Week 1 Goals: Building Community and Establishing Classroom Routines
Week 2 Goals: Continue to Focus on Community Building, Establish Rules and Logical Consequences
Notes:
Click on the link above to see the plans for Week One and Two.
First week is only three days long so hopefully I haven't crammed too much into one week
Academics are not fleshed out here...just ideas
I welcome comments - both positive and negative (just be kind :) )
Cindy303
Cindy303 writes:
Wow, I feel like a new teacher after all these years of teaching. I'm unsure of myself for the first time in a long, long time, but willing to give it a go because I believe in this so strongly. Sue and I have to do plans together because we're an inclusion class. We have a Super(hero) 4th grader theme this year. Below are our 1st three days of plans. I know we have some mistakes in these plans so we welcome any feedback. We'll have to see how it goes and work out the kinks from there.
If anyone wants to use any of our ideas feel free to help yourself.
If you know how we can improve anything, or if you have other good ideas that fit with our theme, please let us know.
Cindy - First Day of School
7:50-8:30AM Greet students as they arrive, ask them to read and respond to the Morning Message, make a name tag, complete the Classroom Scavenger Hunt sheet, and assist in cooking breakfast.
8:30-9AM Eat breakfast with the students, go over proper table manners and the Scavenger Hunt sheet.
9-10AM Morning Meeting: Meet in a circle to read the Morning Message together, Each student may share their feeling and the reason he/she felt that way, or the student may choose to pass.
Teach and model a simple greeting; First student looks the next person in the eye, firmly shakes the other person’s hand and says, “Good morning. My name is . What’s your name” That person responds with, “Good morning . My name is .” The first person says, “Good morning .” The second person turns to the next person and repeats the same greeting pattern. Continue until everyone has been properly greeted.
Discuss Bathroom Procedures. Students may only go to the bathroom when it is quiet work time. If a lesson is being taught, the student may not go to the bathroom until after the teacher has finished teaching. Each student will get one bathroom card that must last them for the marking period. Students will keep this card in the “pocket” taped on their desk. Students may go to the bathroom only once before lunch and once after lunch. Emergencies should not happen, but may be discussed with a teacher. When someone needs to use the bathroom they will look to see if the card for their group (Boys or Girls) is green. If it is green, the student gives their bathroom name card to Ms. Slayton, turns the card for their group to red and goes to the bathroom. When the student returns from the bathroom, he or she will turn their group card back to green. If the group card is red, the person must wait until who ever is out comes back before giving their personal card to Ms. Slayton. If a student continually forgets to flip the group card that student may lose bathroom privilege for the morning or afternoon and will only be allowed to go during exploratory or lunch/recess. Personal bathroom cards will be handed back each afternoon and morning.
Allow students to model appropriate ways:
• to check the group card and hand in their personal card
• flip the bathroom card-leave-return-and flip the group card back
• put in or remove their personal card from the desk “pocket”
• ask special permission for an emergency
Debrief and take questions about Bathroom Procedure.
Discuss Reflective Area and its use.
Discuss Transition Procedures (Chimes, Gimme 5, Drumbeats)
Chimes-When students hear 3 ascending chimes that means to stop whatever you are doing, stop moving, be silent, and then look at the teacher for instructions.
Gimme 5-When a teacher raises her hand that means to stop whatever you are doing, stop moving and be silent.
Drumbeats-When students hear 2 drum beats, this is to let them know only 2 minutes are left to complete their activity, return materials and be silent in their seat.
When students hear 3 drum beats, that is the signal to line up. If we are in the classroom students will stand, push in their chair, walk quietly to the door and stand silently in their assigned line. If we are in the cafeteria or at recess, students will immediately line up silently in front of the teacher. Also let students know when walking in line they should be silent, line up with your shoulders behind the shoulders of the person in front of you, then stay an arm’s length away from the person in front of you.
Allow students to practice and model these procedures as a group.
Debrief and take questions about Transition Procedures.
10-10:40 Exploratory
10:40-11:50 Guided Discovery : Divide the class into 2 groups. Ms. Peluse will work with one group on using the Smart Board and Ms. Slayton will work with one group on using Leap Pads. Groups will switch and move to the opposite teacher for that lesson.
Leap Pad Guided Discovery Lesson- We are going to learn how to use and care for the Leap Pads in our classroom. You will find the Leap Pads in the bookcase in front of the room. When all of your work is done and you have some free time you may use a Leap Pad if one is available. To get a Leap Pad you must quietly leave your seat, push in your chair, and walk to the bookcase. You may not talk to anyone on the way to or from the bookcase. If you do stop and talk you may lose the privilege of using the Leap Pad during that time. If someone tries to talk to you, ignore them and choose do what is right. At the bookcase pick a Leap Pad, Book with cartridge, and headphones. Carry them quietly to your desk. Put them down on top of the desk, pull out your chair and sit down. Plug in the headphones and put them on. Carefully insert the cartridge. Open the Leap Pad and place the book inside. Press the “ON” switch. Touch the Leap Pen to the starting dot. (Go over how to use the pen to read lines, individual words, explore the pictures and do the book activities.). Allow students a short time to explore the books. Use “Gimme 5” Sign. Instruct students in the procedure to put away the Leap Pads. First, push the turn off switch. Put the Leap Pen back in its slot. Remove the book and close the Leap Pad. Remove the headphones and neatly wind the cord around them. Remove the cartridge and clip it to the book. Stand up and push in your chair, and walk to the bookcase. You may not talk to anyone on the way to or from the bookcase. If you do stop and talk you may lose the privilege of using the Leap Pad the next time. If someone tries to talk to you, ignore them and choose do what is right. At the bookcase put the Leap Pad neatly on the pile. Put the Headphones neatly on the shelf. Put the book and cartridge neatly on the shelf. If something falls pick it up and put it back correctly. Go back to your desk silently, sit down and work on something, read, draw or wait quietly for the next lesson.
11:50 Discuss Lunch Expectations and review Table Manners. Lunch Expectations include lining up appropriately (as called by their lunch choice) and walking quietly in the hall. Ask students to tell these rules and perhaps model them once more. Remind them to stand quietly through the lunch line, greet or thank the cafeteria workers. Students will carefully carry their tray to our assigned table and sit quietly. Students may eat and socialize using indoor voices unless otherwise told to be silent. Students will be polite and use good manners. Students will clean up after themselves.
Teachers take Drum and Chimes with them to cafeteria.
Teachers will voluntarily eat with their students and model/encourage appropriate behavior.
Do 3 drum beats to line up students in the cafeteria then take them out for recess. Encourage appropriate line behaviors.
When we get outside tell students we will be doing something as a class during recess for a few weeks. If they have a friend in another class who would like to join us they may but our class must stay with us. Teach the Drum and Chime Game. Students must search the playground to find the location of colored slips of paper. When they hear the chimes, they must Freeze (Stop, Look at the teacher & Listen) When they hear the 2 drum beats they know there will be only 2 minutes left for everyone to find the correct paper slips and get one. When they hear 3 drum beats they must race to the teachers and quietly circle up holding the slip of paper in front of them with both hands. Debrief. Repeat activity with students searching for a second colored slip of paper. Play Name Game* if time permits.
(*Silly Sue, Big Bob, Lucky Lisa, etc) At approximately 1PM line up to return inside.
1-2PM Guided Discovery Lesson on the proper use of classroom art supplies. Discuss how to get materials, use and return them appropriately. Allow each student to use the materials to create themselves in costume as a Superhero on the people shape they have been given. Remind them they will only get one shape so they may want to design their costume on a sheet of paper before drawing it on the shape. Next student may choose a cape color, add designs to it if they’d like, and cut the bottom of the cape in a different shape before gluing it onto the back of their Superhero. Students should write their name on the back of the Superhero.
When ten minutes are left to complete the activity, sound the chime. Instruct students they have 10 minutes to finish, clean up, put away supplies and be back in their seats quietly. Give the 2 Drum beat signal to let them know there are only 2 minutes left to clean up, put away supplies and be back in their seats quietly. At the end of two minutes turn over the rain stick and let students know you expect everyone to be ready when the rain stick is silent.
Debrief: How did we do? Did anyone notice someone using supplies nicely? Did anyone notice (without giving names) someone not using supplies correctly? Tell what they were doing and what they should have done. Ask for any other questions/comments about the day.
2PM Pass out the “Student Survey” Homework and any papers that should go home. Let students pack their bookbags. If time permits read, Wodney Wat. - Cindy303
Second Day of School
8-8:15AM Greet students as they arrive, ask them to read and respond to the Morning Message, make a name tag, complete the Phonics sheet on their desk.
8:15-8:30 AM Morning Meeting: Meet in a circle. Greet each other with a smile and firm handshake. Read the Morning Message together. Each student may respond to today’s question about consequences, or the student may choose to pass. (Did the consequences you’ve gotten in the past make sense for not doing your homework? Was it fair?) Explain that this year we will try to use logical consequences so you (the students) will learn how to make better decisions that will work for you.
8:30-8:50 Guided Discovery: Using Eggspert. Explain what Eggspert is and how it works. Practice hitting the buzzers correctly. Practice good comments for getting correct or incorrect answers. Debrief.
8:50-9:00 Ask students to get out last night’s “Student Survey” homework. Collect homework papers. Have students who completed the assignment write their name on the Smartboard, practicing the skills taught in yesterday’s Guided Discovery. (save this page until later)
9:00-10:00 Superhero Essay Assignment*: Discuss the Superheroes we each created yesterday. Tell students they will be writing an essay that tells about them being a Superhero. Their Superheroes and completed Essays will be posted on the hallway bulletin board titled: Super 4th Graders! Model how to head a paper. Use the given essay scaffold sheet to work on writing the essay. Most students should be able to complete the assignment as a rough draft.
10-10:40 Exploratory (Practice good hall and line behaviors) Teacher’s will use this time to tally the homework responses in each category.
10:45-11:45 Play an Eggspert game “Survey Says” using the responses from last night’s homework. Pull up the names written on the Smartboard earlier. Explain that only these people may participate because they did the necessary work to understand how best to play the game. *Logical consequence: If you did not do the homework, you won’t be able to participate in the game.* This game is played like “Family Feud” with several teams giving what they believe is the most popular answers to each survey question. Points are given based on the number of students giving the same response. Points are tallied as we go along. The winning team has the most points.
11:45-12:00 Discuss Fire Drill Procedures Go over: Line up quickly but safely. Be quiet so we can hear instructions. Explain what to do if you are in the bathroom, hall, or somewhere without an adult when the alarm goes off. Show which way we exit the building. Exit quickly but safely. Practice these skills. (If time permits, review Cafeteria Expectations.)
12-1 Lunch/Recess Teachers voluntarily eat lunch with the students encouraging/modeling good cafeteria behavior. Teachers need to bring the drums, hula hoops, giant golf clubs and golf balls!
After eating, give 3 drum beats for the students to line up.
Take the students out for recess. Remind students we will be doing something as a class during recess for a few weeks. If they have a friend in another class who would like to join us they may but our class must stay with us.
Play a relay race with the giant golf clubs and giant golf balls. Divide into three teams. Each person on a team may hit the golf ball only once toward their team’s hula hoop “hole”. The next person must run to the ball and can hit it once and freeze until the golf club is taken from their hand. The next person runs to get the golf club, and then runs to hit the ball once. Continue until one team gets their ball inside the hula hoop. The winning team is sitting quietly at the starting line with their golf club in front of the line and the golf ball still in the hula hoop.
Next teach the Hula Hoop Circle Game. All students make a giant circle and keep holding hands. Place a hula hoop between two people. Instruct students to move the hoop around the circle without letting go. When they can do that add 2 or 3 more hula hoops into the circle and play until it is time to go inside.
1-1:45 Guided Discovery of Classroom Library.
Seatwork: a basic addition/subtraction review worksheet to do while others are choosing books.
1:45-2:15 Clean up, hand out homework “Following Directions” sheet and any papers to go home. Pack bookbags. If time permits read Trouble in the Barkers Class. Discuss how it feels to go to a new school or class. Brainstorm ways to help someone new feel welcome. - Cindy303
*Super Hero Essay scaffold
Write an essay, on another sheet of paper, in which you describe yourself as a Superhero.
Be sure to follow these steps to write a Super Essay.
Check each step off as you complete it.
1. _ Choose one of the following sentences to begin your essay.
• I am a Superhero.
• There is no Superhero better than I am.
• Being a Superhero is hard work, but someone’s got to do it.
• No one knows I am a Superhero.
• You may have heard of Batman, Spiderman, or Superman, but I am the newest Superhero in town.
• Have you ever met a Superhero?
• The world is a better place because of Superheroes.
• (Think of your own sentence to start your essay.)
2. _ Now write your own sentence telling what your Superhero name is.
My Superhero name is _.
3. _ Describe how you look as a Superhero.
4. _ Choose three of the following Superhero strengths and abilities. For each one you chose, you must write a sentence or two telling what the strength is and how you will use it to help yourself and/or other people in our classroom.
Responsibility – Fulfilling what you need to do, or say you will do, with trustworthiness, dependability and commitment.
Perseverance – Doing what you need to do by showing willpower, patience, and determination to try even when you might fail.
Caring - Understanding others needs by treating them with kindness, compassion, generosity and forgiveness.
Self-discipline - Demonstrating hard work by controlling your emotions, words, actions, impulses and desires. Giving your best in all you do.
Citizenship – Following the rules and laws in your community. Doing what you can to help your family, classmates, school, community and country.
Honesty - Telling the truth, admitting wrongdoing. Being trustworthy.
Courage - Doing the right thing even when it’s hard and following your conscience instead of the crowd.
Fairness - Cooperating with one another. Recognizing that each person is unique and each person in our society is valued.
Respect - Treating others as you would want to be treated. Knowing that all people have value as human beings.
Integrity – Knowing the difference between right and wrong and choosing to always do right. Being honest and trustworthy.
Patriotism - Loving and showing loyalty to your country.
5. _ Now write a sentence telling your secret identity. Be sure to write your real first and last name in the blank. Choose one of the following sentences.
• In real life I am .
• My secret identity is .
• Would you like to know who I am in real life? I’m .
• You’d never guess that in real life my name is _.
• No one knows that is really a superhero in disguise!
• All Superheroes have a secret identity and I am no exception. In everyday life I am known as _.
• (Think of your own sentence to tell about your secret identity.)
6. _ Describe how you actually look in real life.
7. _ Choose one of these sentences to end your essay.
• So now you know the truth about me.
• What do you think about that?
• Shh, let’s keep this information our little secret.
• Be sure never to let anyone else know; the fate of the world may depend on it!
• If you ever need my help, just let me know.
• (Think of your own sentence to end your essay.)Posted Today 3:33 pm - [delete] - Cindy303 Sep 2, 2007- Cindy303 Sep 2, 2007- Cindy303 Sep 2, 2007- Cindy303 Sep 2, 2007- Cindy303 Sep 2, 2007- Cindy303 Sep 2, 2007- Cindy303 Sep 2, 2007- Cindy303 Sep 2, 2007- Cindy303 Sep 2, 2007- Cindy303 Sep 2, 2007- Cindy303 Sep 2, 2007- Cindy303 Sep 2, 2007- Cindy303 Sep 2, 2007- Cindy303 Sep 2, 2007- Cindy303 Sep 2, 2007- Cindy303 Sep 2, 2007~ ThirdDay of School 8-8:15AMGreet studentsas they arrive, ask them to read and respond to the MorningMessage, make a nametag, complete the Handwriting sample sheet on their desk. 8:15-8:45 AMMorning Meeting:Meet in a circle.Greet each other with a smile and firm handshake. Quick group share: What’s your favorite subject at school? Activity: Zoom/Eek gameRead the MorningMessage together. Review logical consequences. Segue into Apology of Action 8:45-9:15Read adapted version of “The Fence” and do object lesson. (Give each small group of 2-4 students a tinfoil fence, nail, and small hammer.) As the story is read students take turns hammering nails into the fence and pulling them out. After the story, unfold the tinfoil fence and find the person shape inside. Discuss how words and/or unkind deeds hurt. Ask how we can help a person we’ve hurt (remember logical consequences). Show how when we try to “fix” our unkind words or deeds (Let students try to fix holes in person figure) a scar remains. Discuss Apology of Action and share examples. 9:15-10:00Language Arts:Teach the Four Kinds of Sentences and complete worksheet. Guided lesson review on paper headings. 10-10:40 Exploratory(Practice good hall and line behaviors) 10:45-11:15Listening Skills activity sheets. (Logical consequences: no homework = no activity because homework was on following directions) Page 1 done together on Smartboard, page 2 listen & do on their own. Switch papers & correct. 11:15-12:00Math Skill Review Game (Partner 3 students to play) Using 3 dice on the Smartboard, students roll the dice and add the sum of all 3 by the time the rainstick is quiet. If correct, students can roll one die, begin at go, and move forward around the classroom life-size game board the amount of spaces on the single die. Play continues until time runs out (There is no end space! ). 12-1 Lunch/Recess Teachers voluntarily eat lunch with the students encouraging/modeling good cafeteria behavior. Teachers need to bring the drums, and a kickball. After eating, give 3 drum beats for the students to line up. Take the students out for recess. Remind students we will be doing something as a class during recess for a few weeks. If they have a friend in another class who would like to join us they may but our class must stay with us. Play a kickball game. Divide into two teams. Teach fair ways to divide into teams so no one feels sad Play until it is time to go inside. (Use drum signals for 2 minute warning and line up) 1-2:00 Work on Interview with Me Posters (Remind students to write complete sentences with punctuation) 2-2:15 Clean up and hand out any papers to go home. Pack bookbags. Do aClosing Circle: Thumbs Up, Down or Sideways to answer “How was school this week?” Do a quick verbal share of each student’s favorite activity this week. Cross arms, hold hands and send a nice “I like you” squeeze silently around the circle.
Responsive Classroom - First Six Weeks
First Six Weeks Lisa's first six weeks
Week 1 Goals: Building Community and Establishing Classroom Routines
Week 2 Goals: Continue to Focus on Community Building, Establish Rules and Logical Consequences
Notes:
Click on the link above to see the plans for Week One and Two.First week is only three days long so hopefully I haven't crammed too much into one week
Academics are not fleshed out here...just ideas
I welcome comments - both positive and negative (just be kind :) )
Wow, I feel like a new teacher after all these years of teaching. I'm unsure of myself for the first time in a long, long time, but willing to give it a go because I believe in this so strongly. Sue and I have to do plans together because we're an inclusion class. We have a Super(hero) 4th grader theme this year. Below are our 1st three days of plans. I know we have some mistakes in these plans so we welcome any feedback. We'll have to see how it goes and work out the kinks from there.
If anyone wants to use any of our ideas feel free to help yourself.
If you know how we can improve anything, or if you have other good ideas that fit with our theme, please let us know.
Cindy
- First Day of School
7:50-8:30AM Greet students as they arrive, ask them to read and respond to the Morning Message, make a name tag, complete the Classroom Scavenger Hunt sheet, and assist in cooking breakfast.
8:30-9AM Eat breakfast with the students, go over proper table manners and the Scavenger Hunt sheet.
9-10AM Morning Meeting: Meet in a circle to read the Morning Message together, Each student may share their feeling and the reason he/she felt that way, or the student may choose to pass.
Teach and model a simple greeting; First student looks the next person in the eye, firmly shakes the other person’s hand and says, “Good morning. My name is . What’s your name” That person responds with, “Good morning . My name is .” The first person says, “Good morning .” The second person turns to the next person and repeats the same greeting pattern. Continue until everyone has been properly greeted.
Discuss Bathroom Procedures. Students may only go to the bathroom when it is quiet work time. If a lesson is being taught, the student may not go to the bathroom until after the teacher has finished teaching. Each student will get one bathroom card that must last them for the marking period. Students will keep this card in the “pocket” taped on their desk. Students may go to the bathroom only once before lunch and once after lunch. Emergencies should not happen, but may be discussed with a teacher. When someone needs to use the bathroom they will look to see if the card for their group (Boys or Girls) is green. If it is green, the student gives their bathroom name card to Ms. Slayton, turns the card for their group to red and goes to the bathroom. When the student returns from the bathroom, he or she will turn their group card back to green. If the group card is red, the person must wait until who ever is out comes back before giving their personal card to Ms. Slayton. If a student continually forgets to flip the group card that student may lose bathroom privilege for the morning or afternoon and will only be allowed to go during exploratory or lunch/recess. Personal bathroom cards will be handed back each afternoon and morning.
Allow students to model appropriate ways:
• to check the group card and hand in their personal card
• flip the bathroom card-leave-return-and flip the group card back
• put in or remove their personal card from the desk “pocket”
• ask special permission for an emergency
Debrief and take questions about Bathroom Procedure.
Discuss Reflective Area and its use.
Discuss Transition Procedures (Chimes, Gimme 5, Drumbeats)
Chimes-When students hear 3 ascending chimes that means to stop whatever you are doing, stop moving, be silent, and then look at the teacher for instructions.
Gimme 5-When a teacher raises her hand that means to stop whatever you are doing, stop moving and be silent.
Drumbeats-When students hear 2 drum beats, this is to let them know only 2 minutes are left to complete their activity, return materials and be silent in their seat.
When students hear 3 drum beats, that is the signal to line up. If we are in the classroom students will stand, push in their chair, walk quietly to the door and stand silently in their assigned line. If we are in the cafeteria or at recess, students will immediately line up silently in front of the teacher. Also let students know when walking in line they should be silent, line up with your shoulders behind the shoulders of the person in front of you, then stay an arm’s length away from the person in front of you.
Allow students to practice and model these procedures as a group.
Debrief and take questions about Transition Procedures.
10-10:40 Exploratory
10:40-11:50 Guided Discovery : Divide the class into 2 groups. Ms. Peluse will work with one group on using the Smart Board and Ms. Slayton will work with one group on using Leap Pads. Groups will switch and move to the opposite teacher for that lesson.
Leap Pad Guided Discovery Lesson- We are going to learn how to use and care for the Leap Pads in our classroom. You will find the Leap Pads in the bookcase in front of the room. When all of your work is done and you have some free time you may use a Leap Pad if one is available. To get a Leap Pad you must quietly leave your seat, push in your chair, and walk to the bookcase. You may not talk to anyone on the way to or from the bookcase. If you do stop and talk you may lose the privilege of using the Leap Pad during that time. If someone tries to talk to you, ignore them and choose do what is right. At the bookcase pick a Leap Pad, Book with cartridge, and headphones. Carry them quietly to your desk. Put them down on top of the desk, pull out your chair and sit down. Plug in the headphones and put them on. Carefully insert the cartridge. Open the Leap Pad and place the book inside. Press the “ON” switch. Touch the Leap Pen to the starting dot. (Go over how to use the pen to read lines, individual words, explore the pictures and do the book activities.). Allow students a short time to explore the books. Use “Gimme 5” Sign. Instruct students in the procedure to put away the Leap Pads. First, push the turn off switch. Put the Leap Pen back in its slot. Remove the book and close the Leap Pad. Remove the headphones and neatly wind the cord around them. Remove the cartridge and clip it to the book. Stand up and push in your chair, and walk to the bookcase. You may not talk to anyone on the way to or from the bookcase. If you do stop and talk you may lose the privilege of using the Leap Pad the next time. If someone tries to talk to you, ignore them and choose do what is right. At the bookcase put the Leap Pad neatly on the pile. Put the Headphones neatly on the shelf. Put the book and cartridge neatly on the shelf. If something falls pick it up and put it back correctly. Go back to your desk silently, sit down and work on something, read, draw or wait quietly for the next lesson.
11:50 Discuss Lunch Expectations and review Table Manners. Lunch Expectations include lining up appropriately (as called by their lunch choice) and walking quietly in the hall. Ask students to tell these rules and perhaps model them once more. Remind them to stand quietly through the lunch line, greet or thank the cafeteria workers. Students will carefully carry their tray to our assigned table and sit quietly. Students may eat and socialize using indoor voices unless otherwise told to be silent. Students will be polite and use good manners. Students will clean up after themselves.
Teachers take Drum and Chimes with them to cafeteria.
Teachers will voluntarily eat with their students and model/encourage appropriate behavior.
Do 3 drum beats to line up students in the cafeteria then take them out for recess. Encourage appropriate line behaviors.
When we get outside tell students we will be doing something as a class during recess for a few weeks. If they have a friend in another class who would like to join us they may but our class must stay with us. Teach the Drum and Chime Game. Students must search the playground to find the location of colored slips of paper. When they hear the chimes, they must Freeze (Stop, Look at the teacher & Listen) When they hear the 2 drum beats they know there will be only 2 minutes left for everyone to find the correct paper slips and get one. When they hear 3 drum beats they must race to the teachers and quietly circle up holding the slip of paper in front of them with both hands. Debrief. Repeat activity with students searching for a second colored slip of paper. Play Name Game* if time permits.
(*Silly Sue, Big Bob, Lucky Lisa, etc) At approximately 1PM line up to return inside.
1-2PM Guided Discovery Lesson on the proper use of classroom art supplies. Discuss how to get materials, use and return them appropriately. Allow each student to use the materials to create themselves in costume as a Superhero on the people shape they have been given. Remind them they will only get one shape so they may want to design their costume on a sheet of paper before drawing it on the shape. Next student may choose a cape color, add designs to it if they’d like, and cut the bottom of the cape in a different shape before gluing it onto the back of their Superhero. Students should write their name on the back of the Superhero.
When ten minutes are left to complete the activity, sound the chime. Instruct students they have 10 minutes to finish, clean up, put away supplies and be back in their seats quietly. Give the 2 Drum beat signal to let them know there are only 2 minutes left to clean up, put away supplies and be back in their seats quietly. At the end of two minutes turn over the rain stick and let students know you expect everyone to be ready when the rain stick is silent.
Debrief: How did we do? Did anyone notice someone using supplies nicely? Did anyone notice (without giving names) someone not using supplies correctly? Tell what they were doing and what they should have done. Ask for any other questions/comments about the day.
2PM Pass out the “Student Survey” Homework and any papers that should go home. Let students pack their bookbags. If time permits read, Wodney Wat.
- Cindy303
Second Day of School
8-8:15AM Greet students as they arrive, ask them to read and respond to the Morning Message, make a name tag, complete the Phonics sheet on their desk.
8:15-8:30 AM Morning Meeting: Meet in a circle. Greet each other with a smile and firm handshake. Read the Morning Message together. Each student may respond to today’s question about consequences, or the student may choose to pass. (Did the consequences you’ve gotten in the past make sense for not doing your homework? Was it fair?) Explain that this year we will try to use logical consequences so you (the students) will learn how to make better decisions that will work for you.
8:30-8:50 Guided Discovery: Using Eggspert. Explain what Eggspert is and how it works. Practice hitting the buzzers correctly. Practice good comments for getting correct or incorrect answers. Debrief.
8:50-9:00 Ask students to get out last night’s “Student Survey” homework. Collect homework papers. Have students who completed the assignment write their name on the Smartboard, practicing the skills taught in yesterday’s Guided Discovery. (save this page until later)
9:00-10:00 Superhero Essay Assignment*: Discuss the Superheroes we each created yesterday. Tell students they will be writing an essay that tells about them being a Superhero. Their Superheroes and completed Essays will be posted on the hallway bulletin board titled: Super 4th Graders! Model how to head a paper. Use the given essay scaffold sheet to work on writing the essay. Most students should be able to complete the assignment as a rough draft.
10-10:40 Exploratory (Practice good hall and line behaviors) Teacher’s will use this time to tally the homework responses in each category.
10:45-11:45 Play an Eggspert game “Survey Says” using the responses from last night’s homework. Pull up the names written on the Smartboard earlier. Explain that only these people may participate because they did the necessary work to understand how best to play the game. *Logical consequence: If you did not do the homework, you won’t be able to participate in the game.* This game is played like “Family Feud” with several teams giving what they believe is the most popular answers to each survey question. Points are given based on the number of students giving the same response. Points are tallied as we go along. The winning team has the most points.
11:45-12:00 Discuss Fire Drill Procedures Go over: Line up quickly but safely. Be quiet so we can hear instructions. Explain what to do if you are in the bathroom, hall, or somewhere without an adult when the alarm goes off. Show which way we exit the building. Exit quickly but safely. Practice these skills. (If time permits, review Cafeteria Expectations.)
12-1 Lunch/Recess Teachers voluntarily eat lunch with the students encouraging/modeling good cafeteria behavior. Teachers need to bring the drums, hula hoops, giant golf clubs and golf balls!
After eating, give 3 drum beats for the students to line up.
Take the students out for recess. Remind students we will be doing something as a class during recess for a few weeks. If they have a friend in another class who would like to join us they may but our class must stay with us.
Play a relay race with the giant golf clubs and giant golf balls. Divide into three teams. Each person on a team may hit the golf ball only once toward their team’s hula hoop “hole”. The next person must run to the ball and can hit it once and freeze until the golf club is taken from their hand. The next person runs to get the golf club, and then runs to hit the ball once. Continue until one team gets their ball inside the hula hoop. The winning team is sitting quietly at the starting line with their golf club in front of the line and the golf ball still in the hula hoop.
Next teach the Hula Hoop Circle Game. All students make a giant circle and keep holding hands. Place a hula hoop between two people. Instruct students to move the hoop around the circle without letting go. When they can do that add 2 or 3 more hula hoops into the circle and play until it is time to go inside.
1-1:45 Guided Discovery of Classroom Library.
Seatwork: a basic addition/subtraction review worksheet to do while others are choosing books.
1:45-2:15 Clean up, hand out homework “Following Directions” sheet and any papers to go home. Pack bookbags. If time permits read Trouble in the Barkers Class. Discuss how it feels to go to a new school or class. Brainstorm ways to help someone new feel welcome.
- Cindy303
*Super Hero Essay scaffold
Write an essay, on another sheet of paper, in which you describe yourself as a Superhero.
Be sure to follow these steps to write a Super Essay.
Check each step off as you complete it.
1. _ Choose one of the following sentences to begin your essay.
• I am a Superhero.
• There is no Superhero better than I am.
• Being a Superhero is hard work, but someone’s got to do it.
• No one knows I am a Superhero.
• You may have heard of Batman, Spiderman, or Superman, but I am the newest Superhero in town.
• Have you ever met a Superhero?
• The world is a better place because of Superheroes.
• (Think of your own sentence to start your essay.)
2. _ Now write your own sentence telling what your Superhero name is.
My Superhero name is _.
3. _ Describe how you look as a Superhero.
4. _ Choose three of the following Superhero strengths and abilities. For each one you chose, you must write a sentence or two telling what the strength is and how you will use it to help yourself and/or other people in our classroom.
Responsibility – Fulfilling what you need to do, or say you will do, with trustworthiness, dependability and commitment.
Perseverance – Doing what you need to do by showing willpower, patience, and determination to try even when you might fail.
Caring - Understanding others needs by treating them with kindness, compassion, generosity and forgiveness.
Self-discipline - Demonstrating hard work by controlling your emotions, words, actions, impulses and desires. Giving your best in all you do.
Citizenship – Following the rules and laws in your community. Doing what you can to help your family, classmates, school, community and country.
Honesty - Telling the truth, admitting wrongdoing. Being trustworthy.
Courage - Doing the right thing even when it’s hard and following your conscience instead of the crowd.
Fairness - Cooperating with one another. Recognizing that each person is unique and each person in our society is valued.
Respect - Treating others as you would want to be treated. Knowing that all people have value as human beings.
Integrity – Knowing the difference between right and wrong and choosing to always do right. Being honest and trustworthy.
Patriotism - Loving and showing loyalty to your country.
5. _ Now write a sentence telling your secret identity. Be sure to write your real first and last name in the blank. Choose one of the following sentences.
• In real life I am .
• My secret identity is .
• Would you like to know who I am in real life? I’m .
• You’d never guess that in real life my name is _.
• No one knows that is really a superhero in disguise!
• All Superheroes have a secret identity and I am no exception. In everyday life I am known as _.
• (Think of your own sentence to tell about your secret identity.)
6. _ Describe how you actually look in real life.
7. _ Choose one of these sentences to end your essay.
• So now you know the truth about me.
• What do you think about that?
• Shh, let’s keep this information our little secret.
• Be sure never to let anyone else know; the fate of the world may depend on it!
• If you ever need my help, just let me know.
• (Think of your own sentence to end your essay.)Posted Today 3:33 pm - [delete]
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Third Day of School
8-8:15AM Greet students as they arrive, ask them to read and respond to the Morning Message, make a name tag, complete the Handwriting sample sheet on their desk.
8:15-8:45 AM Morning Meeting: Meet in a circle. Greet each other with a smile and firm handshake. Quick group share: What’s your favorite subject at school? Activity: Zoom/Eek game Read the Morning Message together. Review logical consequences. Segue into Apology of Action
8:45-9:15 Read adapted version of “The Fence” and do object lesson. (Give each small group of 2-4 students a tinfoil fence, nail, and small hammer.) As the story is read students take turns hammering nails into the fence and pulling them out. After the story, unfold the tinfoil fence and find the person shape inside. Discuss how words and/or unkind deeds hurt. Ask how we can help a person we’ve hurt (remember logical consequences). Show how when we try to “fix” our unkind words or deeds (Let students try to fix holes in person figure) a scar remains. Discuss Apology of Action and share examples.
9:15-10:00 Language Arts: Teach the Four Kinds of Sentences and complete worksheet. Guided lesson review on paper headings.
10-10:40 Exploratory (Practice good hall and line behaviors)
10:45-11:15 Listening Skills activity sheets. (Logical consequences: no homework = no activity because homework was on following directions) Page 1 done together on Smartboard, page 2 listen & do on their own. Switch papers & correct.
11:15-12:00 Math Skill Review Game
(Partner 3 students to play) Using 3 dice on the Smartboard, students roll the dice and add the sum of all 3 by the time the rainstick is quiet. If correct, students can roll one die, begin at go, and move forward around the classroom life-size game board the amount of spaces on the single die. Play continues until time runs out (There is no end space! ).
12-1 Lunch/Recess Teachers voluntarily eat lunch with the students encouraging/modeling good cafeteria behavior. Teachers need to bring the drums, and a kickball.
After eating, give 3 drum beats for the students to line up.
Take the students out for recess. Remind students we will be doing something as a class during recess for a few weeks. If they have a friend in another class who would like to join us they may but our class must stay with us.
Play a kickball game. Divide into two teams. Teach fair ways to divide into teams so no one feels sad Play until it is time to go inside. (Use drum signals for 2 minute warning and line up)
1-2:00 Work on Interview with Me Posters
(Remind students to write complete sentences with punctuation)
2-2:15 Clean up and hand out any papers to go home. Pack bookbags. Do a Closing Circle: Thumbs Up, Down or Sideways to answer “How was school this week?” Do a quick verbal share of each student’s favorite activity this week. Cross arms, hold hands and send a nice “I like you” squeeze silently around the circle.
Walk students to the buses.