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Philosophy Statement…………………………………………………………………………2
Classroom Arrangement………………………………………………………………………3
Classroom Rules………………………………………………………………………............6
Discipline Plan………………………………………………………………………………...7
Procedures…….……………………………………………………………………………….9
First Day Plans………………………………………………………………………………..21
Resources……………………………………………………………………………………..24
Dedication..…………………………………………………………………………………...27
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Philosophy Statement
Over many years in the classroom, as a student and as a teacher, I have learned many
skills to create an effective classroom. Using the pedagogical skills in practice during student
teaching has taught me about children, school systems, and the profession. Overall, I have
learned that teaching has a million daily decisions but only two decisions are the root: how will
you show love and how will you be their advocate? As a teacher, I must love students through
content. I must also love them by making an unpopular decision. Therefore, with that love, I will
advocate for each student in any capacity. Each child that walks into the room, no matter their
My education philosophy also includes an analogy that I remind myself at the beginning
of every day. I will start everyday by imagining a box of brand new crayons. Like a new box of
crayons, each student is unique and colorful in their own way. The new box also has crayons
that are all fresh and sharp. Thus, just as if my classroom was a new 24 pack of crayons, I will
remind myself that my students are sharp and deserve a fresh start every day. Furthermore, I am
like the sharpener on the back of the box. I will mold the students into humans that enact their
brains in new ways and practice caring hearts. Hence, even though I might end a ruff day with a
box of crayons that is broken and beaten-up, I know my love, advocacy, and pedagogical skills
Classroom Arrangement
My classroom design and layout will allow myself and my students to have ample space
that provides a sufficient and effective classroom. As your walk into the room we will have a
welcome mat to make it feel more like a home. Past the door we have our cubbies for book bags
and lunch boxes. I have chosen to put the cubbies near the door so that leaving and coming to
school will go faster and the room will look more orderly. Next, on the right hand wall we have
our main carpet area. In this area of the classroom we will have our daily meeting, closing
message, transitions, mini-lessons, and whole class reading. This section will also have pictures
on the wall to describe SOLs that we are currently going over (see pictures below). On the
Active Board I will display flipbooks, videos, and classroomscreen.com. I have chosen to also
use the Active Board as an interactive surface instead of a sole projector. Below the Active
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Board, I will have the bins for SSR books. As you move closer to the kidney table, two blue
carpet circles will hold the “Pizza Box Review” games.1 I have decided to give them a
permanent home in the classroom so that review and spiral review are always available! Next, I
have chosen to use a kidney table instead of a teacher’s desk. A kidney table provides a better
sense of community. It also allows the teacher to be more available for questions and concerns
throughout the day. To maintain orderliness, I will have filing cabinets behind the kidney table
and cubbies for the treasure chest, student supplies, teacher supplies, future plans, homework,
and morning work. With this system in mind, I will also maintain orderliness by stacking chairs
on the back wall each afternoon. I chose to do this because the floors can be cleaned each
afternoon.
In the back of the classroom, I will have our centers! The back left is the literacy center
that will have books, activities, and seating. This section will provide students with an area
solely devoted to the love of reading! It will have bean bags and some sort of reading structure
(see pictures below). In the center I will also have the classroom library and a shelf to display
books of the week that correlate with content sections. For example, if we are learning about
Rome I will have books on the aquanauts and the structures. Moreover, in this center I would
have earbuds and iPads for audiobooks. Next to the liteacy center, I would have the science
center. This center would rotate out designs based on the unit. For example, soil and plant units
will transform the center into a plant discovery zone for students to construct their own
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See Classroom Procedures for description.
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Classroom Rules
In my education philosophy, I identified that each student is different and needs
accommodations to create the best learning environment possible. To do this I have decided to
use guidelines rather than rules. The guidelines in the classroom will allow for consequences
that can depend on a given situation while allowing fairness in the classroom. These guidelines
will be in the front of the classroom above the board and parents will receive a printout of the
guidelines during back to school night. Thus, the five guidelines laid out in the next paragraph
will be a positive framework (L.E.A.R.N) that gives students a voice while also building the goal
of being a family.
The first letter of the framework stands for “Listen to instruction.” In any grade, this lays
a clear foundation that students need to listen to their teacher when he or she is speaking. If
students do not learn to be quiet in the classroom, chaos will ensue and can ruin a lesson or an
activity. Next, I have decided that the E stands for “Enter and exit prepared.” Based on my
experience, I have seen that students have a hard time with transitions in and out of the
classroom. This guideline would tell students that Ms. Lee expects you to come to the class
ready to learn. In addition to this preparedness, each student will need to follow classroom
procedures. Moreover, this guideline would help students develop a sense of responsibility
while at the school. The A will represent “Always try our best.” I want my students to never
give up! I will tell them on the first day of school that they are the best students and hardest
workers I could ask for as a teacher. I will be quite firm with this guideline in that we, as a
family, have no room in this classroom for anyone that doesn’t want to work hard. The R
represents “Respect yourself and others.” In my classroom, there will be zero tolerance for
bullying and unkind actions. I will tell them that as long as they respect the teacher, the other
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students, and the supplies in the room, they will always be able to follow this guideline. Finally,
the N stands for “Never forget to ask for help.” So often, students either forget or feel ashamed
by asking for help. I want my students to understand that as a family we ask and receive help
Discipline Plan
that rules or order be obeyed and punishing behavior. This is the definition I will use on the first
day of school to tell the students what discipline is and why it is occurring. I
will tell the students upfront how they will earn a consequence and why they
follow a classroom rule and thus do not follow the “Lee” way of education.
changed out weekly and placed in their red folders (see picture). Moreover,
However, if a bad behavior persists and does not get fixed via normal incentives and
behavior marks, other measures will have to be taken. First, I will try prevention strategies that
will replace certain targeted behaviors with replacement skills. Below you will find a list of
- He/she will sit in a quiet area away from the rest of the students
- He/she will have more interactions with their peers so they can know how to form bonds
with peers
- He/she will have 3 choices and will get the opportunity to “control” the situation
- The teacher will provide he/she with a full week schedule so they are aware of tasks
Then, if an individual behavior plan is necessary, I will take the student aside and ask them what
they would want as a reward. Assuming this reward is appropriate, I will use a smiley face
In addition to the negatives and consequences that they can earn, positive reinforcement
will occur using my behavior plan. I will have several ways to encourage good behavior of the
class as a whole. If we are having a remarkably good class period or lesson, I will reward the
class with one golf ball in the fish tank! I will tell the students that as easily as they earned a golf
ball, a golf ball can be taken out of the tank for poor overall class behavior. If we get a full circle
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Prior to an attempted Individual Behavior Plan, I will try to find the motive/reason or the behavior and try to
autocorrect the situation.
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size fish tank full of golf balls, they will earn extra
Classroom Procedures
The daily life in my classroom that ranges anywhere from pencils to emergency
procedures will help my classroom be efficient and effective. Each of these will be taught and
practiced in the first week of school. Each student will learn “The Lee Way” of education! We
will work on these procedures without consequences until they become routine for each child.
Our procedures, in a nutshell, will secure safety, learning, and fun for each child in the
classroom.
Emergency procedures will include county policy and regulations such as direction, noise
level, and reporting safety. Additionally, I will use a bag that will always hang on the handle of
the classroom door. In the bag, it will include the emergency exit color pages, each student’s
emergency card, a small first aid kit, and anything else the school system requires that the
teacher keep on themselves during a drill or in an emergency situation. I will also let the
students know that while we are in a drill or a real emergency we will be silent and calm. As the
teacher, I will need focus from each student. Therefore, the first week of school, even prior to
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As the year progresses and I learn more about what motivates a particular class as a whole, I might alter how I
use whole classroom behavior.
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the start of drills, my students and I will practice drills in the classroom such as line up for a fire
In the event of a lock down, I will use in-service training for an invader situation. My
students will hide in a corner of the classroom that cannot be seen from the door window. A
shade will be pulled down over the door window and the lights will be turned out. To also
ensure safety, I will have a door lock (see picture) that will either go on each side of the door, or
on the door hinge to add extra security. Each student will understand that this is a serious
situation and that talking is not permitted in any case. As the teacher, I will stand near the
children and will have a silent finger placed over my mouth. I will only use this symbol while in
a drill or lockdown situation to show the urgency of the quiet we need in that moment. Once a
drill is over, depending on the behavior, the students will receive consequences or a reward.
In the event of an emergency allergic reaction or medical need while in the school, I will
call down to the office or the school nurse to come up to the classroom and follow the student’s
individual health plan. Additionally, on the playground I will have another adult run inside to
get the nurse, or I would phone into the school on my personal cell phone or on a walkie-talkie to
send for help. However, if an emergency was urgent enough, or if the nurse had already left for
the day, I would call 911 and follow their directions until help arrived.
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Keeping parents/guardians in the loop from the beginning will be crucial to gain their trust and
teacher to message parents as a whole, add comments, and answer individual questions
separately from the group. It will also be a quick way to reach me if I am not able to answers
emails at that time! In another way, I will also send out a weekly parent/ guardian letter to update
them on content objectives, classroom updates, and school wide announcements (click here for
example). The final way I would contact parents is through phone calls in the afternoons. I hope
that all of these communication outlets will keep parents and or guardians in the loop on a
Another important procedure that begins prior to the start of the school year is substitute
for a substitute so that they will feel capable and ready to start
Procedures that begin and end with the school day are
also important to classroom success! Collecting papers, projects, and homework properly will
that they need to be graded and recorded. Once each basket is empty and papers are placed in
their proper place, each basket is put back on the shelf for students to use again the next day.
Record keeping procedures will allow myself to have an efficient gradebook that will
allow me to see grades and averages. I will be using a paper and digital gradebook for record
keeping. A single paper gradebook will be purchased that will hold the entire years grades so
that no grades can be lost or misplaced. The digital gradebook will be on the school district
Blackboard page. Both gradebooks will have each student’s name and roll call number. Each
page will be divided into different subjects. However, in the event that the grade is
departmentalized, I will have a different gradebook page for each rotation of the same subject.
Moreover, depending on school district policy, I will weigh assignments differently and give
letter grades. Additionally, work that is not graded but checked for effort and completion earns a
100 in the gradebook. Each assignment will have two columns: one for the grade, and one for
the completion of the assignment. I have found that it is hard to keep up with every assignment a
student has completed or not completed, so having a completion checkoff for each assignment
When it comes to returning graded and recorded papers, we would have to categories:
graded and non-graded. If a project, assignment, or test was a graded work, I will staple them
together and stamp them with a parent signature mark. Then, the graded work will be placed on
the right side of their take home “Tuesday Folder”. When the folders return on Wednesday, I
will place their signed graded papers in a filing cabinet behind my desk and the folders back in
their designated bucket. I will keep their graded paper for the entire year for reference during
parent teacher conferences and child studies. The non-graded work will be placed in their daily
assignments as they are placed in the baskets. With this procedure, if a student has missed a day
of school they must open the “Ketchup Folder” (see picture) and
collect the work with their name on it. The student then during
complete the work that was missed. Yet, in the event that a
station where students can pull a pizza box and sit down on the
carpet. The boxes will include matching games, review sorts, and
solving the mystery and would have to write a news article including
their new findings! In another way, this could be a way for students
another way, I would let students have S.S.R (Sustained Silent Reading) time if they were to
finish work early. Below the active board, I will have a book pulled based on interest and
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independent reading level. Thus, if a student finishes early, they can go get a book for S.S.R.
During the mornings, we will have a set procedure and schedule that will be perfected
after several weeks of school. Prior the bell ring at 7:40am, students may talk at a level 1 or 2
and enjoy a conversation with the desk mates while upbeat music played in the background.
After the bell and the pledge, students will work on morning math work until 8am. At 8am, we
will conduct our morning meeting for 10-15 minutes on the carpet. The morning meeting will
include roll call, weather, day of the week, question of the day, and today’s updates and plans.
This is also a time to express a concern or a question with the teacher if a student needs to do so!
Additionally to create more of a community, the student of the day can tell a fun fact about
himself or herself.5 Then, on Fridays, the morning meeting will also include whether the “Secret
Student of the Week” has earned a prize from the treasure chest!6
The morning meeting will kick off with taking attendance. I will take attendance
differently than some teachers. Instead of just looking around the room and marking students
like Ferris Bueller’s teacher, I will have a fun motive for students to come to the morning
meeting and school in general! The chant will go something like this: “Today’s the day we going
to learn! Who are? WE ARE! Who’s ready to start the day? WE ARE! 3…2…1…ROLL
CALL!” At this point, each student will call out their number and go around the carpet!
Whomever is not there will be marked on the clip chart to absent and we will keep calling roll
call. If we make it to the end of roll call with every number, we will erupt in cheers because the
4
I feel that it is important for students on any reading level to have the opportunity to read alone. With that, early
finishers would not be the only students to get SSR time. I would have a devoted block of time every day for SSR.
5
The first day of school, I will share a fun fact about myself to jumpstart the sharing experience!
6
See Discipline Plan section to learn more about the secret student of the week!
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whole family has come to school today! We will do attendance like this every single morning. I
have decided to do attendance this way because I feel that all too often students and teachers
alike forget that we BOTH come to school to learn! This part of our morning meeting will pump
After the morning meeting our day will start! With this start, comes our daily procedures
that include classroom jobs, bathroom/water breaks, pencils/supplies, and orderliness. These
listed procedures are vital to the function of a working classroom for the students and teacher! I
have chosen to make these procedures student lead instead of teacher lead. This will give
responsibility to the students and will make them feel like important members of our family!
The first student lead procedures are classroom jobs. Having the following jobs will
allow the classroom to have orderliness and success. There is a wide array of classroom jobs for
students to complete on a daily or weekly basis. The classroom job list will rotate weekly so that
I. Line Leader: TSW lead the students quietly down the hall to our destination
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The job board will have clothespins with numbers on them so that students will use and remember their roll call
number!
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The job board will also look more like a newspaper “Job” section that it does in this example photo.
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II. Clean-up Crew: TSW clean daily after our closing message prior to getting backpacks
III. Pencil Sharpener Captain: TSW be the only one to use the automatic pencil sharpener that week and
will sharpen for the other students
IV. Drink Monitor: TSW watch students during water breaks for appropriate behavior
V. Scrap Monster: TSW collect all scrap paper when necessary and place it in the recycling
VI. Librarian: this student will assist in the literacy corner by helping students check out class books and
reshelf books when needed
VII. Electrician: TSW turn the lights on and off, and during quite time, the student will turn on laps and
twinkle lights
VIII. Teacher’s Assistant: TSW will help pass out papers and grab completed paper baskets at the end of the
day
IX. Caboose: TSW end the line and quietly walk down the hall to our destination
X. Substitute: TSW fill in for another job if a student is absent
XI. Mail Carrier: TSW take notes and paperwork down to the office
XII. Hallway Patrol: This student will watch others while on our way to other places in the building and
make sure nobody is talking or goofing off
XIII. Supply Manager: TSW notify the teacher if the pencil basket is low, or will hand out and collect
supplies provided by the teacher.
XIV. Cubby Inspector: TSW make sure all cubbies are clean and orderly
XV. Desk Cleaner: TSW clean desks tops every afternoon after our closing message
XVI. Sanitizer Squirter: TSW provide sanitizer to students after recess and prior to lunch
XVII. Tech Assistant: TSW help the teacher and other students will any tech assistants
XVIII. Messenger: TSW deliver messages to cooperating teachers in the grade level
XIX. Veterinarian: TSW take care of our class pet on a weekday basis
XX. Bathroom Monitor: TSW keep an eye on students during bathroom breaks to make sure nobody is
goofing off
Assuming we do not have a bathroom in the classroom, the bathroom and water breaks will
be every 2 hours with the use of monitors. Monitors will line up with the students that need to
use the restroom and escort them to the closet bathroom. Monitors will do their jobs and work
watch students to make sure nothing goes on that should not happen. I will stay in the room with
the remaining students. My students will understand that there are no other bathroom breaks
unless it is an emergency. In that case, the student will go to the closet bathroom down the hall
with another student and the obnoxiously large hall pass! Moreover, water breaks will be at the
same time as bathroom breaks. Yet, students will not go get water outside of break times.9
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On a weekly basis, students will be reminded that they can carry a water bottle to class and extra water breaks
will not be permitted.
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When it comes to the class pencils and supplies, students will have their own pencils and
supplies in the classroom. This idea comes from a wonderful 3rd grade teacher and allows the
school supplies on hand (such as glue and scissors). I will only let the students use them on a
need basis and after the activity is done they can return the supplies to my bucket. As for a
community pencil basket, I have decided to have a “Jamestown Fort Tree Supply.” This is
where extra pencils will be located. Part of this taught process also includes that at the end of the
day, if a pencil is on the floor, it becomes part of the tree supply! Moreover, when it comes to
my personal supplies, the students are not allowed to use them. Each of my personal pencils will
In addition, there are many teacher lead procedures that need to be addressed! The first
procedure is paper headings. When it comes to vitally important papers that are going home for
signatures or have to be returned ASAP, I will put the students’ names on their papers. This will
guarantee that their name is written on the document! However, on any other activity or piece of
paper, the student will write their own name. I will prompt them to write down their name and
The second teacher lead procedure is getting student attention throughout the entire school
day! I have chosen several ideas that will work to gain attention. These ideas are split into two
categories that include verbal and non-verbal ques. The verbal ques include, and call back
phrases. For example, if the students are at their desks I will say, “Give me some fin...,” the
students will respond by saying “noggin…DUDDDEEEE.” At this point, they will know to drop
their pencils, put their fingers on their temples, and listen! However, if the students are at recess
or working on group projects, I will say, “123 Everybody Freeze.” This verbal que will notify
the students to freeze their body and lips and listen to the next directions. Additionally, I may
use a whisper voice to get their attention if we need to calm down. The nonverbal ques to gain
attention include clapping sequences, hands on the head. When I need to quiet down the class
after pair share and want them to recognize it is time to listen and stop, I will simply put my
hands on my head and let the students follow suit. I would wait silently until every student has
stopped discussions, placed their hands on their heads, and had eyes on me!
In junction with getting attention, I will also need to regulate and monitor student noise level.
While in student teaching, I have learned that student noise level is a large part of classroom
management as a whole group! I have decided to adopt a noise level policy from W.E. Cundiff
a transitions the teacher will tell the students upfront if they are to be at
consistent on this phrasing so the students will learn and understand the
the noise volume that they actually using. Therefore, I can remind them to change their volume
they are called “Quiet Critters,” I will tell them that a critter can
getting to keep the critter on the corner of your desk for the rest
of the day. The students will be taught that in a single day, the
appropriate, I will get out the “Quiet Critters” and distribute them to the students that have
earned a critter.10 Like any incentive, some students can turn this into matter of winners and
losers. Thus, as an added precaution to this procedure I will state, “Our class does not bring
down other students but instead we will be nice and kind so do not make others feel bad in any
The final teacher lead procedures are the daily transitions. Having a way to end and begin a
lesson or subject is necessary for everyone in the classroom! To transition into a new subject we
will have an entrance question up on the active board via classroomscreen.com that deals with
content from the previous day’s lesson. For example, the question could ask, “Who won the
Civil War?” We would then discuss the right answer and jump right in with our mini lesson of
10
Please note that this tactic is not to shame students into staying on task but a fun way to encourage good
behavior in the classroom. A student understands that a “Quiet Critter” is the opposite of getting a mark on their
behavior sheet!
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the day. Then about five minutes before the class wraps up, we would have a closing brain
break! Based on whether they need a video to watch from Flocabulary to calm down or an
exercise from GoNoodle.com to get out the jitters will depend on their level of excitement or
noise level.
Finally, to close the day and to create a responsive classroom and community, we will have a
closing message. I will ask students to share something they learned that day and to answer the
end of day question via classroomscreen.com. The questions will not deal with content (as they
do in transition time) but rather the community that we are developing and have become! It will
range anywhere from “Who had a good day,” to “How can we improve our behavior tomorrow?”
Then after our closing message, the students put their homework folder and planner on their
desks. I will release students to stack chairs and grab book bags by table groups. Then to close
the day, we will get in bus line up order and walk to the buses and car rider stop!11
Lesson Plan
Virginia SOL: EL 3.5, 3.1, 3.2, 3.9 M 3.14, 3.17 S 3.1, 3.2, Start time: 7:20 Stop time: 2:20pm
3.3, 3.4 SS 3.5
Objectives
1. TSW practice memory and team building skills throughout the day
2. TSW listen and answer questions based on previous knowledge to relate to the books read
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At the bus and or the car rider line I will tell the students that I cannot wait to see them tomorrow!
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Materials/resources: “First Day Jitters”, “Dragons Love Tacos”, “A Passion for Elephants”, pencils, notebook paper,
active board, extra snack, 1L plastic soda bottle, hydrogen peroxide, liquid dish soap, food
coloring, dry yeast, spoons, funnel, construction paper, safety glasses, plastic tarp, rubber
gloves, giant post-it pad, whistle, copy paper, colored pencils
Intro (how do you capture their attention and get them interested?):
8:00-Extended morning meeting. The teacher will introduce the new classroom rules and
procedures. I will discuss our normal morning and our daily schedule. I will introduce my noise level
system! Lay the foundation with the behavior plan and the way students will get marks (BE FIRM)! I
will go over the bathroom and cafeteria behaviors; discuss bus drill and technology safety. I will then
review switching procedures and safety drills such as fire drills, tornado, and lock down drills. The
teacher will introduce new topics as well; such as, reminding the students that the doors lock behind
them and they must have a buddy and a hall pass with them if they are to go into the hallway (unless
they are going to the nurse, then there are to be three). See attached document for complete list of
procedures introduced as the first week progresses!
Body (what comes after your interesting intro?)
READING- The teacher will read First Day Jitters to the class. The teacher will stop
9:00- Language Arts-
and discuss as needed while asking the students to predict what might happen in the story. The
teacher will then introduce the term realistic fiction. The students will discuss why this is realistic
fiction. The students will then be given an interactive white board. On them, they will write: (1) how
they felt on their first day of third grade and (2) how Sarah felt on her first day of school. The students
will then place them on the interactive white board and we will go over their responses... The teacher
will then allow the students to discuss the responses with a buddy and call on a select few to share
their answers. WRITING- The teacher will introduce the writing prompt (write a letter to yourself that
you will receive at the end of the year). The students will then write a letter to themselves
independently and the teachers will provide assistance as needed. *Explain transitions
Outside we will play games that will work on team building skills and memory
11:00-Recess-
skills. We will play Simon Says, Water Noodle Relay Races, and Blue-Purple-Green! *Practice
Transition
11:45-LUNCH in ROOM with video
12:15-Math- READING- The teacher will read Dragons Love Tacos to the class. The teacher will stop and
discuss as needed while asking the students to predict what might happen in the story. The teacher
will then reintroduce the term realistic fiction. GRAPHING- Afterwards I will pull out the large sticky
note pad and we will graph who loves tacos and two other food groups! After, we will discuss why
this is called a graph! *Introduce: Noise Level, Transition + Brain Break
1:00pm-Social Studies- MAPPING/GEOGRAPHY- Introduce social studies with something they learned
about last year in social studies: mapping! We will go over title, legend, and compass rose by mapping
the classroom on the interactive board to familiarize ourselves with the items in the room. Next, to
practice this skill, every student will go back to his or her desk and map out one of their favorite
places. That can range anywhere from their bedroom or house, to a place like Roanoke or Disney
World. I will explain that I want color, detail, and the three things that make up a map! *Practice
Noise level, Transition + Brain Break
Closure (purposeful summary-help them remember today or anticipate tomorrow):
2:00- Extended closing message. We will review the new classroom, and procedures introduced today!
We will have a fun exit question on classroomscreen.com: “Did you enjoy your first day of 3rd grade?”
We will then take extra time to introduce afternoon line up and backpacks.
N/A
Assessment: (How will you assess if they have mastered your objectives? Be specific.
1. If students participated in recess community building games, I will have seen all around effort!
2. I will assess participation in discussion by checking off students based on engagement and hand raising
3. I will collect maps and assess if students can follow directions and include color, detail, and the parts of a map for a
grade.
4. I will collect journals / “quick writes”, assess student writing, and informally assess their spelling level.
Notes
Resources:
- Educating Esme
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- Education Philosophy
- Explore like a Pirate
- Lies My Teacher Told Me
- Preparing Teachers of a Changing World
- Reading Children’s Literature
- Teach Like a Pirate
- Teaching Elementary Social Studies
Books to Use in the Classroom:
- Tall Story
- Amazing Spider-Man
- Aquamarine
- George Washington’s Socks
- Magic Treehouse
- Stink
- Watch the Sky
- A series of Unfortunate Events
- The Chronicles of Narnia fold out book
- Dear America
- Oceanography
- Finding Dory
- Young Indiana Jones
- Wait till Helen comes
- Nancy Drew
- Trixie Belsen
- Wonder
- Charlie Bean
- Scooby doo
- Charlie and the chocolate factory
- My friend bear
- The shape of things
- The Saturday kid
- Night boat to freedom
- Pioneer life
- The patchwork quilt
- Castle
- Sacagawea
- American at Tall Tales
- Green Wilma
- Does a kangaroo have a mother too
- Dog’s colorful day
- Little Critter
- Clifford
- If you give a mouse a cookie
- Little golden books
- Dragons Love Tacos
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Dedication
I thank Dr. Murrill, Professor Elmore, and the staff at W.E. Cundiff for helping make this
blueprint possible. I also thank my colleagues for all of the wonderful ideas over the years! Most
importantly, I thank my family for supporting me throughout student teaching.