Week One Plans
Week One Plans
Week One Plans
The activities and lessons for the first week of school (and weeks moving forward) will be determined by the
students, myself, Mrs. Labrecque, and Mr. MacDonnell. Below I have listed potential activities and lessons that I
may teach during the first week. A specific daily schedule will be made during the non-instructional days before
the first day of school, however it is important to note that the schedule will be very flexible. For example,
although there are specific activities listed for each day, there is the potential for them to be moved to the
following week, adding different activities, or saved for another school year.
Building, creating, and forming relationships with all of the students is the top priority for the first week of
school. In order to create and build a positive and safe learning environment, ice breaker games, “get to know
you” activities, and team building activities are incorporated throughout the first three days of school. All
activities/lessons below will be formally assessed through observation.
Notes First Day of School! Second Day of School! Third Day of School!
*TIMES TBD
LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. Create a classroom expectation anchor chart as a class.
2. List some names of their classmates.
Essential Questions:
● How should our classroom look, feel and sound?
● Who is in our classroom?
PROCEDURE
Introduction Time
Students Enter Classroom
1. Standing at the door, greet students as they walk into the classroom
and instruct them to find their name at their desk/table. (If it is the
beginning of the day, the location to put bags/coats is TBD).
2. As students enter the classroom (from recess or beginning of day) they
will go to their desk/area and find their bookmark with their name to
colour.
20 min
3. Have an example at the front of the room or projected using the
document camera.
4. Circulate the classroom and help students find their spots until
everyone is settled in. Greet each student again and give them a sticker
name tag while circulating the classroom.
5. *Optional: play soft/acoustic music as students enter the room.
6. *Early Finishers: Draw a picture and colour the back of their bookmark.
Body Time
Read Aloud - A Letter From Your Teacher(s)
1. Have students go to the gathering area in the classroom (or stay at their
desks/tables due to Covid). *If going to the meeting area, go over the
procedure on how to safely get there - push in a chair, walk, etc. - model
the behaviour (what does getting to the area safely look like, what does it
not look like?).*
2. Once all students are sitting, continue with the read Aloud: “A Letter
From Your Teacher”
3. Talk about how our classroom is a happy place - what should our 30 min
classroom look like, feel like, sound like?
o Using the anchor chart, brainstorm how our classroom should
look, feel and sound like.
o As students raise their hands to offer ideas, write them down on
the anchor chart paper. If I feel like an idea is not mentioned, I will
give hints or ask questions.
o Use stand-up/sit-down questions to help guide thinking (for
example, “Stand up if you think a happy classroom is full of
smiles.”)
o *Note: As students will be sitting for a long time, include a brain
break after book if needed
o Looks = happy, working hard, fun, learning, helping others, smiling
o Sounds = quietly working, manners, laughing, kind words, asking
questions
o Feels = (have students think about a time they did a fun activity
and have them try to remember about how it made them feel
when they did it to help them brainstorm ideas) open, respectful,
happy, honest, welcoming.
4. Once a list has been made with the class, prepare to go outside for some
name games and brain break.
Name Games
1. Once name games are done outside, go back inside to finish the
classroom expectations.
2. Sit back down in the meeting area to review and re-read what we have
brainstormed as a class.
3. Have students think about what their favourite idea is that we have
brainstormed. When students have thought of their favorite, tell
students to raise their hand where I will give them a sticker. 20 min
4. Give each student a sticker and have them place the sticker near their
favourite idea on the anchor chart, then quietly go back and work on
their name bookmark.
5. Once all students have placed their stickers, and students are at their
desks/tables finishing their bookmarks, take the big ideas the students
have decided on and write it down on a new anchor paper. For example,
“In this happy class we use kind words….”
Conclusion Time
Conclusion
Assessment
● Formative:
o Observation
▪ Who is constantly raising their hand? Who is quieter?
▪ Are students paired with a peer they already know?
Reflection:
Second Day of School Lesson Plans!
September 2, 2021
Puzzle Activity, Think Outside the Box & All About Me Four Corners
LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. Create a puzzle piece with their name and pictures.
2. Practice whole body listening.
Essential Question:
● How is our class connected?
PROCEDURE
Introduction Time
Book & Whole Body Listening
1. Have all students in the gathering spot in the classroom (if allowed due
to Covid - students will stay in desks/tables and book will be read using
the document camera if physical distancing is needed) - remind
students to tuck in chairs and walk to the location (students may also
have to be physically distant due to Covid).
2. Review the anchor chart made yesterday and then show students the
new anchor chart of expectations - have students read it together and
then have all students write their names at the bottom.
3. Talk about what good listeners do (whole body listening/give me 5) -
What does a good listener look like? *Model = picture for reference
below in Appendix A*
o Count to 5 with my fingers and continue through 5 steps
together:
25 min
o Body = still (legs, arms, hands, feet - shake it out)
o Mouth = closed (“zip our lips”)
o Eyes = looking at speaker (“binocular eyes”)
o Ears = listening (“turn listening ears up”)
o Brain = ready to think (“air kiss your brain”)
4. Read “Our Class is a Family” - then talk about how our class is like a
team who works together to solve problems, but before we are able to
solve problems as a team, we need to get to know each other better.
5. Inform students that we will first get to know each other a little more
though a 4 corner game.
Body Time
All About Me Four Corners
1. Once in the classroom, review what we have learned about ourselves and
each other - what questions did I ask? Did you have any things in
common with your classmates? Did you have any differences? - Give an
example if there was a question that a lot of students answered the same
to.
2. Introduce puzzle activity - inform students that we need to work as a
team to figure out the puzzle. Also tell students that the puzzle pieces are
different shapes - they are all unique just like all of us.
3. Show students the example of my puzzle piece. Note that the puzzle
piece includes my name, and pictures of my favorite things (sport, food,
animal, etc.)
4. Hand out puzzle pieces for students - ensure that before they begin, they
write their name on the side that does not have the number - have
50 min
students hold it in the air and place the number side to the table, then
circulate to ensure students have done it correctly before writing their
name.
5. As students finish their puzzle piece, they will bring it to the front where
they will place their puzzle piece to the corresponding number on the
poster paper - teachers will glue it on to ensure the correct placement.
6. For early finishers, they can begin the “Think Outside the Box” activity.
7. Students will receive a paper with a shape where they will draw a picture
incorporating the shape. If time permits, students will colour it after and
share it with a peer to see the different pictures they have created.
8. Optional: Place the class puzzle outside the classroom on a bulletin board
or on the door for students/school to see. This will be done after school
when all students have handed in puzzle pieces.
9. *Note: students may need more time to complete their puzzle pieces.
Conclusion Time
Conclusion
1. If all students are done with the puzzle pieces, start glueing the poster
10 min
together.
2. When complete, gather all the students together to view the puzzle
they have made together - the numbers one and two. Remind students
that because they worked together, we were able to create the puzzle
together as a team.
Assessment
● Formative:
o Observation:
▪ Can they spell their name?
▪ Can they match their numbered puzzle piece to the correct number on
the poster paper?
▪ What objects are students drawing on their puzzle pieces?
▪ What colours are they using?
▪ What are the student’s interests in sports?
Reflection:
Appendix A
Appendix B
LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. Create a self-portrait.
2. List one way they can show kindness to others.
Essential Question:
● How can we show kindness to our classmates?
PROCEDURE
Introduction Time
Kindness Read Aloud
1. Students will enter the classroom from recess and be seated at their
desks/tables.
2. Students will make their way to the meeting area (or the book will be
shared on a document camera if they need to stay in their desks).
3. Once students are all sitting down and have gone over the “Give me 5” 20 min
again, I will show the jacket of the book, and ask students what they
think the book will be about.
4. Read Aloud: Be Kind
○ Show students the book jacket and ask them what they think the
book will be about
○ Ask students questions while reading the book
5. Using anchor charts, as a class we will brainstorm ways using a mind
map that we can show kindness to our classmates and school.
○ Ask students if there has ever been a time when someone was
kind to them or if they were kind to others?
6. For a brain break, students will go outside and participate in a short
game
Body Time
This or That
Self-Portraits
1. Students will leave their visual journals on their desk and participate in a
gallery walk (if allowed) to admire the work of their peers.
2. Students will have the opportunity to provide feedback on their peer’s 10 min
work if time permits.
Assessment
● Formative:
o Observation
▪ Are students feeling comfortable sharing answers with the class? Are
there any students who are too shy to share?
▪ What did they write on their sentence strip? Did they need a sentence
strip? Did they spell words correctly?
▪ How detailed is their picture?
Reflection:
Appendix A
This or That List
1. Cats or Dogs
2. Summer or Winter
3. Candy or Chips
4. Bike or Scooter
5. Movies or TV Shows
6. Chocolate Ice Cream or Vanilla Ice Cream
7. Soccer or Hockey
8. Math or Reading
9. Cookies or Cake
10. Painting or Drawing
11. Video Games or Outside Games
12. Flying Power or Reading Minds Power