Erin Condren Lesson Plan Template

I, like many other teachers, jumped on the Erin Condren Teacher Planner
bandwagon. I have always typed and printed my lesson plans and taped
them into the ugly, generic ,lesson plan book the school provides.

I decided to be brave and try handwriting my lesson plans this year into my
gorgeous Erin Condren planner. I bought those amazing Frixion erasable
pens because I just knew I’d mess up my plans or have to make changes..
Plus, I hate my handwriting and figured I’d erase a million times to make it
look as neat as I want it to be.

This idea lasted two whole seconds! I am required to put so many things
into my lesson plans (standards, times, etc.) that I just couldn’t write it all
tiny enough to fit everything in. Therefore I made this template so that I
could type my plans and then print, cut and glue/tape them in.

Typing them and then printing and cutting might seem like a lot of extra
work to some people, but I love how it turned out! I’ll do anything to make
lesson planning a little more cuter!

Simply decide which of the 2 templates you’d like to use. Click in the text
box to type/edit your plans. Print them out, cut the boxes apart and glue
or tape into your planner. Examples and photos are included to give you a
visual of what a finished product looks like. I hope you find this useful!

P.S. I obviously do not own Erin Condren and am making no profit from
this template whatsoever. If you are not familiar with Erin Condren
Teacher planners, check out Erin Condren’s website for more information.

http://www.erincondren.com/store/index.php?cPath=317_318_1444

Be sure to watch the video where Erin Condren talks about the teacher
planner! http://www.erincondren.com/teachers/2013/inside.html
Template 1 Example
I cut this out in one piece and glue it in the first column.
You can choose whether to do this or not. I included a template
with this column and one without.
Template 1 Example – Page 2
Template 1 – with single box for 1st column. Click in box to type and edit.
Adjust text size as needed to fit your information. (Page 1)

7:45 – 8:30 (DAILY) Calendar Oral Language TM Pg. 10l – “How do Pass out reading books/bookmarks
Math/Morning Meeting, Word Wall people take care of pets? {SL 1.1} Build Background TM Pg. 10r-11 Animal
Words Vocabulary/Literature TM Pg. 10m - Friends Graphic Organizer
“Please Get Me a Pet” song Listening Comp. TM Pg. 11a-11b A Hamster
Review classroom rules, school for Ana
wide expectations (SOAR), Bus Word Work TM Pg. 10m-10o {RF 2.b,
expectations 2.c, 2.d, 3, 3a} Skill: Character - Read Sam, Come Back! TM
P.A.: Blend and Segment Pgs. 14-23. {RL 1.1, 1.3}
Standards: NBT 1.1, OA 1.1, NBT Phonics: Short a – make poster with
1.2(a-c), 1.MD.3, NBT 1.5, SL.1.1(a-c) Grammar: TM Pg. 11-c-11d – Sentences, WB
students. PB Pg. 3-4. Short a making
Pg. 1, Daily Fix-It sheet #1-2 {L 1.2, 1.2b}
words practice sheet.
Spelling Words – Short a
Spelling: intro. words, WB Pg. 1-2
1.at 6. am
2.can 7. bat Oral Language TM Pg. 12a Do you think a dog Speaking & Listening: Why We Speak
3.cat 8. mad would make a good pet? {SL 1.1} TM Pg. 13c. List ways to play with pets.
4.back 9. ran
Vocabulary/Literature TM Pg. 12b – A Kid’s
5.dad 10. sack Best Friend
Build Background TM Pg. 14e-14f
Things That Cats Do Graphic Organizer
Bonus Words (High Frequency) Word Work TM Pg. 12a-12d {RF 2.b, 2.c, 2.d,
11. way 12. on 3, 3a} Skill: Character - Read Sam, Come
P.A.: Isolate final sounds Back! TM Pgs. 14-23. {RL 1.1, 1.3}
Special Services Phonics: Final –ck PB Pg. 5-6, Short a making
9:00 – 9:30 Collab. w/Mrs. Amy (H.L., words practice sheet. Grammar: TM Pg. 13b – Sentences, WB
A.H., L.J.) Spelling: WB Pg. 3
Pg. 4, Daily Fix-It sheet #3-4 {L 1.2,
1.2b}
9:30 – 10:00 Reading Resource
w/Mrs. Shayna (H.L, A.H.) Vocabulary/Literature TM Pg. 10m - Skill: Character - Read Sam, Come
“Please Get Me a Pet” song {SL 1.1} Back! TM Pgs. 14-23. {RL 1.1, 1.3}
12:30 – 1:30 Math Resource w/Mrs.
Shayna (H.L., A.H.)
Word Work TM Pg. 14b-14d {RF 2.b,
Vocabulary: TM Pg. 25b Position
2.c, 2.d, 3, 3a}
Speech: M/W 2:00 – 2:30 (H.L., A.H., P.A.: Blend and Segment Phonemes Words – Students use stickers and
C.I.) illustrations to show meaning of
Phonics: Short a and Final –ck PB Pg. 7-
8, Short a making words practice sheet. various positional words
KSI: to be determined after MAPS
Spelling: WB Pg. 4, I Have, Who Has
testing
card game with short a, final –ck words Grammar: TM Pg. 25d – Sentences,
Collab w/ Mrs. Jan on Thursdays 9:00 WB Pg. 121, Daily Fix-It sheet #5-6
– 9:30 until KSI begins {L 1.2, 1.2b}
Medicine Vocabulary/Literature Read Aloud Skill: Character - Read Sam, Come
H.L.: 11:00 T.H.: 2:00 Anthology – Pet Poetry – “Just For Fun” Back! TM Pgs. 14-23. {RL 1.1, 1.3}
Transportation List and “Hedgehog” TM Pg. 26b
Student Name Car rider BrainPop Jr. Video: Character
Word Work TM Pg. 26b-26d {RF 2.b,
Student Name 307 1st run
2.c, 2.d, 3, 3a} (teach how to take clicker quiz on
Student Name Car rider P.A.: Position of Sounds video) {RL 1.3}
Student Name 307 1st run Phonics: Short a and Final –ck PB Pg. 9-
Student Name 504 2nd run 10, Short a making words practice Grammar: TM Pg. 27d – Sentences,
Student Name Car rider sheet. Students write simple sentences,
Student Name 504 1st run Spelling: WB Pg. 5, I Have, Who Has Daily Fix-It sheet #7-8 {L 1.2, 1.2b}
Student Name 504 1st run card game with short a, final –ck words
Student Name 604 1st run
Student Name 307 1st run Skill: Character - Read Sam, Come Weekly Assessments:
Student Name Car rider Back! TM Pgs. 14-23. {RL 1.1, 1.3} 1. Spelling Test
Student Name 307 1st run
2. Decoding Test
Student Name YMCA Review: short a, -final –ck. Review
Student Name Car rider
3. Short a assessment
Amazing Words (vocabulary) {RF
Student Name 504 1st run 4. Comprehension test
2.b, 2.c, 2.d, 3, 3a}
Student Name 504 1st run 5. Grammar test Pg. 3
Student Name Car rider Explain how the spelling test will 6. Amazing Word Vocabulary
Student Name 504 1st run test
work. Go over expectations and
Student Name YMCA/402 2nd
voice level.
Student Name 308 1st run
Student Name 604 1st run
Weekly Word Wizard #1 –
Weekly Spiral Review of
important reading, phonics,
and grammar skills.
Template 1 – with single box for 1st column. Click in box to type and edit.
Adjust text size as needed to fit your information. (Page 2)
Reading Stations – Introduce
expectations for reading stations.
Model each of the following
stations: Computers/iPods/iPads,
Word Work - Rainbow Words.
Students complete the Rainbow
Word activity with their spelling
words. Also give students the
spelling word search.
Group 1: Computers – literacy
games on my website
Group 2: iPods, iPads – sight word
app
Group 3: Word Work – spelling
with magnet letters
Group 4: Tag Readers – fluency
model
Group 4: Computers – literacy
games on my website
Group 1: iPods, iPads – sight word
app
Group 2: Word Work – spelling
with magnet letters
Group 3: Tag Readers – fluency
model
Group 3: Computers – literacy
games on my website
Group 4: iPods, iPads – sight word
app
Group 1: Word Work – spelling
with magnet letters
Group 2: Tag Readers – fluency
model
Group 2: Computers – literacy
games on my website
Group 3: iPods, iPads – sight word
app
Group 4: Word Work – spelling
with magnet letters
Group 1: Tag Readers – fluency
model
10:30 – 10:55 Lunch
10:55 – 11:10Teacher Directed
P.E.
11:10 – 11:30 Read to
Self/Read Aloud
11:30 – 12:30 Specials
PE and Art
10:30 – 10:55 Lunch
10:55 – 11:10Teacher Directed
P.E.
11:10 – 11:30 Read to
Self/Read Aloud
11:30 – 12:30 Music
10:30 – 10:55 Lunch
10:55 – 11:10Teacher Directed
P.E.
11:10 – 11:30 Read to
Self/Read Aloud
11:30 – 12:30 Computer Lab
and Library
10:30 – 10:55 Lunch
10:55 – 11:10Teacher Directed
P.E.
11:10 – 11:30 Read to
Self/Read Aloud
11:30 – 12:30 Specials
PE and Art
10:30 – 10:55 Lunch
10:55 – 11:10Teacher Directed
P.E.
11:10 – 11:30 Read to
Self/Read Aloud
11:30 – 12:30 Specials
Library and Computer Lab
Counting/Ordering Numbers to 20:
Pre-Assessment
Model: Writing and counting numbers
to 20 on SmartBoard
Guided Practice: Students use
SmartPals to fill in missing numbers on
Lunch Lineup worksheet, discuss
“between”
Independent Practice: Mailbox
worksheet – A Leafy Lunch (missing
numbers between)
Counting and Ordering Numbers to 20:
Model: How to fill in missing numbers
on a number chart (discuss before,
after, between, 1 less, 1 more)
Guided Practice: Students use
SmartPals to fill in the missing numbers
on By the Bushel worksheet
Independent Practice: Mailbox
worksheet – Dino Tracks (missing
numbers before and after)
Counting & Ordering Numbers to 20:
Model: Show how to find one more,
one less on a hundreds chart. Review 1
more (before), 1 less (after)
Guided Practice: Students use
SmartPals to write numbers 1 more and
1 less
Independent Practice: Mailbox
worksheet Ready for School (1 more, 1
less) Lots of Spots (less than)
Counting & Ordering Numbers to 20:
Model: SmartBoard lesson – how to
order numbers from least to greatest,
and greatest to least. Students take
turns on SmartBoard putting numbers
in order
Guided Practice: Student partners
work together to place number cards in
order
Independent Practice: Cut and Paste
numbers to 20 in order.
Counting & Ordering Numbers to 20:
Review counting and writing numbers
to 20, 1 more, 1 less, before, after,
between, ordering numbers 1-20
Post-Assessment: Students are
assessed on counting and ordering
numbers to 20.
Pre-Assessment: Adding to 10
(Students are pre-assessed on next
week’s topic)
Being a Writer - Unit 1: The Writing
Community Week 1, Day 1-2:
Teacher’s Manual Pages 6-11
* Discuss writing experiences
* Read Things I Like and discuss
* Visualize ideas for an “I like to” story
* Model writing and illustrating an “I
like to” story
* Writing procedures and students
write
Being a Writer - Unit 1: The Writing
Community Week 1, Day 3:
Teacher’s Manual Pages 14-17
* Explore illustrations in Things I Like
* Model rereading and adding to an
illustration
* Students add to their illustrations and
stories
* Reflect on acting responsibly during
writing time - review writing time
expectations
Being a Writer - Unit 1: The Writing
Community Week 1, Day 4:
Teacher’s Manual Pages 18-21
* Explain the rules and procedures for
sharing writing
* Model speaking clearly and discuss
listening to speaker
* Share stories written this week
* Reflect on sharing time
*Introduce writing journals and writing
folders and free writing time
Being a Writer - Unit 1: The Writing
Community Week 1, Day 4
(extension):
Teacher’s Manual Pages 21
* Review rules and expectations for
writing time
* Discuss things students do not like
* Model writing and illustrating an “I
don’t like” story
* Students write stories
* Compile “I like” and “I don’t like”
stories into class book
Writing a Sentence Review -
Review components of a
sentence (capital letter,
spacing, neatness, makes sense,
punctuation at end). Write and
correct sentences on
SmartBoard together.
Fun Friday 1:45 – 2:15
Template 2 Example – Page 1
Template 2 Example – Page 2
Template 2 – Click in box to type and edit.
Adjust text size as needed to fit your information. (Page 1)
Oral Language TM Pg. 10l – “How do
people take care of pets? {SL 1.1}
Vocabulary/Literature TM Pg. 10m -
“Please Get Me a Pet” song
Word Work TM Pg. 10m-10o {RF 2.b,
2.c, 2.d, 3, 3a}
P.A.: Blend and Segment
Phonics: Short a – make poster with
students. PB Pg. 3-4. Short a making
words practice sheet.
Spelling: intro. words, WB Pg. 1-2
Oral Language TM Pg. 12a Do you think a dog
would make a good pet? {SL 1.1}
Vocabulary/Literature TM Pg. 12b – A Kid’s
Best Friend
Word Work TM Pg. 12a-12d {RF 2.b, 2.c, 2.d,
3, 3a}
P.A.: Isolate final sounds
Phonics: Final –ck PB Pg. 5-6, Short a making
words practice sheet.
Spelling: WB Pg. 3
Vocabulary/Literature TM Pg. 10m -
“Please Get Me a Pet” song {SL 1.1}
Word Work TM Pg. 14b-14d {RF 2.b,
2.c, 2.d, 3, 3a}
P.A.: Blend and Segment Phonemes
Phonics: Short a and Final –ck PB Pg. 7-
8, Short a making words practice sheet.
Spelling: WB Pg. 4, I Have, Who Has
card game with short a, final –ck words
Vocabulary/Literature Read Aloud
Anthology – Pet Poetry – “Just For Fun”
and “Hedgehog” TM Pg. 26b
Word Work TM Pg. 26b-26d {RF 2.b,
2.c, 2.d, 3, 3a}
P.A.: Position of Sounds
Phonics: Short a and Final –ck PB Pg. 9-
10, Short a making words practice
sheet.
Spelling: WB Pg. 5, I Have, Who Has
card game with short a, final –ck words
Skill: Character - Read Sam, Come
Back! TM Pgs. 14-23. {RL 1.1, 1.3}
Review: short a, -final –ck. Review
Amazing Words (vocabulary) {RF
2.b, 2.c, 2.d, 3, 3a}
Explain how the spelling test will
work. Go over expectations and
voice level.
Oral Language TM Pg. 10l – “How do
people take care of pets? {SL 1.1}
Vocabulary/Literature TM Pg. 10m -
“Please Get Me a Pet” song
Word Work TM Pg. 10m-10o {RF 2.b,
2.c, 2.d, 3, 3a}
P.A.: Blend and Segment
Phonics: Short a – make poster with
students. PB Pg. 3-4. Short a making
words practice sheet.
Spelling: intro. words, WB Pg. 1-2
Oral Language TM Pg. 12a Do you think a dog
would make a good pet? {SL 1.1}
Vocabulary/Literature TM Pg. 12b – A Kid’s
Best Friend
Word Work TM Pg. 12a-12d {RF 2.b, 2.c, 2.d,
3, 3a}
P.A.: Isolate final sounds
Phonics: Final –ck PB Pg. 5-6, Short a making
words practice sheet.
Spelling: WB Pg. 3
Vocabulary/Literature TM Pg. 10m -
“Please Get Me a Pet” song {SL 1.1}
Word Work TM Pg. 14b-14d {RF 2.b,
2.c, 2.d, 3, 3a}
P.A.: Blend and Segment Phonemes
Phonics: Short a and Final –ck PB Pg. 7-
8, Short a making words practice sheet.
Spelling: WB Pg. 4, I Have, Who Has
card game with short a, final –ck words
Vocabulary/Literature Read Aloud
Anthology – Pet Poetry – “Just For Fun”
and “Hedgehog” TM Pg. 26b
Word Work TM Pg. 26b-26d {RF 2.b,
2.c, 2.d, 3, 3a}
P.A.: Position of Sounds
Phonics: Short a and Final –ck PB Pg. 9-
10, Short a making words practice
sheet.
Spelling: WB Pg. 5, I Have, Who Has
card game with short a, final –ck words
Skill: Character - Read Sam, Come
Back! TM Pgs. 14-23. {RL 1.1, 1.3}
Review: short a, -final –ck. Review
Amazing Words (vocabulary) {RF
2.b, 2.c, 2.d, 3, 3a}
Explain how the spelling test will
work. Go over expectations and
voice level.
Pass out reading books/bookmarks
Build Background TM Pg. 10r-11 Animal
Friends Graphic Organizer
Listening Comp. TM Pg. 11a-11b A Hamster
for Ana
Skill: Character - Read Sam, Come Back! TM
Pgs. 14-23. {RL 1.1, 1.3}
Grammar: TM Pg. 11-c-11d – Sentences, WB
Pg. 1, Daily Fix-It sheet #1-2 {L 1.2, 1.2b}
Speaking & Listening: Why We Speak
TM Pg. 13c. List ways to play with pets.
Build Background TM Pg. 14e-14f
Things That Cats Do Graphic Organizer
Skill: Character - Read Sam, Come
Back! TM Pgs. 14-23. {RL 1.1, 1.3}
Grammar: TM Pg. 13b – Sentences, WB
Pg. 4, Daily Fix-It sheet #3-4 {L 1.2,
1.2b}
Skill: Character - Read Sam, Come
Back! TM Pgs. 14-23. {RL 1.1, 1.3}
Vocabulary: TM Pg. 25b Position
Words – Students use stickers and
illustrations to show meaning of
various positional words
Grammar: TM Pg. 25d – Sentences,
WB Pg. 121, Daily Fix-It sheet #5-6
{L 1.2, 1.2b}
Skill: Character - Read Sam, Come
Back! TM Pgs. 14-23. {RL 1.1, 1.3}
BrainPop Jr. Video: Character
(teach how to take clicker quiz on
video) {RL 1.3}
Grammar: TM Pg. 27d – Sentences,
Students write simple sentences,
Daily Fix-It sheet #7-8 {L 1.2, 1.2b}
Weekly Assessments:
1. Spelling Test
2. Decoding Test
3. Short a assessment
4. Comprehension test
5. Grammar test Pg. 3
6. Amazing Word Vocabulary
test
Weekly Word Wizard #1 –
Weekly Spiral Review of
important reading, phonics,
and grammar skills.
Template 2 – Click in box to type and edit.
Adjust text size as needed to fit your information. (Page 2)
Reading Stations – Introduce
expectations for reading stations.
Model each of the following
stations: Computers/iPods/iPads,
Word Work - Rainbow Words.
Students complete the Rainbow
Word activity with their spelling
words. Also give students the
spelling word search.
Group 1: Computers – literacy
games on my website
Group 2: iPods, iPads – sight word
app
Group 3: Word Work – spelling
with magnet letters
Group 4: Tag Readers – fluency
model
Group 4: Computers – literacy
games on my website
Group 1: iPods, iPads – sight word
app
Group 2: Word Work – spelling
with magnet letters
Group 3: Tag Readers – fluency
model
Group 3: Computers – literacy
games on my website
Group 4: iPods, iPads – sight word
app
Group 1: Word Work – spelling
with magnet letters
Group 2: Tag Readers – fluency
model
Group 2: Computers – literacy
games on my website
Group 3: iPods, iPads – sight word
app
Group 4: Word Work – spelling
with magnet letters
Group 1: Tag Readers – fluency
model
10:30 – 10:55 Lunch
10:55 – 11:10Teacher Directed
P.E.
11:10 – 11:30 Read to
Self/Read Aloud
11:30 – 12:30 Specials
PE and Art
10:30 – 10:55 Lunch
10:55 – 11:10Teacher Directed
P.E.
11:10 – 11:30 Read to
Self/Read Aloud
11:30 – 12:30 Music
10:30 – 10:55 Lunch
10:55 – 11:10Teacher Directed
P.E.
11:10 – 11:30 Read to
Self/Read Aloud
11:30 – 12:30 Computer Lab
and Library
10:30 – 10:55 Lunch
10:55 – 11:10Teacher Directed
P.E.
11:10 – 11:30 Read to
Self/Read Aloud
11:30 – 12:30 Specials
PE and Art
10:30 – 10:55 Lunch
10:55 – 11:10Teacher Directed
P.E.
11:10 – 11:30 Read to
Self/Read Aloud
11:30 – 12:30 Specials
Library and Computer Lab
Counting/Ordering Numbers to 20:
Pre-Assessment
Model: Writing and counting numbers
to 20 on SmartBoard
Guided Practice: Students use
SmartPals to fill in missing numbers on
Lunch Lineup worksheet, discuss
“between”
Independent Practice: Mailbox
worksheet – A Leafy Lunch (missing
numbers between)
Counting and Ordering Numbers to 20:
Model: How to fill in missing numbers
on a number chart (discuss before,
after, between, 1 less, 1 more)
Guided Practice: Students use
SmartPals to fill in the missing numbers
on By the Bushel worksheet
Independent Practice: Mailbox
worksheet – Dino Tracks (missing
numbers before and after)
Counting & Ordering Numbers to 20:
Model: Show how to find one more,
one less on a hundreds chart. Review 1
more (before), 1 less (after)
Guided Practice: Students use
SmartPals to write numbers 1 more and
1 less
Independent Practice: Mailbox
worksheet Ready for School (1 more, 1
less) Lots of Spots (less than)
Counting & Ordering Numbers to 20:
Model: SmartBoard lesson – how to
order numbers from least to greatest,
and greatest to least. Students take
turns on SmartBoard putting numbers
in order
Guided Practice: Student partners
work together to place number cards in
order
Independent Practice: Cut and Paste
numbers to 20 in order.
Counting & Ordering Numbers to 20:
Review counting and writing numbers
to 20, 1 more, 1 less, before, after,
between, ordering numbers 1-20
Post-Assessment: Students are
assessed on counting and ordering
numbers to 20.
Pre-Assessment: Adding to 10
(Students are pre-assessed on next
week’s topic)
Being a Writer - Unit 1: The Writing
Community Week 1, Day 1-2:
Teacher’s Manual Pages 6-11
* Discuss writing experiences
* Read Things I Like and discuss
* Visualize ideas for an “I like to” story
* Model writing and illustrating an “I
like to” story
* Writing procedures and students
write
Being a Writer - Unit 1: The Writing
Community Week 1, Day 3:
Teacher’s Manual Pages 14-17
* Explore illustrations in Things I Like
* Model rereading and adding to an
illustration
* Students add to their illustrations and
stories
* Reflect on acting responsibly during
writing time - review writing time
expectations
Being a Writer - Unit 1: The Writing
Community Week 1, Day 4:
Teacher’s Manual Pages 18-21
* Explain the rules and procedures for
sharing writing
* Model speaking clearly and discuss
listening to speaker
* Share stories written this week
* Reflect on sharing time
*Introduce writing journals and writing
folders and free writing time
Being a Writer - Unit 1: The Writing
Community Week 1, Day 4
(extension):
Teacher’s Manual Pages 21
* Review rules and expectations for
writing time
* Discuss things students do not like
* Model writing and illustrating an “I
don’t like” story
* Students write stories
* Compile “I like” and “I don’t like”
stories into class book
Writing a Sentence Review -
Review components of a
sentence (capital letter,
spacing, neatness, makes sense,
punctuation at end). Write and
correct sentences on
SmartBoard together.
Fun Friday 1:45 – 2:15
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