poster in the classroom under the Tools for Teamwork.

N Plan a short walk from your classroom to another location in the school (see Active Instruction, step 2). Take note of a color or object that the students will see often on the walk (e.g., things that are red or classroom doors).

N Have a composition book for each student to use as a journal. (You could also make journals by stapling or binding together lined paper.)

N Have a copy of the What are you listening for? page for each partnership

Agenda

Active instruction

• Introducetostudentsthattheirfirstgoalasateamistohelponeanotherbuildtheirbrainskills.

• GoonaFocusWalktoillustratehowhavingaplanmakesadifference.

• Talkabouthowhavingaplanhelpsyoutostayfocused,andreviewstrategiesforimprovingfocus.

Brain Game cardsBrain games are brief activities for daily practice of the cognitive skills of focus, memory, self control, and flexible thinking.

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2 © 2013 Success for All Foundation

Unit 1 | Lesson 2 Focus—Have a Plan!

Teamwork

• PartnerslistenforspecificwordsontheWhatareyoulisteningfor?pagewhileminimizingdistractions.

• Studentsdrawplansofwheretheywilldotheirhomeworkandhowtheywilllimitdistractions.

• Self-assessone’sfocusskillsinthejournal,andwriteapersonalgoalforimprovingfocus.

reflection:AsktheBigQ

Home connections:Homeworkwillstartinthethirdweekofschool.

Active Instruction1. Remindthestudentsthatinlesson1,theytalkedabouthowitisimportantfor

teammatestolistentooneanother.Animportantpartoflisteningisbeingabletofocus.FocusisoneoftheBrainGameskills,andtodaytheywillpracticewaystoimprovetheirfocus.PresenttheBigQtopreparethestudentsforwhattheyneedtoknowbytheendofthelesson.

Big Q: What is one thing you will do at home when doing your homework to help you focus?

2. Tellthestudentsthattointroducetoday’slesson,theyaregoingforaquickwalkintheschool.Havethestudentslineupintwolines,withstudentslinedupnexttotheirpartners.Takethestudentsonashortwalkfromyourclassroomtoanotherlocationintheschool(e.g.,thecafeteria,thefrontoffice,etc.).Donotgivethestudentsanyinstructionsorinformationaboutthewalk.Whenyouarriveattheotherlocationintheschool,askthefollowingquestions:

What did you see on the walk?

Answers may vary. For example, we saw windows, classrooms, posters, teachers, etc.

How many things that are red did you see on the walk (Feel free to change this according to something that students would see in your school.)?

Students may recall a few things that are red, but most likely they will complain that they didn’t know that they were supposed to be looking for things that are red.

• Explainthatthestudentswillnowtakethesameroutetowalkbacktotheclassroom.Tellthestudentsthatyouwantthemtolookcarefullyforanyobjectstheyseeonthewalkthatarered.Givethestudentsaminutetotalkwiththeirpartnerandplanhowtheywillnoticeallthethingsthatarered.Whenstudentsarelinedupandready,takethesameexactroutebacktotheclassroom.Whenyouarriveattheclassroom,useBuddy Buzz toask:

How many things that are red did you see on the walk? Can you name some of the items?

2 minutes

introduce the lesson and present the Big Q

10 minutes

Go on a Focus Walk

Getting Along Together | Teachers Manual | Grade 4 3

Unit 1 | Lesson 2 Focus—Have a Plan!

Answers may vary. For example, I saw six things. I saw a fire alarm, an exit sign, a picture of an apple, a fire extinguisher, a picture of a fire truck, and my partner’s shirt.

How did knowing what to look for and having a plan affect what you noticed?

Accept reasonable responses. For example, since I knew to look for red things, I only paid attention to things that were red. My partner looked for red things on one side of the hallway, and I looked for red things on the other side of the hallway.

3. Debriefthewalkingactivitybytalkingabouthowhavingaplanhelpedthestudentstofocus.Summarizethatwhenthestudentsknewwhattolookforonthewalk,theywereabletofocusonthatastheywalked.Quicklyreviewwhatitmeanstofocus.HoldupthedeckofBrainGamecards,andhighlighttheFocusgames.RemindthestudentsthattheyplayBrainGamestotraintheirmindmusclestohelpthemwithlearningandworkinschool.

• PosttheTrainYourBrain!posterundertheToolsforTeamworkheadinginyourclassroom,andpointto“Focus.”Remindthestudentsthatgoodteammateslistenandfocus!UseBuddy Buzztoask:

What does it mean to focus?

To focus means to pay very close attention to something by listening with our ears, eyes, and minds.

What are some strategies you can use to help you focus?

Answers may vary. For example:

– Use active listening

– Ignore or limit distractions

– Use self-talk to keep my focus

– Have a plan and take notes to keep my focus

How did making a plan help you to focus on the walk today?

By having a plan, I knew what I needed to pay attention to and was able to focus on that during the walk.

When are some times during school when you need to focus?

Answers may vary. For example:

– When the teacher is giving directions or explaining something new

– When I’m trying something new or difficult

– When I’m listening to an adult or teammate talking

– When I’m reading texts for information

• Tellthestudentsthattheywillgetachancetopracticefocusingbyplayinggameswiththeirteamstoday.

10 minutes

Talk about planning, and review strategies to

improve focus

Getting Along Together 2nd Edition Annotated Lesson Grade 4 17

Common Core Anchor Standards for Speaking and Listening Comprehension and Collaboration

1. Prepare for and participate in a range of conversations and collaborations with diverse partners building on others ideas and expressing their own clearly and persuasively.

18 © 2013 Success for All Foundation

4 © 2013 Success for All Foundation

Unit 1 | Lesson 2 Focus—Have a Plan!

Teamwork1. HandoutaWhatareyoulisteningfor?pagetoeachsetofpartners.Explainthe

followingdirections:

• Tellthereaderstoreadparagraph1aloudwithoutgivinganyinstructionsastowhatthelistenersarelisteningfor.

• Afterthereadersfinishreadingtheparagraphonce,askthelistenershowmanywordsthatstartwithstheyheard.(Sincetheydidn’tknowtolistenforthat,itwillbehardforthemtorecallhowmany.)

• Tellthelistenerstheywillgettohearparagraph1again.Havethemmakeaplanforkeepingtrackoftheswordstheyhear.It’sokayifthestudentschoosetowritethewordsdown.Thenhavethereadersreadparagraph1aloudagain.

• Nowhavethepartnersswitchrolesforparagraph2.

• Tellthereaderstoreadparagraph2aloudwithoutgivinganyinstructionsastowhattheyarelisteningfor.

• Aftertheyfinishreadingtheparagraphonce,askthelistenershowmanywordsthatstartwithttheyheard.(Sincetheydidn’tknowtolistenforthat,itwillbehardforthemtorecallhowmany.)

• Tellthelistenerstheywillgettohearparagraph2again.Havethemmakeaplanforkeepingtrackofthetwordstheyhear.Thenhavethereadersreadparagraph2aloudagain.

• Ask:

How did knowing what you were listening for and having a plan with a goal help you to focus and keep track of the words?

Accept reasonable responses. For example, I was able to listen closely for the letter sounds, and I kept track of how many with tally marks on a piece of paper.

Did you use any other strategies to help you focus?

Answers may vary. For example, I used self-talk to remind myself to listen for s words.

How did knowing what you were listening for and having a plan with a goal help you to focus and keep track of the words?

Accept reasonable responses. For example, I was able to listen closely for the letter sounds, and I kept track of how many with tally marks on a piece of paper.

Did you use any other strategies to help you focus?

Answers may vary. For example, I used self-talk to remind myself to listen for s words.

10 minutes

Common Core Anchor Standards for Speaking and Listening Comprehension and Collaboration

Grade 4

1b. Follow agreed upon rules of discussion (e.g. gaining the floor, listening to others with care, speaking one at a time).

Getting Along Together | Teachers Manual | Grade 4 5

Unit 1 | Lesson 2 Focus—Have a Plan!

2. Explainthatmanypeopleuseplanseverydayintheirjobs,forexample,architects,writers,builders,teachers,etc.Showafewexamplesofplans(achecklist,ablueprint,alessonplan,anoutline,etc.).Tellthestudentsthatatimeathomewhenit’simportanttofocusiswhentheyaredoinghomework.Explainthatit’simportanttohaveaplacewheretheycanfocusandkeepdistractionstoaminimum.

Havestudentstalkwiththeirpartnersaboutgoodplacestodotheirhomework.Tellthestudentstodrawaplanofwheretheywilldotheirhomeworkandhowtheywilllimitdistractions.Iftimeallows,haveafewstudentssharetheirplans.

3. Handoutacompositionnotebookorstapled-togetherpaperthatthestudentswilluseastheirjournals.Tellthestudentsthattheywillusethejournalstokeeptrackofskillsthattheyarelearningandasaplacetorecordtheirthoughtsandfeelings.Givethestudentsaminutetowritetheirnamesonthefrontofthejournals.(Tellthestudentstheycandecoratethecoverslater).

• Havethestudentswritethefollowingintheirjournals:

– Chooseonetimeduringthedaywhenitistheeasiestforyoutofocus(e.g.,duringmathbecauseyoulovemath,duringartbecauseyoulovetodrawandmakethings,etc.).Whatdoyoufeellikeandlooklikewhenyouarefocused?

– Pickonetimeduringthedaywhenit’sthehardestforyoutofocus(e.g.,whenyouarereading,whentheteacherisgivingdirections,whenthereisalotofnoisesuchasinthecafeteria,etc.).

– Choosetwoorthreestrategiesthatyouwilltrytokeepyourfocus.

• Explainthatthestudentscanrevisitthislistthroughouttheyeartoseeiftheyhaveimprovedtheirabilitytofocus.

4. TellthestudentsthatfocusisaveryimportantskillandthatiswhyitisoneoftheBrainGameskills.(PointtothedeckofBrainGamecards.)TellthestudentsthattheywillhavemanyopportunitiestopracticefocusingduringBrainGamesthroughouttheyear.Iftimeremainsinthelesson,havethestudentschooseaFocusBrainGametoplayintheirteams(e.g.,ISpyorShaZam!).

• BesuretoremindthestudentstocheckthatalltheirteammatesarepreparedtoanswertheBigQ.

Reflection

The Big Q

What is one thing you will do at home when doing your homework to help you focus?

Accept reasonable responses. For example, I will find a quiet area where I won’t be distracted by the television or by other people making noise.

10 minutes

10 minutes

P

3 minutes

See the Getting Along Together

2nd Edition Teacher’s Guide for more information

about Brain Games.

5 minutes

2 points

Getting Along Together 2nd Edition Annotated Lesson Grade 4 19

Random Reporter

Projectable

20 © 2013 Success for All Foundation

6 © 2013 Success for All Foundation

Unit 1 | Lesson 2 Focus—Have a Plan!

Home ConnectionsHomeworkwillstartinthethirdweekofschool,whenGATlessonschangefromdailytoweeklylessonsfortherestoftheyear.

Extend and ConnectWhenthestudentsarepreparingtoreadnonfictiontextsinothersubjectareas,remindthemtothinkaboutwhatinformationtheyaretryingtofindbeforetheybeginreading.Remindthestudentstohaveaplanforkeepingtrackoftheinformation.

Getting Along Together 2nd Edition Annotated Lesson Grade 4 21

Getting Along Together | Teachers Manual | Grade 4 7

Unit 1 | Lesson 2 Focus—Have a Plan!

What Are You Listening For?PArAGrAPH 1

It was Saturday morning. I grabbed my scooter and went down the

street. I saw so many silly things. Seven girls were skipping down

the sidewalk. A man had on a striped hat with a scarf wrapped

around his waist. Then I ran into a lady with a snake in her purse!

PArAGrAPH 2

Tom went down the trail looking for the treasure. The map said go

ten feet from the big oak tree. Tom turned over rocks. He checked

a tunnel in the ground. Tom didn’t see any signs of the treasure.

Just when he was about to give up, he saw the top of a shiny box

glistening under some leaves.

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8 © 2013 Success for All Foundation

Unit 1 | Lesson 2 Focus—Have a Plan!

Journal Entry

• Chooseonetimeduringthedaywhenitistheeasiestforyoutofocus(e.g.,

duringmathbecauseyoulovemath,duringartbecauseyoulovetodrawand

makethings,etc.).Whatdoyoufeellikeandlooklikewhenyouarefocused?

• Pickonetimeduringthedaywhenit’sthehardestforyoutofocus(e.g.,when

youarereading,whentheteacherisgivingdirections,whenthereisalotof

noisesuchasinthecafeteria,etc.).

• Choosetwoorthreestrategiesthatyouwilltrytokeepyourfocus.