Classroom Management Plan

Madison L. Meehan
University of Nevada Las Vegas

Brief Overview of the Week

1. Grade Level: Third
2. Objectives for first week:
Introductions and interest survey
Create rules This will be done as a class.

Learn and practice procedures Listed thoroughly below.

Assess prior knowledge and current reading, writing, and math levels through
the use of benchmark exams, any assessments that the school requires, and my
own writing, reading, and math assessments that I have created and listed

below.
3. Daily Schedule:
School starts at 9:00 am, ends at 3:11 pm
Specials start at 10:50 am, end at 11:40 am
Lunch starts at 11:50 am and ends at 12:20 pm
Recess starts at 1:30 pm and ends at 1:45 pm
4. Other Daily Activities
Morning Message
Silent reading
Centers: Computers, library, iPads, group work with Ms. Meehan,
independent work
Day 1: Introductions lesson with Interest Survey and Writing lesson / assessment
o 9:00 am 10:50 am
Pledge, announcements, assign seats, get students settled in
The first bell rings at 8:45 am and then the second bell rings at 8:50 am. At

this point I will go outside to greet the students.

Things that will depend on the school/that I cannot personally decide:
o Where I will meet students each morning and how they will know to
meet theregenerally speaking they have classroom numbers in a
designated area and inform the students in a letter ahead of time
where they will need to go.
o The pledgesome schools do the pledge and morning
announcements outside after the second bell rings, other schools
prefer to have the students enter the class first.
o Breakfastif it is a Title I school, the bell will ring earlier so that
after greeting the students, we will go to the cafeteria and get
breakfast. Other schools do not have this option.

Seats will be assigned prior to students coming in, however changes will
obviously be made within the first week, and will continue to change over
the year to stimulate their interest and have students work with new groups

periodically. (Evertson & Emmer, 2013).

Desks will have nametags on them that I created. When students come in
they will stand single file in the front of the room and I will simultaneously
do attendance and help each student find their seat as I call them one-byone and have them sit down in their assigned seat. Layout description and
why I chose groups below
o Layout: Assuming a class of 24 students, I would prefer to set them
up in four groups of six. I would ideally like to incorporate Kagan
(Kagan Cooperative Learning, 2009) strategies, cooperative learning,
and have my students work together to problem solve and share ideas.
I personally feel that this is best done in a group setting, however I
know that some schools have preferences on how they wish for you to
set up your classroom. Each group will have a team number (one
through four) and the students will know their team number because
it will be hung up above them. I will practice calling on each group
randomly so they can get use to standing up and pushing in their
chairs when called.
Two other alternative layouts that I would consider for
behavioral issues:
Twelve groups of two students all facing the front of the
classroommy third grade mentor teacher chose this layout
temporarily for her class last semester. The students did not

like it, so we changed back to groups shortly after, but it

really cut down on the amount of talking that would happen
during lessons in groups of students, however they still had a
shoulder partner to Think, Pair, Share and work with. I
would only choose this layout if the students had an issue
with being chatty and other behavioral techniques such as
positive reinforcement, Fred Jones backup discipline

methods, etc. (Jones Expert Analysis).

The horseshoe works especially well when you have bigger
groups, because you essentially put desks in the shape of a
horseshoe so that you can stand in the middle and address
issues rather than having to constantly get up and move
around the groups to get to each student. (Evertson &

Emmer, 2013).
o New students: If the class receives new students throughout the year, I
think that it would be best to place them in a group of the students
who have proven to be responsible. These are the students that I
would trust to help a substitute with class procedures, finding things
in the classroom, questions, etc. My reason for this is because they
will be able to help the new student jump right in with our procedures
and class rules since they have proven to be the ones who consistently
follow the rules, know the procedures, and are open to helping others.
Their desk and nametag will be set up before their arrival. I will also
treat that day as everyones first day in a sense, by giving instructions

and procedures as if none of my students knew them by now. For

instance, when lining up for lunch, I would say, alright so Im going
to call group numbers to line upyou are group 1you are group
2you are group 3and you are group 4when I call your group
number, you will push in your chair, walk over to me, and stand in a
single file. Remember that when we are walking through the
hallways, we look at the head of the person in front of us and keep
our voices OFF until we reach our destination. I feel that by doing
this, the student does not feel singled out for being the only one who
does not know the procedures.
o Early behavior issues: As I stated before, if any behavioral problems
begin to arise then I feel that some situations (such as talking to group
members when they are not supposed to, butting heads with another
student, etc.) can be solved simply by moving the student to another

seat.
Modifications for Special Groups
Some examples of modifications for special groups that I can establish on
the first day of school. Of course, throughout the year I will make further
modifications and accommodations for the individual needs of each of my
students, but that requires more information than I will typically receive on
the first day! (Evertson & Emmer, 2013).
o Students who are hearing-impaired: Use a classroom amplification
system or wearable microphone to help make your regular speaking
voice louder for the students, without having to shout over students.
Move student(s) closer to the front of the room. Use hand signals to

gain class attention (such as raising your hand means that the students
need to stop what theyre doing, stop speaking, turn to you, and raise
their hand to show that they are listening) rather than verbal signals.
Use visual aids often and allow more wait time. (Accommodations
for Students with Hearing Loss, 2012).
o Students who are visually-impaired: Read everything that you write
on the board or that is mentioned in presentations, notes, directions on
assignments, etc. out loud. Incorporate more hands-on activities in
lessons that allow students to learn in a tactile manner. Seat these
students closer to the board/front of the room. Give the student a
clipboard to keep in their desk and encourage them to take their work
on the clipboard up to the very front of the room or wherever the
lesson is occurring if needed. (Evertson & Emmer, 2013).
o Students with limited English proficiency: Label items around the
room in both English as well as the students/students native
language and switch between languages when referring to them. My
fifth grade teacher did this and it was not only helpful to the students
who were learning English, but it encouraged the rest of the class to
refer to the terms in the other languages as well. Learn commonly
used vocabulary and key terms in that students/students language.
Install various language translator apps on the class iPads (if
available) for the student to have access to. Supply the student with a
list of basic terms that they will need to know in order to function in
the classroom for them to keep taped on their desk. These sorts of

small accommodations will make a world of difference in keeping

your EL students actively engaged (Bertani, 2009).

Ice breaker game
We will play the name game where the students sit in a circle and
whoever is chosen first will say their name and an animal that begins with
the first letter in their name. The second student will do the same, and
repeat what the last student said, and so on. This will continue until it
reaches me, at which point I will (hopefully!) be able to recite everyones

name back to them.

Get to know your teacher activity
I have created an About Me book that I have read to my third graders, first
graders, and my tutoring student and therefore I think it would be perfect
for my own future classroom. It gives the students an opportunity to learn
more about their teacher and ask me any questions that they might have.
Giving your students insight into who their teacher is helps develop trust

and a more positive classroom climate. (Evertson & Emmer, 2013).

About Me student activity
Students will be given an About Me worksheet that gives them a chance to
tell me a bit more about them, draw a self-portrait, and (optional) share
what they wrote/drew with the class. Giving students an opportunity to get
to know one another is essential to building a classroom community. This is
referred to as a get-acquainted activity in the text. (Evertson & Emmer,

2013).
Students will complete interest survey
This will be a worksheet that I have created so that I can learn more about
whether or not they like school, what subjects they like/dont like, how they
like to learn, etc. I will introduce this activity as a chance for me to learn

more about them, how they learn, and if there is something special about
them that they want me to know. This is also a good opportunity for me to
learn if they prefer to play games, work independently, work with me, etc.
Knowing more about the individual needs of your students will help you
modify your lesson plans to accommodate their differences and manage
any special groups that you may have. (Evertson & emmer, 2013).
o 12:20 pm 1:30 pm
Introduce daily procedures
We will practice these procedures over, and over, and over, and over again for as
long as it takes, and I will stay consistent with these procedures on a daily basis
until it becomes so routine that the students will ideally be able to know what is
expected of them at any given point in the day. I will model desired behaviors
often and have students rehearse correct behaviors and procedures until it
becomes routine. (Evertson & Emmer, 2013). Students will be told that not
following procedures properly and in a timely matter will result in consequences
such as moving their clip down on the behavior chart (see below), loss of
privileges like the iPads, or having the entire class sit down and try the procedure
over again correctly.
How to enter the classroom in the morningWe will practice walking from
where we meet when the bell rings, to our classroom multiple times in the
appropriate manner: voices off, arms crossed, and any other additions the
school might have. (Hugs and Bubbles, H.A.L.L.S, etc.) Students will enter
classroom with their voices at a level 3 or lower (see below) and practice
pulling out their agendas, putting their backpacks away (on backpack rack
if we have one, or on the backs of their chairs) and sitting at their desk to

start the morning message. Morning messages will be warm-up activities

written on the board before class starts. These kinds of activities keep
students from getting noisy and wandering around the room; instead,
students immediately get on task and ready to learn. (Evertson & Emmer,
2013). Students will be told that once the projector goes on, their voices go

off as morning procedures will begin.

Morning proceduresmorning procedures will include writing down their
homework in their agendas, on Mondays we will choose jobs (see below)
or every other day students who have jobs to complete in the morning will
do so, students will take out any homework and turn it in to the homework
basket, and get started on their morning message. All of this will be shown

to them during this period.

How to move about the roomstudents will be expected to raise their hand
before getting out of their seat, and we will practice doing so. I will call on
students to model the correct way to move about the room for various
tasks. For example, I will tell students that if they need to get a tissue, they
will raise their hand and await permission to get up. Once they model this, I
will have them push in their chair, walk over to where the tissues are kept
(ideally on the back counter if my classroom has one, otherwise it will be
wherever there is shelf space by a trash can) pretend to blow their nose,

throw their tissue away, and promptly sit back down in their seat.
How to ask questionsby third grade students will hopefully understand
that they have to raise their hand before they speak, but I will reinforce this
idea on the first day and continue to enforce this rule by only calling on
students who raise their hand and praise them for doing so. If a student

continuously speaks out of turn, they will face consequences such as

moving their clip down on the behavior chart.

How to ask to use the restroom/drinking fountainin my future classroom
we will use hand signals for needing to use the restroom and needing a
drink of water so that students will not have to interrupt me to do so. We
will establish that you need to use the appropriate hand signal, quietly get
out of their seat without disturbing the rest of the class, grab a hall pass,
and use the restroom quickly. There will be rules regarding the bathroom as
well: for instance, students will not be allowed to use the restroom at all
during a lesson unless it is an emergency. If I have a student who
continuously asks to use the restroom all day and misses valuable lesson
time, I will use the paperclip approach where he/she will be given three
paperclips per day and will need to pay me one of them each time they
use the restroomonce their paperclips are gone, they can no longer go to
the bathroom (unless it is an emergency). Students will be expected to use
the restroom at recess and lunch, and we will also have one bathroom break
as a class. Also, students will be expected to follow hallway rules when
using the restroom; remaining quiet, not running in the hallway, and any

other bathroom rules that school may have regarding paper towels or such.
Voice levelsI like the voice levels approach to keeping voices at an
appropriate level in the classroom. To do this, I will have a chart describing
the levels at the front of the classroom (level 0 means voices off, level 1 is
a whisper, level 2 is talking to your shoulder partner, level 3 is normal
talking, 4 is if you are presenting or answering a question for the whole

class to hear, and level 5 is their outside voices) with an arrow indicating
which level is expected of them for that time period. We will model each
level and do a Simon Says activity where I have them practice each level. If
students are speaking out of level, they will move down on the behavior
chart, etc. The text briefly mentions voice level charts, but mostly
emphasizes the importance of making expectations clear at all times and
encouraging responsibility, which the establishment of a noise level chart

does. (Evertson & Emmer, 2013).

Behavior chartthe most successful classrooms I have seen so far use the
behavior chart system and I personally love it. There are four levels: blue,
green, yellow, and red. All students have a clothespin with their name on it,
and they will all be clipped to green every morning. If a student goes above
and beyond (I will provide examples of what this means to them) they will
clip up to blue. If they misbehave, receive a warning, and continue to
misbehave, they will clip down to yellow. Any sort of fighting, bullying,
stealing, damaging property, etc. will force a student down to red. If you
are on blue at the end of the day, you receive a Fab-o sticker (see below). If
you are on green, you receive a regular sticker. If you are on yellow, you
will receive a penalty. If you are on red, you are sent to the principals
office. Students will be told that if they try harder and make better choices,
they can move back up from yellow throughout the day. Students who
disobey rules, display problem behaviors, etc. will receive a consequence.
This will be explicitly articulated on a regularly basis, not just the
beginning of the school year so that your expectations remain clear and

more issues can be prevented. One extensive intervention that I like from
the text is the problem-solving form on page 195 (Evertson & Emmer,
2013). Students will see an example of this form blank on the first day of
school, along with an example form filled out correctly. I would need to
modify this form slightly (in language) for a third-grade classroom, but the
procedures will remain the same: when a student misbehaves continuously,
they will be asked to separate themselves from the rest of the class and fill
out the form in a designated area of the classroom. This area will be in the
back of the classroom so that students will be unable to get distracted by
this student, but so that I can still clearly see them. (Evertson & Emmer,
2013).
o Quick note about CRCM and consequences: I think that taking
culture into consideration when establishing rules and consequences
for breaking rules is essential. Punishment can lead to undesirable
results in all cultures, but can produce especially negative outcomes if
misinterpreted by a student with a different culture than your own.
(Scanlon, 2009).

o Sticker bookeach student will receive a sticker book. Regular stickers

are given for turning in homework every day that week, staying on green
on the behavior chart, and making good choices. Fab-o stickers are bigger
shinier stickers that are given only for moving up to blue on the behavior
chart, behaving for a substitute, or big compliments. At the end of each
month, the three students with the most stickers get a prize. I chose a
reward system that is simple, does not require excessive learning time to

stop and give the reward, and most importantly, can be achieved through a
myriad of different ways so that all students can succeed. (Evertson &

Emmer, 2013).
How to get their attention, let them know that it is time to clean up, etc
we will use mirror clapping and ringing the bell in my class. If I ring the
bell once, I expect them to stop what they are doing, voices go to 0, and
eyes on me; same goes with clapping (if Im not near the bell.) If I ring the
bell twice, that means that you must stop what you are doing, clean up your
desk, and sit quietly till you receive further instructions. I will also use
hand signals to help with students who are hearing-impaired (Evertson &

Emmer, 2013).
If they are absentI will show students the absent folder at the back of the
room for when they miss class. Each afternoon after attendance is taken, I
will create a packet of the homework, classwork, notes, and readings for
the student. Directions will be included informing the student how long
they have to complete the assignment, and where to turn it in once its
completed. This will also go for students who have pre-planned absences,
and I will have these packets created ahead of time. The text also suggests
giving each student the opportunity to come in ten to fifteen minutes before
school starts after an absence in order to make up instruction time or
possible group work that they missed. (Evertson & Emmer, 2013). I think it
is important to let students/families know that I will need notice before
coming in to make up time before school. This will be done at the
beginning of the year in the first newsletter and open house meeting, it will

be stated on the class website, included in the directions worksheet that

goes with the absence packet, and will also be expressed verbally when the
student returns. A parent/guardian can inform me of a student coming in to
make up time either verbally when I see them at drop-off/pick-up, there
will be a section at the bottom of the absence packet that parents/guardians
can sign to have their student come in on a certain day, or they can

call/email me.
Class jobsThis will depend on the school, but generally there will be jobs
for table captains, teachers assistant, office runner, mail people,
zoologists, line leaders, door holders, etc. and these jobs will be
randomly assigned each Monday. There will be one substitute assigned so

that if someone with a job is absent, that person can take over.
Where homework goeshomework will go in a basket at the kidney table
near the back of the room. The basket will always be here. This is also
where I will keep H.A.M.s (if the school does this) and will grade papers.
After I grade papers I will move them to the mailbox above the student
cubbies so that the mail person that day can put the papers in each cubby. I
would also like to use a homework policy that corresponds with our sticker
books. If the student turns in their homework everyday that week, they get
a Fab-o sticker. Most schools that use H.A.M. require students who do not
complete their homework that night sit during recess to complete it as a
consequence. (I personally am not the biggest advocate of taking away
recess as a consequence, particularly with the younger students, because I
feel like it is a completely necessary part of a childs day. Why make them

sit during the only time of day where they are not required to sit? If Ive
learned one thing from my first graders, its that if you take away their time
to get the wiggles outyoull be paying for it later in the day. It also is not
particularly good for students with ADHD for instance, where removing an
outlet for activity will only worsen their behavior.) (Cordell, 2013). I
personally would rather require that student to complete the assignment
during our fun Friday activity time. Every Friday we will take 20 minutes
to play some kind of educational game (sight word bingo, spelling word
connect 4, computer lab time, and so on). This will be considered a luxury
for students who did not reach the two lowest levels of the behavior chart
that week, and turned in their homework every day. Students who do not
complete their homework on time will be asked to sit out during this time
to complete the assignment. (This way they are still getting something they
enjoy taken away as a consequence, they are being rewarded for doing their
best all week, students who did not make good decisions are given an
opportunity to make it up during this time, and they do not lose time to be

active outside.)
How to line up for specialsstudents will be told that I will call students
by table numbers to line up and that they must be sitting quietly in order to
be called. Line leader and door holders line up first, and then tables

depending on how well they are prepared. (Evertson & Emmer, 2013).
How to walk in the hallwaythis will change per school, however we will
discuss walking with voices off against the right side and where to stop in
the hallway depending on our destination. Another idea I have tried in my

practicum classroom that works great, is Mystery Walker. (My

Classroom, 2014). This is not an scholarly resource, but rather a
suggestion made on a teachers blogregardless, it works like a charm!
Before we leave the classroom, I pull a name from the Mystery Walker
bucket and keep that name a secret. The students are told that I will be
keeping an eye on the mystery walker while we are in the hallway, and if
they are walking with their voice off and arms folded the whole way, then
they will get to choose a prize from the treasure box. Since none of the
students know who the mystery walker is, there is no calling out of
students who are misbehaving (something that Evertson & Emmer do not
suggest) and everyone is responsible for their own behavior in the hallway.
When students misbehave, I simply remind them that Im watching the
mystery walker and they quickly get back on-task. Currently we are giving
prizes from the treasure box because my mentor teacher has asked for this,
but in my own classroom I would rather give them an opportunity to
choose a mystery sticker. Different stickers will mean different things; a
popsicle sticker will go on the chart for the class popsicle party, a cat will

be something from the treasure box, etc.)

Where to meet me after recess, lunch, specials, assemblies, etc. *This will
depend entirely on the school and their own procedures, not my own

personal choice.
Sharpening pencils, extra paper, offices, and other suppliesThe text
suggests keeping materials in an area that is easy to access, easy to
regulate, and has a set of procedures attached to their use. (Evertson &

Emmer, 2013). We will discuss how to raise your hand to do these

activities, where these materials are located, and how to access them. What
will be provided will depend on the school. The text also suggests having a
few extra materials on hand for new students that will enroll after the first

day of school. (Evertson & Emmer, 2013).

Start writing lesson (CCSS.ELA-LITERACY.W.3.3 Write narratives to develop
real or imagined experiences or events using effective technique, descriptive
details, and clear event sequences.)
Students will be given a writing prompt (What did they do over the
summer, what is a goal for themselves as a third grader, etc.) and be
provided with a checklist regarding the aspects that need to be included in
their writing. This checklist will be introduced after lunch so that they can
return back to their writing and take a fresh look at it to make any

appropriate changes. I will explain why this is important as well.

o 1:45 pm 3:11 pm
Continue writing lesson
Give students the checklist, read every aspect of the checklist and describe
how to use it, and then model myself using it on an example piece. When
students are using the checklist on themselves, I will walk around and assist
by asking them if they have made any changes yet, what they were

surprised about having to change, etc.

Discussion: Why do we have rules? Do you think its important for everyone to
get a say in making classroom rules?
Brain storm as a class: one-word adjectives of how a third grader should act
Take this time to also practice raising your hand, behavior chart, getting out
of your seat, voice levels, etc. procedures. And praise students who behave
appropriately to reinforce procedures and rules. Any students who give

inappropriate comments will be given the opportunity to demonstrate how

the behavior chart works (haha) then maybe discuss the adjective
inappropriate and whether its one we should include and how they
should act, why being mean or not being appropriate will not be tolerated,

etc.
Give students writing promptlist 3 classroom rules that you think we should
have and why you think rules are important
The prompt will be written out on a wide-ruled lined worksheet for them to
write directly on. We will review the writing checklist and one will be

directly attached to this worksheet for them to use during this prompt.
Use their writing for next days activity and to assess current writing levels
End of day procedures
One closure activity that I love is Exit Ticket (Lemov, 2010). This will
change daily, and I am considering having a big vase with ticket out the
door prompts at the front of the room and I will choose a random student to
pick a prompt every day.
o Examples of prompts: What is one new thing you learned today in
math? What is one nice thing you did today for someone else? Give
one compliment to your shoulder partner. KWL chart. A venn diagram
to compare and contrast two characters we read about today. One
word to describe today isTomorrow I will try harder to.etc. It
will be a mix of ways to check student understanding of new
concepts, review of concepts we previously learned, as well as

general check-ins to see how their day went!

We practiced these earlier in the day, and we will take this time to continue
to practice them. If they do not behave correctly during this time, they will
sit down and try again until they do it right. Once students are lined up

quietly, I have their ticket out the door, the room is cleaned, and they are
packed to go, I will have students leave. Taking the last ten minutes of the
day to unwind, recap, and clean our workspace for the next morning ends
the day on a positive note and summarizes what your students have learned.

(Evertson & Emmer, 2013).

End of day is different for every school. I might be expected to take them
out to where we line up in the morning and confirm with each student on
where they are going, I might just let them leave out the classroom door
into the courtyard, or I might have to take them elsewhere. This part will
vary, but I would like to incorporate a How Am I Getting Home? chart in
my classroom that students need to move their clothes pins on before lining
up to go home. On this chart will be various transportation options and
after school activities: Boys & Girls Club, driving with Mom, driving with
Dad, driving with other family member*, taking the bus, walking home,

etc.
*If any students move their clothespin to this option, then I would like to
know specifically which family member they are leaving with in case of
any issues.
Day 2: Creating Rules lesson

o 9:00 am 10:50 am
Pledge, announcements, get students settled in, morning message, turn in
homework and/or signed forms, write down homework in agenda
We will continue to practice these procedures as we did the day before.
This is their second day doing it, so hopefully it will be slightly less hectic
than the day before. Students should know where their seat is and where to

put their backpacks. I will continue to verbally list out proper procedures as
they do them as a reminder and to assist students who were not with us on

day one.
Review procedures
We will take this time to review all of the procedures that we went over the
day before, and I will do so by having several students model out random
procedures. Again, this will help students who were not with us on the first

day.
Introduce centers
After reviewing the procedures, we will go over centers. This entails
students understanding that each group has a number (which we established
yesterday) and that the groups will rotate through the stations each day. I
will have a chart at the front of the room with each station name on it, and

moveable numbers for each group to place on the appropriate station.

I will explain each center, where it is, and exactly what is expected of them
at that center. We will also cover how they will get out of their seats to get
to the center, how they will act, where their voice levels should be, what
they will be doing, how long they have at each center, and when they will

be expected to finish what they are doing to line up for specials.

o 12:20 pm 1:30 pm
Silent reading
Students will be asked to pull out their library book for silent reading. The
voice level meter will be set at zero during this period, they will be given a
cool down if needed, and they will be expected to read silently until I ring
the bell twice. I will remind students of this and consequences will occur if

students do not follow directions during this period.

Refer back to brain storm page of adjectives describing how a third grader
should act

Discussion: What were some of the classroom rules you guys came up with?
(Write them down on the board)
Have students remind the class of what adjectives we covered the day
before, and why we chose these adjectives so that new students can join in

and provide their own adjectives if they wish.

Continue to practice hand raising procedures and such.
o 1:45 pm 3:11 pm
Decide as a class what the five most important rules are
As we have discussed in class discussions in EDEL 408, teachers typically
set rules themselves or have students help create the rules. The nonnegotiable rules so to speak, are the rules that we covered in procedures,
such as voice levels, consequences, etc. As far as the class rules, I definitely
feel that students should have a say in them so that when they misbehave, I
can remind them why they chose that rule and that they agreed to it
themselves, I didnt make it up for them. Generally speaking however,
non-negotiable rules are to be respectful, be prepared, and obey school
rulesnot just classroom rules. (Evertson & Emmer, 2013). I will write
these rules on the board as examples and tie them to various adjectives

that we came up with.

Write the rules on a poster board and have the students each sign their name at
the bottom, saying that they helped create these rules and that they will follow

them
End of day procedures
Continue to practice end of day procedures, do a ticket out the door, pick
up the classroom, and dismissal protocol.
Day 3: Reading assignment / lesson / assessment

o 9:00 am 10:50 am

Pledge, announcements, get students settled in, morning message, turn in

homework and/or signed forms, write down homework in agenda
As before, we will continue to practice these procedures and do them over

as need be.
Introduce Apple Core and discuss routine
This will depend entirely on the school, however I know that a lot of CCSD
schools are doing the Apple Core program (part of the Apple Partnership
program), which encourages students to read at home. Students will each
receive an Apple Core hours sheet for them to track their minutes spent
reading at home. We will discuss that this goes home with them every
night, and if in their agenda that day the homework includes Apple Core
then they will be expected to read for at least 30 minutes at home, and have
their parents initial the time spent. I will have the students turn these in to
me with their homework, and return them back to them by the end of the
day. During this time I will give them their first time log to take home and a

description of what to do to give to their parents.

Have students pair up and conduct reading interviews
What kind of books do you like? What is your favorite book? Do you like
reading? Why or why not? What is one thing you like about reading?
Something you dont like? Who do you like reading with? Do you prefer to

read alone? Etc.

We will cover the concept of shoulder pairs and Think, Pair, Share
during this time and everyone will find their shoulder partner for the
activity. (Kagan Cooperative Learning, 2009). We will also practice voice

levels during this time.

o 12:20 pm 1:30 pm
Discuss results from reading interviews and partner share

I will review the concept of Think, Pair, Share and have students share
what they learned about their shoulder partner. (Kagan Cooperative

Learning, 2009)
Review procedures
Centers
This will be the first day we test centers, and so we will repeat the

procedure process.
o 1:45 pm 3:11 pm
Give students a vocabulary and a comprehension test to help assess where they

are

This was provided to my first grade mentors class by my school, as it was

a standardized version; however, this can be created as well.

CCSS.ELA-LITERACY.RF.3.3 Know and apply grade-level phonics and

word analysis skills in decoding words.

End of day procedures
Day 4: Math assignment / lesson / assessment

o 9:00 am 10:50 am
Pledge, announcements, get students settled in, morning message, turn in
homework and/or signed forms, write down homework in agenda
Students who do not need to be told how to do these procedures will be
rewarded with a fab-o sticker. If anyone is confused on what they are

supposed to be doing, I will cover the procedures again briefly.

Talk about Fast Facts worksheets that we will be starting out every math lesson
with, and how you move up in levels
This is another concept that I am assuming will be present in my
classroom, but could change per school. Fast Facts is just a mixed list of
grade-level appropriate math equations that start out at the end of the
grade-level prior, and go up from there. These are timed tests and students
will need to learn that when the timer goes off, pencils go downno

exceptions. If they are able to finish all of the equations in that time period
correctly, then they move up to the next level and get a Fab-o sticker. It will
be explained that not moving up to the next level does not mean
consequences, and that over the next few months everyone will start to be

on different levels and that this is okay.

Introduce Assess Yourself charts that we will be using at the end of each math
lesson. Students will have a laminated chart in their math folders that give
definitions for various levels (essentially: novice, apprentice, practitioner,
expertbut different vocabulary) and assess how comfortable they feel with the
content after every math block. This will help create groups during centers
time as well. This assess yourself chart is one that I actually observed another
third grade teacher use at my last school. She used the vocabulary listed above,
but the students kept mispronouncing the words, so I think it would be better to

use slightly easier words.

o 12:20 pm 1:30 pm
Do first Fast Facts sheet
CCSS.MATH.CONTENT.3.OA.A.4 Determine the unknown whole

number in a multiplication or division equation.

As stated before, we will all start on the first level together. We will review
the procedures that we went over for Fast Facts before lunch, and go over
the Assess Yourself charts as well. Afterwards, they will complete the Fast

Facts worksheet and assess themselves.

Review procedures
Centers
o 1:45 pm 3:11 pm
Give students a benchmark math exam and let them test out the Assess Yourself
chart for one portion of my choosing. This will depend on whichever standard
we will be starting first.

This will depend on the school and what they expect as far as benchmark

exams.
End of day procedures.

Day 5: Introduction to first unit: Main Idea & Key Details (RI.3.1 and RI.3.2)
o 9:00 am 10:50 am
Pledge, announcements, get students settled in, morning message, turn in

homework and/or signed forms, write down homework in agenda

Have students create their ELA interactive notebooks
Notebooks will be listed in the school supplies however notebooks will be
provided to those who cannot get their own. These notebooks will stay in
the students desk so that they cannot accidentally take them home and
leave them there. I will go over this expectation, and at the end of the day
today remind them to check their backpacks and make sure their notebook

is in their desk.
We will review procedures for voice levels, getting supplies, and what is

kept in their desks.

Hand out pages, let them cut them out and glue them into their books, write
table of contents, number pages, etc. until their interactive notebooks are
set up. This will take some time and students are given permission to

decorate them if they have time.

Also during this time we will discuss the rules and expectations
surrounding cutting, gluing, and coloring. We will refer back to our class
rules and adjectives describing how a third grader should act, and I will
model appropriate and inappropriate behaviors (is this a good example of
how you should act with scissors according to our list of adjectives? We

said third graders should be responsible, if you are waving your scissors
around, are you being responsible? etc.)
o 12:20 pm 1:30 pm
Discussion to assess prior knowledge
Have you ever heard of the terms main idea and key details? What do
you think they mean? Can you think of anything similar from second or

first grade?
Quiz on daily routines
Students will be given a ten-question quiz on procedures that we have been
covering all week. This will not be for a grade, however it will give me an

idea of how much longer I need to continue the drills.

Fun Friday Activity
Instead of centers on Friday, students who have turned in their homework
every day that week and stayed on the upper levels of the behavior chart
will be able to join in on an educational game. Some Fridays we will do
one game whole-group, other Fridays we will have centers made for

various games and rotate through twice at ten minute intervals.

o 1:45 pm 3:11 pm
Learning Game of the Week
To be done every Friday as long as the students behaved appropriately that
whole week. This can be a brain break activity, a review lesson of Jeopardy,

etc.
Assign journal free-write: Attached are two pictures. In each picture there are a
bunch of things that all have to do with one main ideawhat do you think the
main idea is of each picture and why?
They will complete this journal as their ticket out the door for today, not
for homework.

I will say that I want them thinking about it over the weekend, then first
thing Monday morning we can start our morning talking about what we

wrote, and start the unit from there.

End of day procedures (see above for detailed list and citations.)

References
Andersen, K. (2009). Accommodations for Students with Hearing Loss. Retrieved April
30,
2015, from http://successforkidswithhearingloss.com/relationship-hl-listen
learn/accommodations
Bertani, T. (2009). Activities and Active Engagement. Culturally Responsive Classroom
Management.
Carroll, L. (2009). Identifying and Reducing Teacher Bias. Culturally Responsive
Classroom
Management.
Cordell, Sigrid Anderson (2013). Nixing Recess: The Silly, Alarmingly Popular Way to
Punish
Kids. The Atlantic.

Evertson, C., & Emmer, E. (2013). Classroom Management for Elementary Teachers
(Ninth ed.).
Pearson Education.
Fetto, L., & Haseebullah, T. (2015). Fred Jones. Expert Analysis.
Kagan, S. (2009). Cooperative learning. San Juan Capistrano, CA: Kagan Cooperative
Learning.
Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to
college.
San Francisco: Jossey-Bass.
Scanlon, C. (2009). Culturally Responsive Rules. Culturally Responsive Classroom
Management.
My Classroom. (2014). Retrieved March 22, 2015, from
www.allstudentscanshine.com/p/my
classroom.html
Read the Standards | Common Core State Standards Initiative. (n.d.). Retrieved May 9,
2015,
from http://www.corestandards.org/read-the-standards/

UNLV/Department of Teaching& Learning

Elementary Lesson Plan Template
UNLV Student: Madison Meehan

PSMT Name: Faith Clark

Lesson Plan Title: Authors Point

Lesson Plan Topic: Sea Creatures

Date: February 12th, 2015

Estimated Time: 45 minutes

Grade Level: 1st

School Site: Wynn ES

1. State Standard(s): CCSS.ELA-LITERACY.RI.1.8 Identify the reasons an author gives to support points
in a text.
2. Teaching Model(s): Direct and indirect methods.
3. Objective(s): Students will be able to identify reasons an author gives to support points in a text.
4. Materials and Resources: Coral Reef by Steve Parker, the Authors Point & How I Know worksheets,
Valentines Day Symbolism passage, the Elmo projector, crayons, and pencils.
5. Instructional Procedures
a. Motivation/Engagement: First hold a short discussion with students reviewing what they already
know about the authors point, based on what we have been covering earlier in the week. After
discussion, read Coral Reef to the class, which will give us the opportunity to further review
the authors point in informational text.
i. Blooms Knowledge Questions
1. What is the authors point here?
2. How do you know?
3. What reasons does the author give to support his point?
ii. Blooms Comprehension Questions!
1. How would you describe the authors point?!
2. What is the main idea of!
3. What is meant by!
iii. Evaluation
1. Whats your opinion? Show of hands if
2. Based on what you know, how would you explain
!