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MORNING MEETING LESSON PLANS

Renee Sim

TABLE OF CONTENTS
Preschool Classroom Lesson Plan - - - - - - - - - - 3 to 5
Second Grade Classroom Lesson Plan - - - - - - - - - - 6 to 9
Third Grade Classroom Lesson Plan - - - - - - - - - - 10 to 12
Fifth Grade Classroom Lesson Plan - - - - - - - - - - 13 to 15
Bibliography - - - - - - - - - - 16

PRESCHOOL LESSON PLAN


Subject: Writing
Population of Students: 23
Grade: Preschool
Number of Students: 23
Virginia Foundation Blocks or VA SOLs (write out relevant parts
of the standard):
- Virginia Literacy Foundation Blocks for students in Preschool
- WRITING: The child will use a variety of materials and
technology to convey thoughts, ideas, and experiences.
o Print first name independently
- ORAL LANGUAGE: The child will develop listening and
speaking skills by communicating experiences and ideas
orally.
o Make predictions about what might happen in a story
o Use complete sentences to ask and answer questions
about what has been read
o Engage in turn-taking exchanges and rule of polite
conversation with adults and peers, understanding that
conversation is interactive
Daily Objectives (state in operational, measurable terms; objective
should be directly linked to evaluation procedures; If you are working
with a small group or one-on-one, individual goals may be appropriate;
1-3 goals per lesson):
- Goal 1: For students to write out their own first name, using
memory or by using their name-tags as a reference
- Goal 2: For students to ask questions using who, what, when,
where, and how to ask questions in complete sentences, so
that they become accustomed to asking thorough questions
- Goal 3: For students to respect each other when it is not their
turn to speak- to practice interactive conversation.
Materials:
- Name cards on string necklaces
- Announcement poster
- Morning Meeting Rules Poster (With images)
- Large slips of paper for students to write their names
- Chalkboard with a horizontal listing of the alphabet
Procedures (step-by-step procedureshow the lesson will be
introduced, how the students will practice the new information, how
performance will be monitored, behavior management procedures;
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make sure procedures are clear enough that a substitute could


implement the lesson plan by reading these procedures):
- Begin the class with the morning meeting:
- As the students walk into class, be at the door and place each
name tag necklace around the students necks (For students
with disabilities, find ways to replace the necklace with
something appropriate for each student. Ex: Sticker nametag)
- Ask the students what the three rules of morning meetings
are by pointing to the visual keys on the rules poster (1. A
picture of a smiling student, 2. A picture of hands clasped
together on lap, etc.)
- Thumbs up or thumbs down depending on whether they
understand or not.
- Present the morning greeting: Today we will go around in
a circle and say good morning, my name is _________________
and my name begins with the letter __. (The letter will be
bolded on the card). Each student will share their name and
letter with the person next to them. We will go around until
everyone has had a chance to speak.
- Thumbs up if you understand, thumbs down if you dont!
- Present an example, with the assistant or co-teacher, or with
a student who is advanced and able to understand quickly.
- Present the sharing time: Were going to have two of our
friends share about their favorite thing to do on the
weekends.
- Send home a note the previous day to parents of two children
to make sure that the students think of responses to the
questions prior to class (Send and email as well).
- After each student shares, go through WHO, WHAT, WHEN,
WHERE, WHY questions with the whole class, instead of
getting students to ask direct questions.
- The teacher will initiate each question: WHO is doing WHAT?
WHEN is he or she doing their favorite activity? WHERE? WHY?
- Present the group activity: Get the students to write their
own names on pieces of paper that the teacher will hand out,
using their memory or referring back to their nametags. After
they are finished, ask each student to raise their hand, and
once the teacher looks over it or assists in writing their name,
give them approval to go up to the board and put their name
under the alphabet that their name starts with.
- Present the News and Announcements: Read the
announcement aloud to the students while pointing to each
word. Have a lot of images related to the message to help the
students engage in the message.

Follow-Up Activities (activities that could extend the lesson plan if


your original plan finishes early or a few students finish early and you
need to provide further instruction with a group of students):
- To challenge high achieving students, ask them to figure out
which letter of the alphabet has the most first letters in their
classmates names
- Ask the students why names are so importantto get them to
critically think about why their own names are actually
important for daily life and personal reflection (Age is but a
number! Yay for critical thinking )
- Go around the room in a circle and do another greeting, to
reinforce that names are important to every individual
Adaptations or Lesson Adjustments for Gifted Children (lesson
pacing, selected content or materials, grouping, alternative modes for
participation or evaluation, model of instruction, strategy instruction,
etc.):
- For high achieving/gifted students, they could be given the
option to write out their last names in addition to their first
names
- Ask them to go up to the board and count the number of
names under each alphabet to help the students see whos
names start with which letters
Adaptations or Lesson Adjustments for Children with
Disabilities (think about the various types of disabilitiesnot just
communication disabilities but children with behavioral issues, learning
difficulties, attention difficulties, etc.) Also consider lesson pacing,
selected content or materials, grouping, alternative modes for
participation or evaluation, model of instruction, strategy instruction,
etc:
- For students with learning disabilities, a high-achieving
student can be asked to help their classmates out with the
name writing activity
- For students with communication disabilities, have a buddy
assigned to them while also using an alternative
communication device to help them communicate in the
classroom, depending on the severity
- To keep the classroom in order, ask the students to raise their
hands when done writing their name, so that I know which
students are standing up at what time
- Require students who are done to grab their book from their
cubby on the way back to their seats so that they have
something to do while waiting for their classmates to finish
writing their names
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The names on their name tags will have their first letter
bolded and in a different color so that they will be able to refer
to that as well, not only in writing their name but also figuring
out under which alphabet their name goes

Evaluation Procedures (Description of how you will evaluate student


achievement of lesson objectives; attach any quizzes, questions used
for assessment, or worksheets; Observationneeds to include a
checklist of specific behaviors observed):
- I will evaluate student achievement of lessons objectives
through the success of the students in writing out their first
name, and if they are able to place their name under the
correct alphabet.
- For the Virginia Foundation Blocks for Oral Language, I will see
if the students are able to wait their turn in a group setting to
speak. This will determine whether or not they are able to
understand that in a conversation with multiple people, they
should learn to engage in turn-taking and polite conversation.
SECOND GRADE LESSON PLAN
Subject: Mathematics
Population of Students: 23
Grade: 2nd
Number of Students: 23
Virginia Foundation Blocks or VA SOLs (write out relevant parts
of the standard):
- Probability and Statistics (Focus: Applications of Data)
2.17 The student will use data from experiments to construct
picture graphs, pictographs, and bar graphs.
2.19 The student will analyze data displayed in picture graphs,
pictographs, and bar graphs.
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All students should


Understand that data may be generated from experiments.
Understand how data can be collected and organized in picture
graphs, pictographs, and bar graphs.
Understand that picture graphs use pictures to show and
compare data.
Understand that pictographs use a symbol of an object, person,
etc.
Understand that bar graphs can be used to compare
categorical data.
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Daily Objectives (state in operational, measurable terms; objective


should be directly linked to evaluation procedures; If you are working
with a small group or one-on-one, individual goals may be appropriate;
1-3 goals per lesson):
- Goal 1: To teach students how to gather data from one another
to create a bar graph that shows the data they collected in a
cohesive, understandable manner. They will figure out their birth
months and place the appropriate visual cue on the graph.
- Goal 2: To understand that the graph is not just a representation
of the birthdays in the classroom, but that it helps us to compare
when in the year well have more birthday celebrations versus
other times when we may not have any birthdays in certain
months.
Ask the class which months have the most birthdays
Ask the class which months have the least birthdays
When will we be celebrating the most birthdays?
When will we be celebrating no birthdays?
Materials:
- Chalkboard for the outline of the graph
- Tape and circles for the students to put their birth month on the
graph
- Name Cards
- Announcement poster
- Morning Meeting Rules Poster
Procedures (step-by-step procedureshow the lesson will be
introduced, how the students will practice the new information, how
performance will be monitored, behavior management procedures;
make sure procedures are clear enough that a substitute could
implement the lesson plan by reading these procedures):
- Begin the class with the morning meeting:
- Ask the students as they come in to pick up their nametags and
go to their seats in order that the morning greeting may begin.
- Ask the students what the three rules of Morning Meetings are (if
you need help, refer to the poster on the board).
- Remind them that if they forget the rules during morning
meeting, that they can look at the poster on the wall or ask a
classmate next to them quietly.
- Remind them to do thumbs up if they understand and thumbs
down if they have any questions.
- Present the morning greeting: Today we will begin with a
birthday greeting, which is when we will turn to the person next
to us, and say good morning _______, my birthday is
____________. When is your birthday? Then _____________ will
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respond with good morning_____________, my birthday is


_______________. Then you will turn to the next person and
continue until everyone has shared.
Thumbs up thumbs down!
Present the sharing time: Were going to have two of our
classmates share about what they did for their most recent
birthdays. How many questions are we allowed to ask during
sharing time? Make sure they signal with their hands (Three)
Ask Michelle, and Grace to share before class begins.
Michelle will share, three questions.
Grace will share, three questions.
Present the Group Activity: Now were going to take our birth
months to help us create a bar graph.
As I point to each month, ask students to read the months on the
graph.
Since weve done graphs before, what are some essential
components that are missing on our graph? (Three things: Title,
label of x and y axis)
Explain that I will count off by fives, and that the first five will go
first to put their birth months on the graph, then the next five,
until everyone has put their month up.
For the more advanced studentsask if anyone knows how many
months are in a year
Ask the class which months have the most birthdays
Ask the class which months have the least birthdays
When will we be celebrating the most birthdays? When will we be
celebrating no birthdays?
Present the News and Announcements: Now were going to
move to the news and announcements. Read the
announcements.
Explain that were moving on to the science unit where
were going to continue learn how to use bar graphs to
show data.

Follow-Up Activities (activities that could extend the lesson plan if


your original plan finishes early or a few students finish early and you
need to provide further instruction with a group of students):
- For high achieving students, asking about which season has the
most birthdays
- What the numbers mean next to the months on the graph
- Ask the class why our birthdays are important
- If there are any birthdays coming up or on the day of, we can
sing happy birthday as a class to the student.
Adaptations or Lesson Adjustments for Gifted Children (lesson
pacing, selected content or materials, grouping, alternative modes for
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participation or evaluation, model of instruction, strategy instruction,


etc.):
- For high achieving students, I could ask them to read the
morning announcements for the class
- Ask them prior to class to assist a classmate who may need
assistance in putting their marker on the proper month on the
graph
- Ask them to explain the numbers next to the months on the
graph (January is 1 because its the first month in the year)
Adaptations or Lesson Adjustments for Children with
Disabilities (think about the various types of disabilitiesnot just
communication disabilities but children with behavioral issues, learning
difficulties, attention difficulties, etc.) Also consider lesson pacing,
selected content or materials, grouping, alternative modes for
participation or evaluation, model of instruction, strategy instruction,
etc:
- For students with communication issues, allow for them to use an
alternative communicative device, depending on the severity of
the communication disability. Otherwise, give them the
alternative of coming up to the teacher independently to discuss
the material or for each student; give alternative modes of
communication, such as written work, pictoral depictions, etc.
- For students with behavioral issues, constantly reinforce not only
them but the whole class for doing such a fantastic job of
cooperating and remaining on task.
- To help keep the classroom in order, make the students go up in
smaller groups to put their birth month on the graph so that they
dont get upset by all the people suddenly moving to the front of
the classroom, and so that they have more space and because
theyll have a model of how to do the specified task.
Evaluation Procedures (Description of how you will evaluate student
achievement of lesson objectives; attach any quizzes, questions used
for assessment, or worksheets; Observationneeds to include a
checklist of specific behaviors observed)
- I will evaluate student achievement of lesson objectives through
the success of the students in creating the bar graph, and
placing their marker on the correct month and how they answer
the questions regarding what the graph helps us to understand
as a class:
o Ask the class which months have the most birthdays
o Ask the class which months have the least birthdays
o When will we be celebrating the most birthdays? When will
we be celebrating no birthdays?
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Purposely leave out the labels on the x axis and y axis, and
forget a title, ask the students to help me fill in the missing
components of the graph to complete it.

THIRD GRADE LESSON PLAN


Subject: History
Population of Students: 23
Grade: 3rd Grade
Number of Students: 23
Virginia Foundation Blocks or VA SOLs (write out relevant parts
of the standard):
- History
3.3 The student will study the exploration of the Americas by
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a) Describing the accomplishments of Christopher


Columbus, Juan Ponce de Len, Jacques Cartier, and
Christopher Newport
Geography
3.5 The student will develop map skills by
a) Positioning and labeling the seven continents and five
oceans to create a world map;
b) Using the equator and prime meridian to identify the
Northern, Southern, Western, and Eastern Hemispheres;

Daily Objectives (state in operational, measurable terms; objective


should be directly linked to evaluation procedures; If you are working
with a small group or one-on-one, individual goals may be appropriate;
1-3 goals per lesson):
- Goal 1: To get the students to learn about the explorers of
America and to foster interest in them
- Goal 2: To learn the seven continents and five oceans and their
location in relativity to each other and on a world map
- Goal 3: To know the location of the equator and prime meridian,
so that the students may know the northern and southern
hemisphere
Materials:
- Labels of the Northern and Southern hemispheres within the
classroom
- Print outs of the continents and oceans, written out and an image
of where it is (enough for everyone in the class)
- Name Cards
- News and Announcements Poster
- Morning Meeting Rules Poster
Procedures (step-by-step procedureshow the lesson will be
introduced, how the students will practice the new information, how
performance will be monitored, behavior management procedures;
make sure procedures are clear enough that a substitute could
implement the lesson plan by reading these procedures):
- Begin the class with the morning meeting:
- Ask the students as they enter the classroom to pick up their
name tags and go to their seats in order that morning greeting
may begin.
- Ask the students what the rules of morning meeting are (and if
they need assistance, to refer to the poster in front of the
classroom).
- Ask for thumbs up or thumbs down, depending on if they
understand or not.
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Present the morning greeting: Today we will begin with our


professional greeting, which is when we go around in our circle
and present to each other our most upright posture and firm
handshake, while we say good morning to each other.
Model this greeting with a student in the class, then ask for
thumbs up or thumbs down.
Go around the class and complete the greeting!
Present the sharing time: Were going to have our classmates
share about who their favorite explorer is, and why (recall
material from previous classes).
On the news and announcements poster, have a section for
students to sign up to share about who their favorite explorer is
so far (Two students)
After the students share, give the class three questions to ask
each sharer.
Present the group activity: Now were going to move on and
learn about the continents and oceans that these explorers
traversed!
Ask the class how many continents there are on Earth and how
many oceans there are as you walk around and hand out slips of
paper with the seven continents and five oceans written on
them.
To keep the students from losing focus while you hand out the
slips of paper, ask them to begin listing the continents and
oceans.
After handing out the slips of paper, explain that everyone will
have to move to either the Northern Hemisphere or Southern
Hemisphere based on where their continent or ocean is located
(on the slips of paper) The Northern Hemisphere and the
Southern hemisphere will be clearly marked on the opposite
walls of the classroom.
When indicated, the students will go to whichever hemisphere
that their continent or ocean is located
Ask the students in each hemisphere to work together to figure
out if everyone belongs in that hemisphere/if they should be in
the opposite hemisphere.
Gives the gifted students a chance to help other classmates out
while also giving the students with disabilities opportunities in a
smaller group setting to learn from their peers
Present the news and announcements: Now were going to
move on to the news and announcements.

Follow-Up Activities (activities that could extend the lesson plan if


your original plan finishes early or a few students finish early and you
need to provide further instruction with a group of students):
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Ask the students why its important for us to learn where the
continents are and where the oceans are
Do a hands-up poll of the whole class to see who has been to
which continent, and if there are students who have been to ones
other than North America, ask them to share about their
experiences.

Adaptations or Lesson Adjustments for Gifted Children (lesson


pacing, selected content or materials, grouping, alternative modes for
participation or evaluation, model of instruction, strategy instruction,
etc.):
- For high achieving students, I could ask them to read my
morning announcements for the rest of the class
- After the students have separated into Southern and Northern
Hemispheres, I could give a challenge question to the group to
ask which continents would be in the Eastern and Western
hemispheres, to give students who are ahead to demonstrate
what they know to the class
Adaptations or Lesson Adjustments for Children with
Disabilities (think about the various types of disabilitiesnot just
communication disabilities but children with behavioral issues, learning
difficulties, attention difficulties, etc.) Also consider lesson pacing,
selected content or materials, grouping, alternative modes for
participation or evaluation, model of instruction, strategy instruction,
etc:
- For students with communicative disorders, depending on the
level of severity, alternative communication devices can be used.
To foster independent communication, if they are more
comfortable speaking to smaller groups, then let the child know
that they can speak separately to the teacher after everyone
else has finished to demonstrate knowledge
- For students with behavioral issues, constantly reinforce not only
them but others as well who are demonstrating proper behavior
and remaining on task.
- To help keep the classroom in order, make students all sit down
after receiving the slip of paper, and only when one thinks they
know where they belong, they can quietly stand up and move to
that end of the room. In this way, there wont be groups of
students moving about and nudging each other.
Evaluation Procedures (Description of how you will evaluate student
achievement of lesson objectives; attach any quizzes, questions used
for assessment, or worksheets; Observationneeds to include a
checklist of specific behaviors observed):
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I will evaluate student achievement of lesson objectives through


the success of the activities in which the students demonstrate
their knowledge
o Depending on if the majority of the class is able to
determine where in the world their continent or ocean is,
and place it in the correct hemisphere
o Depending on the sharing time, although it is an extremely
small sample size See if the students that are sharing are
able to share reasons why they like the explorer, and the
types of questions asked by classmates will determine if
there needs to be more review and focus on the explorers.
FIFTH GRADE LESSON PLAN

Subject: Mathematics
Population of Students: 23
Grade: 5th Grade
Number of Students: 23
Virginia Foundation Blocks or VA SOLs (write out relevant parts
of the standard):
- Geometry
Focus: Classification and Subdividing
5.12 The student will classify
a) Angles as right, acute, obtuse, or straight; and
b) Triangles as right, acute, obtuse, equilateral, scalene, or
isosceles.
Daily Objectives (state in operational, measurable terms; objective
should be directly linked to evaluation procedures; If you are working
with a small group or one-on-one, individual goals may be appropriate;
1-3 goals per lesson):
- Goal 1: To teach students how to measure angles using
protractors
- Goal 2: To teach students the differences in the types of angles
based on their degree measurement
- Goal 3: To teach students the differences in the types of
triangles based on the types of angles found within the triangles
Materials:
- Various pieces of poster board cut into large triangles, one right
triangle, one acute triangle, one obtuse triangle, one scalene,
and one isosceles triangle.
- Name Cards
- Announcement Poster
- Morning Meeting Rules Poster
- Protractors
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Procedures (step-by-step procedureshow the lesson will be


introduced, how the students will practice the new information, how
performance will be monitored, behavior management procedures;
make sure procedures are clear enough that a substitute could
implement the lesson plan by reading these procedures):
- Begin the class with morning meeting:
- Ask the students as they come in to pick up their nametags and
go to their seats in order that the morning greeting may begin.
- Ask the students what the three rules of morning meeting are ( if
you need a refresher, its on the board)
- Present the morning greeting: Since theyre older students,
Im going to trust that you guys can go around the classroom
greeting each other without causing too much chaos. Shake
hands and say a good morning greeting to as many classmates
as you can while using indoor voices and soft footsteps
- To deter students with behavior management problems, ask
them to be the class example of how the activity should be done,
to give them confidence to be able to do it
- Present the sharing time: Two classmates share about their
homework. The opportunity to share will be written up on the
announcement and news poster, and the two students will have
volunteered.
- If there are no volunteers, ask the class if anyone found
something interesting, or pick on a high-achieving student
- They will share about their homework, which was to bring in an
object with angles.
- They have to share the angle degrees within the triangle, and
what that makes the triangle: right, acute, obtuse, etc.
- Present the group activity: Now were going to go around to
the set up stations around the room in groups of three, and
measure the angles of the triangles using our protractors.
- After measuring the angles, determine what kind of triangle it is,
and record it on your groups sheet of paper
- Before letting the students move off into their groups, review
with the students the characteristics of each triangle.
- Release the students to their respective stations. Try to make the
groups so that the high-achieving students will be paired with
those who need assistance, and tell them beforehand so that
they know
- Make sure that they are filing out the group worksheet as they go
around to the various stations
- Present the News and Announcements: after completing the
station work, read the announcements and news. Ask a higherachieving student to read the announcement if necessary and
available
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Follow-Up Activities (activities that could extend the lesson plan if


your original plan finishes early or a few students finish early and you
need to provide further instruction with a group of students):
- To further knowledge about the different types of angles, the
teacher should call out the type of angle she or he wants to see
and the students should model that angle with their arms
- Ask the students of daily objects that require angles to do their
function (clocks, speedometer, etc.)
Adaptations or Lesson Adjustments for Gifted Children (lesson
pacing, selected content or materials, grouping, alternative modes for
participation or evaluation, model of instruction, strategy instruction,
etc.):
- For high achieving students, ask them to read the morning
announcements for the class
- Ask them prior to class to assist in their smaller groups the
students that may have difficulty using or understanding the use
of the protractor
- Give them an activity sheet or puzzle that requires the students
to explain the total number of degrees in a triangle, and why if
there is a right triangle, the other two angles must be acute for
the triangle to stay together
Adaptations or Lesson Adjustments for Children with
Disabilities (think about the various types of disabilitiesnot just
communication disabilities but children with behavioral issues, learning
difficulties, attention difficulties, etc.) Also consider lesson pacing,
selected content or materials, grouping, alternative modes for
participation or evaluation, model of instruction, strategy instruction,
etc:
- For students with communication disorders or difficulty,
depending on the intensity, allow for the use of an alternative
communicative device
- Otherwise, allow for them to speak to me personally when they
know the answers to the questions, or in any other means
easiest for them to convey the knowledge
- For students with behavioral issues, constantly reinforce not only
them but the whole class for doing such a fantastic job of
cooperating and remaining on task.
- To make sure there arent students left behind, I will make the
smaller groups for the activities and make sure that there are an
equal distribution of high achieving students and students who
may need additional assistance in each group so that there wont
be a huge discrepancy in who finishes last or first.
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This will also allow the students who may not be able to do the
activity on their own get assistance from their peers

Evaluation Procedures (Description of how you will evaluate student


achievement of lesson objectives; attach any quizzes, questions used
for assessment, or worksheets; Observationneeds to include a
checklist of specific behaviors observed):
- I will evaluate student achievement of lesson objectives through
the success of the students in completing the group activity and
how accurately they are able to measure the angles using a
protractor. I will also use their understanding of the different
types of triangles and their requirements as a means to see the
extent of their understanding of geometry.

BIBLIOGRAPHY
Preschool LP:
http://www.doe.virginia.gov/instruction/early_childhood/preschool_initia
tive/foundationblocks.pdf
2nd Grade LP:
http://www.doe.virginia.gov/testing/sol/standards_docs/mathematics/20
09/stds_math2.pdf
3rd Grade LP:
http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialsci
ence/next_version/stds_history3.pdf
5th Grade LP:
http://www.doe.virginia.gov/testing/sol/standards_docs/mathematics/20
09/stds_math5.pdf

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