FIRST DAY OF SCHOOL

OUTLINE
The morning
Greet each student at the door
Hand each student a classroom guidelines sheet (goes in
notebook)
Direct them toward their assigned seat (alphabetical)
Tell students to read and follow the instructions written on
the board
Have instructions written on the board for them to start on
Finish greeting the last student arriving in class
Five minutes after the last student has arrived
Welcome students to class and introduce myself
Talk about family and educational background
Introduce where I am from and where I live
Tell them why I wanted to teach
Processed to talk about guidelines for a successful
year
Arriving and leaving class
Teach procedure for arriving in class
Teach procedure for dismissal from class
Explain classroom guidelines and daily procedures
Refer to the guidelines that are posted at front
Explain discipline plan and refer to poster
Go over procedures
Talk about We missed you file (when students are not
here)

Go over class schedule and procedures for not being in

the class
Including bathroom expectations, lunch expectations,
recess, library and single trips
Number assignments
Each person will have a number that represents them
The number will be on all of their papers and on their
folder
This will help all of us to keep our papers straight
This does not mean that we also do not put names and
dates on our papers
Notebooks
For students to record their grades and keep track of them
To store vocabulary words for future use
To write a weekly journal entry about what they liked the
most about the weeks lessons
Student Information (personality test/informative
questions)
We will play a game that allows us to get to know each
other.
We will perform some personality tests that allow me to
better get to know my students
At the end of the day
We will create a guideline for student actions that we think
we need for a successful classroom
I will say good bye and a see you tomorrow as each student
get ready for the bus and car rides.

CLASSROOM MANAGEMENT PLAN

** I think that having a clear set of guidelines and
expectations are important for students. Joan Lipsitz
mentions certain types of needs for students
including the need for meaningful participation in
school and community, the need for structure and
clear limits (JONES. L., & JONES V., 2013, 39-40).
That is why I feel like most of what happens in a
classroom needs to have teacher and student
expectations. There should be rules that the students
have to follow and rules for the teacher. Those rules
may include saying more positive and descriptive
complements and not yelling or calling out
students.**
**I like the Assertive Discipline, this is where the
teacher states clear behavioral expectations,
redirects disruptive students quietly and
consistently, and gives positive feedback (JONES. L.,
& JONES V., 2013, p. 13). I think that this is really
important not only to pretend that disruptive
behavior is not happening but also to give details
about positive happening in the class.

RANDOM POINTS
3

Raise hands: I will not pick students who are shaking

their hands.

BATHROOM AND WATER FOUNTAIN

ROUTINES

You may use the

Restroom without
Please wait to use the
Restroom.
These signs will be used during class for when it is time to
ask or to follow the guidelines for bathroom procedures.
The main time the red sign will be up is during instruction.
If the green sign is on the board, students may use the
restroom after they write their names on the restroom
board. When they come back, they must erase their
names from the board.
Go over expectations for using the toilet:
What do you do when you close the bathroom door
behind you? (Use the toilet. Nothing else. No playing
around.)
4

 How much toilet paper should you use? (About four

squares.)
What do you do after you finish using the toilet?
(Flush! Please!)
Go over what happens when using the sink:
Walk quietly over to the sink
Get ONE pump of soap
Scrub your hands while you count silently to eight
(shorter periods of time wont kill all the germs)
Take ONE paper towel and dry your hands
Use the paper towel to turn the water of (The purpose
of using the paper towel to turn the water of is for you
not to touch the water spigot again with clean hands
because it is dirty from when you just touched it before
washing your hands.)
Whole class bathroom times:
3 girls and 3 boys at a time (or depending on the
amount of stalls)
Three bathroom breaks a day.
Water fountains:
During group restroom breaks.
Have five to ten seconds drinking water (classroom job)
*Inappropriate behavior will not be tolerated.
Some examples include:
crawling under stalls
5

 writing on stalls
throwing trash on the floor,
splashing water at the sink

HALLWAY EXPECTATIONS
For the hallways there will be no talking. We will use a
game of red light and green light. This will be played only
with students that can drive on their own. Other who
cannot handle will walk at the middle and play a role as a
school bus.
Red light means stop. Green means go. Yellow means
slowly down. Some places will be mentions as stop signs
where they need to stop until I say green again.
**I like this because it seems less strict than walking with
your hand behind their back or some other way to make
sure that they are behaving in the hallways. This follows
along with David Elkinds social factor and goes along with
his idea of responsibility-freedom between adults and
students (Jones. L., & Jones V., 2013, p. 39). This basic
contract says that teachers should let students have
freedom when they act at their intellectual, social, and
emotional development (Jones. L., & Jones V., 2013, p. 39).
My car and bus system goes along with this. They have
their own freedom if they act appropriate. If not, they can
ride the bus.

TURNING IN HOMEWORK
Homework will be turned in as a part of their morning
tasks. They will have clips with their numbers on. When
they turn in their work, they will put their clips on their
work and then put it in the homework container.
Missing homework notices
Due date:
Name:
Subject:
Missing assignment title:
I did not have my home today because:
I did the assigned homework, but I did not bring it to class.
I chose not to do my homework
I forgot to do my homework
I did not have the right materials at home.
Other- please explain below:

I will make it up by:

Minus five points
Do it during recess (loss two points)
During free time (loss two points)
7
Signature:

If a student is missing work, he or she will fill out this

form.

Managing Materials
Turning in work:
I like the idea of using clips with their number on
them for turning in homework and another set of
clips for turning in their work that they worked on all
day. In their desk, there would be a folder that would
hold their daily work. At the end of the day, they
would clip in with their daily work clip as part of their
end of the day tasks.
Pencils:
Two pencils cups
o One for unsharpened pencils
o One for sharpened pencils
Student will get two sharpened pencils as part of
their morning tasks.
If both pencils are broken they can get a new pencil.
End of the day tasks will be putting pencils back.
There will be a job for taking pencils up and also
sharping them
Writers notebook and Interactive notebooks:
Writer notebooks will be placed in the little library in
the room.
Interactive notebooks will be in their desk and color
coded.
Lining up and grouping

For that students will go by some type of selection

system.
Examples include but are not limited to:
The color of shirts
Letters in names
Hair color
Number
Birthday
Passing papers outs
Students will pass out papers as their classroom job.
(more will be described in classroom jobs).

Classroom Jobs and Duties

Everyone will have a job that will rotate around every
other week. I think that it is important that students
have their own responsibilities that allow them to
have some control in the classroom.
Jobs

will include but are not limited to:

Hand sanitizer
Line leader
Safety monitor
Door holder
Material managers
o Pencil sharper
o Paper person
Energy monitor (turns on/of lights)
Work coordinator (takes notes/ tell absent
homework that they missed)
Water fountain attendant

Entry/Morning Routines
Greet students.
9

Student activities:
Students will come to class and first unpack their
book-bags.
They will turn in homework and get a pencil out of
the sharpened pencil cup.
They will complete a brain buster that will wake up
their brains.
(Brain buster will include but not are limited to
Riddles, true or false fun facts, a puzzle worksheet,
or a volunteer activity.)
Once children are finished with the above list student
can either read or write freely.

End of the day/ dismissal routines

Student activities:
Students will clean up around their desk.
Workers will complete end of day tasks that include
picking up pencils.
Students will organize their work and turn it in the
daily work.
Students will fill out agenda, and organize their bookbags.
**After all the listed above are completed, we will then
discuss as a class about the next day and the highs
and lows of the day.**

Lunch Procedures/Expectations
We will follow hallway expectations to and from the
lunchroom.
A student (a job) will give out hand-sanitizer before
students get

their food.
10

Students with lunches that they bring from home will

still walk in the order that was in place.
As a class, we can talk at a manageable level. If not,
we all can be silent.
As we leave the lunch, we will look around our table
and clean anything we see. If the table is dirty as a
class, we will clean it. The same will go with the
floor.

School Supplies
Students will have their own supply boxes.
Those boxes included but are not limited to:
Easers
Scissors
crayons/color pencils
post-it notes
Other school supplies that we will have as
community supplies include: papers, pencils etc.

Classroom Library

Classroom libraries will be organized in to genres.

Students will be able to check out books from the
classroom library.
The sign in and out sheet will be the students
responsibility.
Books can go home or stay in their desks.
Books should not stay out later than a week and a
half.
If the student wants to keep the book out later , they
may do so after informing the teacher.

11

CLASSROOM LIBRARY
PROCEDURE LESSON PLAN
***Reminder: All fields must be completed prior to
submission.
Nam
e:
Less
on
Title:

Grade: 3rd
Selena Ledford
Our classroom library guidelines

Date:

CCGPS or GPS Standard(s):

ELAGSE3SL3
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

12

Classroom/Lesson Context (please check the following that apply):

__X__ Whole Group _____ Small Group _____ One-on-One ___X__ Students with IEPs/504s
_____ ELL Students

____ Other (Please specify:

_______________________________________________________________________)

Please specify the number of students:

___9__ Girls __11___Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Students will able to show how to complete the routine that come with the
classroom library.

Learning Focus
Essential
Question(s)
1-3 BIG ideas!
How can these
questions be
used to guide
your
instruction?

Central
Focus/Lesson
Objective(s)

Strategies

I can fill out the check out form and select a book from the classroom
library.

Students will be able to apply a set of guidelines to the process of

checking out a book.

13

Objectives are
measurable
and aligned
with the
standard.

Academic
Language
What is the
key language
demand?
What
academic
language will
you teach or
develop? What
are the key
vocabulary
words and/or
symbols?

Language Functions (Identify the purpose for which the language is

being used, with attention to goal and audience- the one verb from the
standard; ex. demonstrate.)
Ask and answer

Language Vocabulary (Identify key, content specific words for this

lesson: examples of vocabulary words- drama, prose, structural
elements, verse, rhythm, meter, characters, settings, descriptions,
dialogue, stage directions. Additionally, include words within a text
necessary for students comprehension.)

Setting, Rules, guidelines, title, condition

Academic Language Demand (Identify one of the following: reading,

writing, listening/speaking, or demonstrating/performing. The demand
will require more or less scafolding support- depending on the needs of
the students throughout the lesson.)

Demonstrating/performing

Materials

Stella Louellas Runaway Book, by Lisa Campbell Ernst.

What
resources can
be used to
engage
students?

Classroom library checkout sheet

Classroom library

14

Introduction
to Lesson/
Activating
Thinking
What is the
hook for the
lesson to tap
into prior
knowledge
and develop
students
interests? This
should tie
directly into
the lessons
objective and
standard and
should
promote
higher level
thinking. How
will you
introduce the
content
specific
vocabulary
words?
***Use
knowledge
of students
academic,
social, and
cultural
characteristi
cs.

What does a librarian do? (let us check out books)

Where is the library?
Is there another library? (our classroom library)

What are some elements or characteristics of books? (titles,

authors, words, images, plotlines)

First we are going to read a book about the library. I want you
too listen to it and think about what connections we can make to
our classroom library.

We will read the book Stella Louellas Runaway Book.

Going over what is happening at certain points and making
predictions about what is going to happen.

Language Syntax (set of conventions for organizing symbols, words,

phrases into structures, sentences):
I want my students to use complete sentences. Answer questions using
phrase that was used in the question.

Language Discourse (structures of written or oral language; how

participants of the content area speak, write, and participate):
I want my students to answer questions using their prior
knowledge. I want them to participate by demonstration what
should be done.

Modification(s)/Accommodation(s) specific to this lesson

(Consider students with IEPs and/or 504s in addition to students below
and/or above grade level- cognitive and/or afective):
Students with IEPS OR LD will have personally copies and
directions for following this procedure.

15

Management Plan:
This is part of my management plan. Students will be expected
to answer questions by raising still hands. Students will also be
expected to sit in the area and focus on the task at hand.
Body of
Lesson/
Teaching
Strategies
What will you
have the
students do
after you
introduce the
lesson to learn
the standards?
What
questions will
you ask to
promote
higher level
thinking?

What
opportunitie
s will you
provide for
students to
practice
content
language/
vocabulary?
What
language
supports will
you offer?

We will talk about what was the main point in this story.
(returning and also checking out books. We will talk about why
it is important to turn in books. (so that other can read them
and enjoy them too)
We will talk about why we should have those rules in our own
classroom library.
We will show the log for checking in and checking out books.
We then will model what we must do for checking out books and
the places to look for information to fill out the log.

Language Syntax (set of conventions for organizing symbols, words,

phrases into structures, sentences):
I want my students to use complete sentences and proper grammar.
Language Discourse (structures of written or oral language; how
participants of the content area speak, write, and participate):
I want my students to participate using vocabulary words and
proper English.

Modification(s)/Accommodation(s) specific to this lesson

(Consider students with IEPs and/or 504s in addition to students below
and/or above grade level- cognitive and/or afective):

Students with IEPS OR LD will have personal copies and

directions for following this procedure.
Management Plan:
Students will be expected to answer questions by raising still
hands. Students will also be expected to sit in the area and
focus on the task at hand. Also they will show respect to
students modeling.
16

Closure/
Summarizing
Strategies:
How will the
students
summarize
and/or share
what they
have learned
to prove they
know and
understand
the
standard(s)
and its
vocabulary?
Will you
provide
opportunities
for students to
apply new
knowledge
while making
connections to
prior learning?

We will go over what we did as a class. I will then answer any questions
about the procedure that was taught today.

Language Syntax (set of conventions for organizing symbols, words,

phrases into structures, sentences):
I want my students to use complete sentences and proper grammar.

Language Discourse (structures of written or oral language; how

participants of the content area speak, write, and participate):
I want my students to participate using vocabulary words and
proper English.

Modification(s)/Accommodation(s) specific to this lesson

(Consider students with IEPs and/or 504s in addition to students below
and/or above grade level- cognitive and/or afective):
Students with IEPS OR LD will have personally copies and
directions for following this procedure.

Management Plan:
Students will be expected to answer questions by raising still
hands. Students will also be expected to sit in the area and
focus on the task at hand. Also they will show respect to
students modeling.
Assessment/
Evaluation
Every
standard listed
above must be
assessed and
included.
Questions to

Reminder: Assessment plan must align with

objective(s)/standard(s).

Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and
should be written as such; remember to identify both formative &
summative assessments throughout the lesson):
Formative assessment will be looking at how students answer
17

consider while
planning:
How will
students
exhibit an
understanding
of the lessons
objectives?
How will you
provide
feedback?
What evidence
will you collect
to
demonstrate
students
understanding
/mastery of
the lessons
objective(s)
including their
usage of
vocabulary?

questions and model the procedure.

The summative assessment would be their ability to do the
procedure during the year.

Assessment Plan for Learning Objectives (This is a plan and should

be written as such; remember to identify both formative & summative
assessments throughout the lesson):

Formative assessment will be looking at how students answer

questions and model the procedure.
The summative assessment would be their ability to do the
procedure during the year.

For both of groups of assessments positive feedback will be

given after students model how to follow the procedure. The
log will be a way to assess if they understand the procedure,
both if they do it or not.

Reflection/A
nalyzing
Teaching
Effectiveness

Reflection
includes
characteristics
of the lesson
and specific
examples on
how it can be
improved.
Improvements
18

are based on
the
efectiveness
supported by
evidence on
how well the
objectives
were
achieved.
Specific
examples to
improve future
lessons are
provided.

***Credit for this template belongs to Tennessee State University, Stanford

Center for Assessment, Learning and Equity (SCALE), and Columbus State
University.

INTRODUCTION LETTER

19