Lesson Plan 1- Welcome and Introductions Objective(s): By the end of the activity: students will feel properly welcomed

into the class students will be able to properly introduce themselves students will also know the names of their classmates Motivator: Since this is the first time I will address my class for this year, I will energetically greet them and introduce myself in the same manner I want them to model. I will also begin building community by asking them to share something exciting they did that summer. Before each person shares, I will tell them they need to start by saying, Hello, my name is Once everyone presents, I will ask for examples of what they think a proper greeting means. I will then let them know we are about to play a little game, ask for a brave volunteer, and explain the directions. Procedure: 1. Students will stand up in front of their desks. Since their desks are formed in a circle, students will already be standing in the manner I need for this activity. 2. I will ask a volunteer to go first. This student will stand in front of another students desk. When I say go, those two students will shake each others hand and greet, Hello my name is what is yours? and reply, My name is it is nice to meet you. The student on the inside of the circle greets, the student on the outside of the circle replies. 3. Then the student on the outside of the circle comes inside the circle. The two inside students move on to the next desk and introduce themselves again. They will be moving away from each other, in opposite directions around the circle. Once the student on the outside finishes responding, they switch places with the student on the inside. The students on the inside will now stand where the students on the outside stood before. 4. The new inside students then move on to the next two students. The students continue greeting and switching places until I say stop. The catch is, there is a time limit. 5. Once time is up, I will say FREEZE! I will go around to each student, and ask them to identify the other students in the class whom that student had the chance to interact with. The student with the most interactions wins! Closure: We will attend many field trips and have many class visitors, so it is important to establish this respectful conduct right away. Knowing each others names in this type of activity will also build community in the classroom. To close the activity, I will go around and introduce myself to each student, repeat all their names at the end, and tell them to always remember this way of greeting!

Lesson Plan 2- Rules and Procedures/ Building Community- Respect Graffiti Objective(s): By the end of the activity: students will be fully aware of all class rules and expectations students will feel like they contributed to the classroom contract students will be able to identify respectful and disrespectful behavior students will understand the significance of a contract students will understand the implications of belonging to a community Motivator: I will have a large poster prepared with the word RESPECT boldly and colorfully painted at the top of it. I will reveal this poster and ask my students to read it out loud. Then I will act out a very brief scenario and ask if the behavior I conveyed was respectful or disrespectful. When they answer disrespectful, I will ask them what I should have done instead and model the behavior they tell me. I will give my own input as needed. Procedure: 1. I will ask students to raise their hands and tell me what respect looks like in the classroom, or what being a respectful person means. 2. As they answer, I will have them come up to the front of the class and write their idea on the poster in different colored markers. 3. I will add or amend rules as I feel necessary. 4. Then I will break them into groups. 5. Each group will create a skit that demonstrates a scenario with disrespectful behavior. Then the group members will show how to fix that behavior according to one of our new rules, and explain what the misbehaving student should do instead to be respectful. 6. I will give the groups fifteen minutes to practice their skits. 7. Each group will perform their skits to the class. 8. After each group performs, I will ask students to come up and sign their names at the bottom of the poster. Closure: This activity is very important so each student feels actively engaged in the classroom process. I want my students to feel like they are a part of a community and understand the responsibilities that come with that belonging. I want them to feel that they act respectfully because they perceive it as the right thing to do, not because I tell them to do it. After each student signs their name, I will explain the significance of a signature and of community. I will tell them that they entered a contract with their community and ask that none of them break it. I will remind them that should they break any of these, they broke their own rules and hurt their peers. I will now take the opportunity to briefly explain the consequences if anyone does. I will also explain the POWER rewards system. Then I will ask the class where I should hang the poster up, and hang it up in that spot (if appropriate) or suggest another, more prominent location if necessary.

Lesson Plan 3: Building Community- Find Somebody Who Objective(s): By the end of the activity: students will have a deeper sense of commitment to their community students will know a little more about each other students will have a broad idea of some topics we will cover this year students will know the course agenda Motivator: I will remind students that we all know each others names now, and rapidly pick a student and have the student identify someone else. Then I will pass out the worksheet needed for this game and explain the directions. Procedure: 1. I will ask for a volunteer to pass out this worksheet 2. Once everyone has a worksheet, I will explain the directions 3. Students will look at the questions on the worksheet. They will have fifteen minutes to go around and find somebody who can either answer or who represents that question. 4. That person will sign his or her name on the worksheet in the space provided next to the question. Closure: After the students finish this activity, I will read each of the questions and have students identify each other. For the signing and dancing examples, I will encourage the identified student perform if he or she would like. I will also ask the students to answer the questions they claimed to know answers to. I will then use this as a segue way to discuss the course agenda for the year. I will tell the students what topics we will cover as well as what field trips and events they have to look forward to.

Worksheet is attached.

My Name: _____________________ Todays Date: _________________

1. Has a birthday in the same month as yours 2. Loves to eat pizza! 3. Can beat their feet! (You have to show us!) 4. Can name a form of pollution 5. Enjoys math 6. Is a Redskins fan! (Like Ms. Stephens!) 7. Roots for the Cowboys! 8. Likes to sing (Sing for us!) 9. Has ever heard of Dr. Martin Luther King And can name one of his famous speeches 10. Has ever heard of Cesar Chavez And can name one of his famous speeches 11. Can bake cookies (well need you this year!) 12. Can name 5 states and their capitals 13. Say the alphabet backwards (Lets hear it!) 14. Can name a famous poet (Who?!) 15. Can recite a line from a famous poem

__________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________

__________________

__________________ __________________ __________________ __________________ __________________

(Were listening!)

__________________

Lesson Plan 4: Fostering Independence/ Building Community- Learning Styles Objective(s): By the end of the activity: students will be able to identify their learning style students will get to reflect on how they learn best students will practice social skills and interact with each other students will practice oral presentation skills Motivator: I will ask the class to raise their hands if they like to see things while they learn. Then I will ask a few more questions in this manner to introduce the activity. I will explain that everybody learns differently, and that we need to figure out which way we learn so we can learn the most! I will then explain the three main learning styles: kinesthetic, auditory, and visual. I will pass out the quiz and explain the directions. Procedure: 1. I will pass out the quizzes to the students 2. Students will complete quizzes quietly and independently 3. After ten minutes, I will ask students to find somebody who shares the same learning style. 4. As partners, students will write three techniques they commonly use, or three things that help them learn better. 5. Each partner will share their responses 6. Students will then reshuffle to find somebody who learns differently than them 7. They will teach each other about their own unique learning style Closure: This activity is very important so students start considering what works best for them. Intrapersonal knowledge is part of overall academic success. This activity also helps students practice their social skills. At the end of the activity, I will ask students to tell me the three types of learning styles. I will also ask them to tell me some information they learned about themselves and others. I will remind them that everyone learns differently and to be respectful of each others learning styles. Quiz is attached

Your Name Todays Date

_________________________ _________________________

Learning Styles Quizzlet!

1. In order to memorize information, such as the spelling of a difficult word or locker combination, you: a. Practice the word over and over again b. Recite the word or numbers out loud c. Visualize the word or numbers in your head 2. When you want to learn new song lyrics, you: a. Dance around to the beat b. Sing along to the radio c. Write them down and read them 3. While you study, you like to: a. Walk around while you review b. Discuss material with others c. Read independently 4. When preparing to go somewhere, you prefer: a. Go by yourself ahead of time b. Listen to someone tell you how to get there c. Look at a map 5. If you have to work on a project with others, you would rather: a. Help build a model b. Participate in group instruction and brainstorm ideas c. Draw graphs or write group notes 6. You like classes that include: a. Hands-on experiments b. Lots of lectures c. Reading assignments 7. When reading something for class you may not exactly want to, you: a. Move around and take frequent breaks b. Would like someone to read it out loud while you follow along

c. Take notes and highlight 8. When reading a story in class, you prefer to: a. Act it out b. Listen to it as others read it c. Read it silently to yourself 9. If you had to do a project for class, you would prefer to: a. Make a model and demonstrate or perform a skit b. Give an oral presentation c. Create a poster 10. When you are distracted, you most often find yourself: a. Fidgeting or playing with your pencil b. Chit-chatting with others c. Doodling in your notebook 11. When you solve a challenging problem, you: a. Make a model of the problem and go through each step in your mind b. Talk it out with others c. Create a visual list of steps you need and check them off as you finish each one

Now add up all As, Bs, and Cs that you circled! Its okay if you have a tie!

If you answered mostly As ..

You are a kinesthetic learner. You learn through movement. Move around and take breaks while you study! It will help! You are an auditory learner. You learn through sound. Study with a buddy and recite the information out loud! You are a visual learner. You learn through sight. Work in a quiet place and take lots of notes. Draw pictures to remember information!

If you answered mostly Bs

If you answered mostly Cs

Lesson Plan 5: Rules and Procedures- Breaking Into Groups Objective(s): By the end of the activity: students will practice social skills students will practice listening and paying attention students will understand how to break apart into groups Motivator: I will remind the students that we have already done a few activities with a group. I will tell them that for the rest of the year, however, we will use one of three strategies to break into groups. If the activity is long and will require a lot of hard work, we will get our energy out by using the Line Game. If it is a moderate activity, we will group using The World Rocks. If the activity is short and doesnt require a lot of energy, or if we need to break into groups very quickly, we will use Rapid Fire. I will explain each strategy and then we will practice. Procedure: 1. First we will practice the Line Game students must line themselves up in alphabetical order according to the first letter of their middle name. Every time I use this game, I will use a different idea to alphabetize. 2. But students must do this in complete silence and without gestures. They can only snap. The snaps correspond to each letter. 1 snap for A, 2 snaps for B, and so forth. They will have to listen closely and pay attention! 3. Once they are in line, I will count them off into groups. 4. Students will return to their seats so we can practice The World Rocks. I will say, the World Rocks for people wearing a blue shirt, The World Rocks for people who love pizza and so forth. I might also use other expressions like Bugs Bunny Loves or something to that effect. Ill just make sure it isnt too corny. Students will group together as they find a commonality. 5. Once I see all students in a group, I will even them out if necessary. 6. We will all return to our seats again. Its time to practice Rapid Fire. I will go around the room and count off using numbers or objects depending on how large I need the groups to be. 7. All the students who I group as one, or red, or banana, will come together, and so forth. Closure: Students will return to their seats after we practice the last game. I will remind students that breaking into groups this way is a privilege. If they act inappropriately, they can loose this privilege. I will also ask students if they have

any other ideas for how they want to break into groups. If time permits, we can practice them, if not, the student will just explain. Lesson Plan 6: Building Community/ Rules and Procedures- Decorations! Objective(s): By the end of this activity: students will contribute to the community students will begin to demonstrate pride in their surroundings students will understand how to respect their physical space students will practice oral presentation skills students will get to know each other better Motivator: I will break students into groups using the previously discussed Line Game. Once students are in groups of two or three, I will pass out art supplies. I will then explain the directions for the activity and give allow them to begin work. Procedure: 1. I will pass out previously made baskets of construction paper, yarn, markers, glue, scissors, and other various art supplies 2. Students will construct a picture of themselves using these supplies 3. On the picture, students will also have to write a fact about themselves 4. Once everyone finishes, I will give clear instructions for clean-up 5. Students will clean up their spaces 6. When the students finish cleaning, they will return to their seats 7. I will ask each person to present their picture and share their fact 8. After they present, I will give each student a piece of tape. 9. The student will hang his or her picture in the designated area of the classroom. Closure: This activity not only reinforces community membership and gives students a chance to practice social skills, but it establishes a foundation to discuss another classroom policy. As a closure, I will point to the students artwork and remind them to take pride in it. I will explain that since it is their work hanging on the wall, and they want other people to respect it and appreciate it, they too must respect their space. I will talk about keeping the room clean and how I expect the room to look everyday. We will talk about keeping cubbies and desks organized, as well as putting our chairs up on our desks at the end of the day. We will also discuss what to do if something spills in the classroom. I will remind them that respecting physical space is part of belonging to a community.

Lesson Plan 7: Fostering Independence/Rules and Procedures/Reflection Objective(s): By the end of this activity students will practice their independent work skills students will practice their writing skills students will understand another component of the class students will have a chance to reflect on todays lessons students will practice oral presentation skills Motivator: I will open up the cabinet and retrieve marble composition notebooks. I will call each student up one by one and ceremoniously welcome them again to our community. Once each student has a notebook, I will give them five minutes to put their name on the front of it. Then I will explain the directions. Procedure: 1. I will ask students to open to the first page and go over the proper heading for all assignments in the class 2. Then I will ask them to copy this question down on the first line What does it mean to belong to a community? 3. Students will reflect and apply todays lessons to answer the question in a paragraph 4. After about twenty minutes, I will ask students to share their responses Closure: Reflection is a key component of internalizing education. This activity allows students to work independently and use their writing skills to answer an important question. I will use the time after we finish sharing to discuss the significance of the journals in the class. I will tell them why we use them, what we will do with them, how often we use them, and when we use them. We will discuss privacy and respect with each others journals. I will then explain that we may have prompted assignments in them, I may give them an assignment to write freely in them, or they may write in them after they finish class work. I will also discuss other options they may use if they finish class work.