First Week of School Plans

September 1-3, 2021

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.

September 1 September 2 September 3

Notes First Day of School! Second Day of School! Third Day of School!

**Procedures and Routines** **Procedures and Routines** Shortened Day

● 8:35 - 12:05

Potential Activities Activities: Activities: Activities:

and Lessons To ● Name Tag/Bookmarks ● Class Puzzle ● Kindness/Friendship
Do ● Classroom Expectations - Our ● Think Outside the Box ● Catch up on activities from
Happy Place first two days
● Name Games Gym:
● All About Me - Four Corners Gym:
● This or That

*Potential scavenger hunt with Julia’s

class.*
 *Daily Schedule*
*TBD*
8:35 - TBD

*TIMES TBD

*Note: Plans subject to change or get pushed to a different day.*

**Note: Schedule will be made with TM’s guidance and team planning.**

List of Procedures/Routines to Teach During the First Week

● Beginning of the Day Routine ● Playground Behaviour
● End of the Day Routine ● Whole Body Listening
● Lunch Time Routine ● Classroom Supplies
● Recess Routine ● Hand Washing/Sanitizing
● Line Up and Hallway Procedures ● Transitions
● Bathroom Procedures ● Using Technology
● Signals/Attention Getters

Before School Starts To-Do List

1. Hand in police check & confidentiality agreement

2. Set-up CBE e-mail
3. Go over student IPPs
4. Ensure Laptop connects to the SmartBoard and document camera works
5. Visit school library to see type of books available
6. Go see what gym equipment is available in the storage area
7. Create physical education self-assessment posters & laminate
 First Day of School Lesson Plans!
September 1, 2021

Name Tag/Bookmark, Classroom Expectations & Name Games

Lesson Getting to Know Our Class Grade 1/2

Course
Title/Focus 125 Minutes September 1, 2021

PROGRAM OF STUDY OUTCOMES/TQS

TQS #1: Fostering Effective Relationships
● A teacher builds positive and productive relationships with students,
parents/guardians, peers and others in the school and local community to support
student learning

TQS #4: Establishing Inclusive Environments

● A teacher establishes, promotes and sustains inclusive learning environments where
diversity is embraced and every student is welcomed, cared for, respected and safe.

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?

MATERIALS AND EQUIPMENT

● Name Tag Stickers
● Name Bookmarks
● Markers & Pencil Crayons
● Book: A Letter From Your Teacher
● Anchor Chart (Resource: https://proudtobeprimary.com/classroom-expectations/ )
● Markers to write on anchor chart
● Volleyballs x5
● Whistle
● Different coloured saucer cones
● Stickers

PREPARATION AND LOGISTICAL CONSIDERATIONS

● Write out names on bookmarks and name tags beforehand
● Create example of name bookmark for students to see
 ● Have pencil crayons, markers, etc. out for students
● Brain break after reading book or brainstorming what our classroom looks, feels and
sounds like might be needed
● Depending on the weather, activities might need to be moved inside

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. Have students line up to get ready to go outside.

o *Note: Practice line up procedure before going outside and
review how to walk in the halls - quiet voices and quiet feet.
2. First Icebreaker Game: Get to Know Partners
o Split students up into two lines facing each other - this will be
their partner for the first question.
o Get students to say their name to their partner and have each
pair answer the first question. Repeat for 3 questions (below)
before beginning name game:
i. What is your name?
ii. What is your favourite colour?
iii. What do you want to be when you grow up?
o *Optional: Switch partners by getting one row to move one to
the right/left and ask same or different questions 45 min
3. Name Game Roll:
o Divide students into groups of 4-5 (use colours to separate
groups - blue, purple, red, blue, etc.) and have them sit by the
coloured cone that matches where they will meet with their
group
o Encourage students to find one thing that they all have in
common (for example, everyone is wearing blue, everyone likes
pizza, etc. - use questions to help students if needed)
o Demonstrate the name game roll game with one group -
emphasis using names before rolling the ball
o Give each group a volleyball to roll to each other while they are
sitting down - give them 1-2 minutes, then combine 2 groups
together. Emphasize that students should be saying their
classmate’s name before rolling the ball to them when groups
are being out together
 o Continue until all the groups are combined into one big group as
a class
o Roll ball to each other around the circle while saying each others
names
o Add in more volleyball/dodgeballs and see if we can get up to 5
moving through the circle
o *Note: Ensure students are rolling the ball on the ground, then
can modify to carefully bounce passing the ball to their
classmates.

Continue Classroom Expectations

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

1. As students place their stickers on the classroom anchor chart, have

10 min
them walk back to their desk/table to continue working on their name
bookmark until recess/lunch.

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

Lesson Classroom Connection Grade 1/2

Course
Title/Focus 105 Minutes September 2, 2021

PROGRAM OF STUDY OUTCOMES/TQS

TQS #4: Establishing Inclusive Environments
● A teacher establishes, promotes and sustains inclusive learning environments where
diversity is embraced and every student is welcomed, cared for, respected and safe.

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?

MATERIALS AND EQUIPMENT

● Book: Our Class is a Family (By: Shannon Olsen)
● Poster Paper
● Document camera
● Pencils, markers, pencil crayons, etc.
● Cones and saucer cones with 4 colours
● List of questions for 4 corners
● Think Outside the Box Papers for early finishers

PREPARATION AND LOGISTICAL CONSIDERATIONS

● Create an example of puzzle piece beforehand for students to see
● Cut and number (one and two) puzzle pieces using the poster paper - measure it so it
will fit on the door or bulletin board and trace the numbers using the SmartBoard if
needed
● Cut out the pieces into different shapes and sizes
● Students may need extra time to finish their puzzle pieces
● Numbers should be placed on the back of each puzzle piece so it can be placed back
together again if needed
● Ensure students have time to get up/move around after reading the book
● Weather and Covid permitting for the four corner activity to be inside/outside - might
need to do activity using the mini-whiteboards depending on spacing of students
 ● Scaffold the four corner game activity - repeat question as needed and have students
point to the corner as I read out the options

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. *Note: if weather permits, go outside to play the game.

2. Line students up and practice walking in hallway procedure/routine.
3. Once outside, have students sit down as I set-up the four corners with
30 min
the different saucer cone colours.
○ If having to play it indoors, can number the corners, or have
them respond on their mini whiteboards
4. Complete one example as a class - ask them what their favourite colour
is and then have them go to that corner.
 5. Ask questions - give students time to get to the corner and then have
everyone come back in the middle for the first few rounds if needed
6. *List of questions below in Appendix B*
7. Once the four corner game is done, go inside to start creating the puzzle
pieces.

Create Puzzle Piece/Think Outside the Box

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

Four Corner Questions

1. What is your favourite breakfast food?

a. Pancakes, waffles, bagels, eggs
2. What is your favourite ice cream flavour?
a. Chocolate vanilla, bubblegum, cookie dough
3. What is your favourite ice cream topping?
a. Sprinkles, hot fudge, cherries, crumbled oreos
4. What is your favourite fruit?
a. Banana, strawberries, apples, oranges
5. What is your favourite drink?
a. Water, juce, lemonade, chocolate milk
6. What is your favourite candy?
a. Skittles, starburst, M&Ms, sour patch kids
7. What is your favourite sea creature?
a. Dolphin, whale, shark, octopus
8. What is your favourite zoo animal?
a. Gorilla, giraffe, penguin, panda
9. What is your favourite pizza topping?
a. Pepperoni, cheese, mushroom, pineapple
10. What is your favourite sport?
a. Soccer, basketball, volleyball, hockey
Name: _____________________________

Think Outside the Box

Complete the picture below. It is NOT a heart.
 Third Day of School Lesson Plans!
September 3, 2021

Kindness/Friendship, Self Portraits & This or That?

Lesson Kindness & Portraits Grade 1/2

Course
Title/Focus 120 Minutes September 3, 2021

PROGRAM OF STUDY OUTCOMES/TQS

TQS #4: Establishing Inclusive Environments
● A teacher establishes, promotes and sustains inclusive learning environments where
diversity is embraced and every student is welcomed, cared for, respected and safe.

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?

MATERIALS AND EQUIPMENT

● Book: Be Kind
● Paper to draw portraits
● Visual Journals
● Pencil Crayons
● Anchor chart
● Sentence strips “I can show kindness by…”

PREPARATION AND LOGISTICAL CONSIDERATIONS

● Take some brain breaks as students draw their pictures
● Listen to some music while students are drawing.
● Show students an example of a self-portrait
● Depending on observations from the past 2 days, differentiate by providing some or
all students with sentence strips to glue in their visual journals

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

1. Students will participate in this activity outside if possible.

2. Students will start in the middle of the field with 2 “end zones” to run to
- one being “this” and the other “that.”
3. *List of questions to ask below in appendix A* 20 min
○ If the weather does not permit us to go outside, we can turn it
into a sit-down or stand-up game.
4. Students will walk back into the classroom and go back to their
desk/tables

Self-Portraits

1. Show students an example of a self portrait - go over what is included

○ Reminders to: add as much detail as we can, use lots of colour,
what happens when we press softer or harder into the paper?
2. Ensure students leave space at the bottom of their self-portraits so they
can glue their sentence strips “I can show kindness by …” and that they
draw their picture in pencil first.
80 min
3. Students will receive their visual journals and write one way they can
show kindness to others - they can use the list we brainstormed as a
class to help them.
4. Once students have written out the sentence (or used sentence strip)
they will begin to draw a picture of themselves - shoulders & head
5. Students will work on their self-portraits while I walk around the room
to see what they are adding to their pictures.
6. Early finishers can draw a picture, or read a book.
 Conclusion Time
Conclusion

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