Substitute folder

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Welcome To My Class! Teacher debbie

Thank you for coming. I hope your day is enjoyable.

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Index
1. Class List 2. Discipline 3. Activities 4. Icebreakers 5. Lesson Plans
6. Class Map 7. Class Schedule 8. A note from the Sub

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Class Roster

1. Mikayla 2. Malik.................... 3. Edessa 4. Shakira 5. Dandre

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Discipline

In order to provide our students with the excellent educational climate they deserve, the students and I will develop a Discipline Plan that will be in effect at all times. During the first few weeks of school we will write a Class Promise together which will describe what our expectations for learning and behavior will be this year.

Class Rules
1. 2. 3. 4. 5. Respect others. Be kind and helpful. Listen carefully Follow directions Work quietly

Consequences

1. 2. 3. 4. 5.

Verbal Warning Loss of recess time Parent/guardian contact Principal will be notified Talk to the child

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Activities

Get your students off on the right foot. I ask my students write the school rules and classroom rules. We do this together rather than me just telling them and posting them. Getting them involved in doing this seems to make them feel in a way that they should not break the rules they made themselves. Of course the rules are the ones I would have posted anyway. Submitted by: Theresa Youssef Peek into Summer Divide a bulletin board into "window panes," using white strips of paper. Create one window pane for each child in your class. Assign two children to bring in some object each day, such as a shell, that represents what they had fun doing this past summer. Put the items in small zip-lock plastic bags. After each presentation, mount the plastic bags on each child's "window pane." This makes a great back-to-school bulletin board and provides children with opportunities to talk about their summer. Judy Isphording, Sope Creek Elementary School; Marietta, Georgia Alphabetical Roll! After introducing yourself, create some chaos. Tell students they have three minutes to complete their first assignment: "Sort in alphabetical order by last name."

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After the initial shock and after they succeed, remind them how capable they are to handle their first day, and every day, by asking questions, getting help from others, working together, trying and evaluating strategies to "just do it"! Whatever "it" might be, they can do it! Rene Kehau Schofield. Westmont High School; Campbell, California Sentence Strip Unscramble This activity is great to use the first day kids walk in, while you greet new students and their parents. Type a short letter attached to an envelope inviting students to unscramble the sentence you have placed in their envelope. Sentences like: Welcome to 3rd grade! Its going to be a great year! Im glad you are here! Be sure to cut between the words like a puzzle. The students job is to place the sentence in order. S. Crenshaw

Get to Know You Activities

How Do You Do?

Games, level: Elementary Materials Required: none Activity Time: 15-30 min Concepts Taught: Learning the Names of Classmates

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Play this game outside. It resembles Drop the Handkerchief. Have the children make a large circle and remain standing. Choose one child to start. Have the game starter walk around the outside of the circle and stop behind one person and say, "Hi, I'm ____." The other child turns around and says, "Hi, I'm ____." They then shake hands saying, "How do you do, how do you do, how do you do?" Each then runs in opposite directions around the one to introduce him/herself to another. The game goes on.

Shout Out Those Names!

Students will learn each others names affirm those names by shouting them out. Materials Needed: a soft ball, bean bag, or Hugg-A-Planet. Have the students stand in a circle. Toss a Hugg-A-Planet or other soft ball to a child. When a child catches it, the whole group shouts out the childs name. The child then tosses the ball to another child, and so on until everyone gets a turn. Youll be surprised how quickly this activity helps you and the students learn each others names.

Find Someone:
Tell the students that they are going to play a game to find out things they may not know about each other. Youll tell them whom you want them to find and theyll walk around to find the person. When they find a person, they will shake hands and say their names. When they hear a

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signal from you, they will freeze. By freeze, you mean they will stand absolutely still and stop talking. Tell them what the signal will be (for example, ringing a little bell, turning off the lights, or simply saying Freeze!), and have them practice freezing in response to the signal. Now the game can begin. Ask the students to find someone who is wearing the same color as they are. Give them a short time (no more than 30 seconds) to walk around the room (or the rug) and find someone. Give the signal and wait till they all freeze. Ask, who found a person wearing the same color as you? Call on a child and ask, What color is it? Ask the child and person s/he found to please say their names. Repeat the process with other attributes. Keep the pace quick and involve as many children as possible in the group sharing. Make up your own findsomeone-who items. Here are a few suggestions: Find someone who has a brother or a sister. Find someone who has a pet. Find someone who likes ice cream.

Whats something you learned about a member of your class?

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Icebreakers
"Pass the Toilet Paper" This can be an amusing first day activity. It also helps your students learn more about each other. On the first day of school, I pass around a roll of toilet tissue. I do not tell them what they will be using it for but explain that they should tear off as much as they need. Later, we count the amount of squares and then in a group, each student tell us one thing about himself for each square of toilet tissue. This is a great "ice-breaker" and the students get a laugh out of it! Submitted by: HALARADA

Stringing Conversation Together

Cut string or yarn into pieces of different lengths. Each piece should have a matching piece of the same length. There should be enough pieces so that each student will have one. Then give each student one piece of string, and challenge each student to find the other student who has a string of the same length. After students find their matches, they can take turns introducing themselves to one another. You can provide a list of questions to help students "break the ice," or students can come up with their own. You might extend the activity by having each student introduce his or her partner to the class. Stacy Moore, Garrison Mill Elementary School, Marietta, Georgia

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Team Building Activities

A Tangled Web Gather students in a circle sitting around you on the floor. Hold a large ball of yarn. Start by telling the students something about yourself. Then roll the ball of yarn to a student without letting go of the end of the yarn. The student who gets the ball of yarn tells his or her name and something good about himself or herself. Then the student rolls the yarn to somebody else, holding on to the strand of yarn. Soon students have created a giant web. After everyone has spoken, you and all the students stand up, continuing to hold the yarn. Start a discussion of how this activity relates to the idea of teamwork -- for example, the students need to work together and not let others down. To drive home your point about teamwork, have one student drop his or her strand of yarn; that will demonstrate to students how the web weakens if the class isn't working together. Amy Henning, W. C. Petty School, Antioch, Illinois

Chain Gang
Begin by asking students "Who can do something really well?" After a brief discussion about some of the students' talents, pass out paper and ask students to write down five things they do well. Then provide each student with five different-colored paper strips. Have each student write a different talent on separate paper strips, then create a mini paper chain with the strips by linking the five talents together. As students complete their mini chains, use extra strips of 28

paper to link the mini chains together to create one long class chain. Have students stand and hold the growing chain as you link the pieces together. Once the entire chain is constructed and linked, lead a discussion about what the chain demonstrates -- for example, all the students have talents; all the students have things they do well; together, the students have many talents; if they work together, classmates can accomplish anything; the class is stronger when students work together than when individual students work on their own. Hang the chain in the room as a constant reminder to students of the talents they possess and the benefits of teamwork. Kimberlee Woodward, substitute teacher, Waterford, Michigan

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Lesson Plans Language Arts Lesson Plan (verbs)

Date: November 28 2013 Grade: Cycle 2 year 1 Subjects: Language Arts Unit title: Parts of Speech Topic: Introducing action verbs Standards: Language and Communication Standard 3: Can apply listening and speaking strategies with different objectives. Standard 4: Can apply general skills and strategies of the learning process. Standard 7: Can apply general skills and strategies of the writing process. Standard: 8: Can apply grammatical and spelling conventions in texts. Health and Physical Education (Motor skills) Standard 3: The student is able to demonstrate specific motor skills Social Emotional Development Standard 1: Is equipped and empowered to work in groups Standard: 3: Knows and applies the prerequisites to approach work. Standard 4: Understands and applies the basic principles of logical thinking and reasoning.

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Cultural Artistic Development Standard 13: The pupil can make use of voice, language, form, movement and mimicry to express individually as well as in a group, his feelings, experiences and ideas in play. Goals: Students will learn verbs. Students will know the importance of verbs. Students will know when to use

Target Behaviors: 1. The student listens attentively when others are speaking 2: Listens in order to repeat and respond to oral stimuli and/or presentations. 3: Listens and follows simple oral directions and instructions. 7: Speaks clearly and fluently in complete sentences.

Instructional objectives: Given a song to listen to about action words, students will learn about different action verbs and must do all the actions that Simon says. Given a story to read about the 3 little pigs, students will identify at least 5 action verbs. At the end of the lesson students must be able to write at least 10 sentences using action verbs.

Duration: 90 min Prerequisite skills: Listening skills: must be able to listen and understand. Cooperation skills: be able to work in a group. Reading skills: be able to read and understand what is being read. Computer skills: be able to use a computer( basic) Motor skills: able to move: jump, run, skip. 31

Materials: Cd player, cd , computer, pencils, paper, chalk, blackboard and worksheets with story Frogs Jump. Procedure: Introduction: The teacher will start the lesson by saying that today we will be learning about verbs and verbs are words that show action. The teacher will put a cd in the cd player that consist of only sound. The teacher will sing a song that goes action words, action words, action words are verbs, clap, clap, clap, please do that action that Simon(teacher) says to do: jump, clap, run, dance, jog and hop. Development: The teacher will teach the students the song and students must do the action that Simon says. Simon will be the teacher. After the students have done this for 3 times, the teacher will assign a students to be Simon, that students must call out different action verbs, such as clap, stomp etc. The rest of the class must respond and do the action that the students who has the turn says to do. After the action words song, the teacher will group the students in 4 groups of 4. The teacher will hand out 1 worksheet per group; the worksheet will have the story named Frogs Jump. Students must read the story and circle the action verb. Closure: The teacher will call on 1 or 2 students per group and ask to give her the action words that they found while reading the story. As the students say the action words the teacher will write it on the board. After all groups has gotten a chance students must write over all action verbs that the teacher has listed on the board over in their note books. Homework: Students will be given 10 action verbs and will write 10 sentences, 1 for each action verb. Assessment: Students will assess by the teacher trough observation, homework, and participation in class. Computer center: There will be a game on the computer, where they can pick out the action verbs from the given sentences. 32

Language center: worksheets: match the action to the words example: a picture of a boy running match it to the word run. Worksheets: action words, word search.

Mathematics Lesson Plan

Grade: Cycle 2 year 1 Subject: Mathematics Standards (FBE): The student can apply reading skills and strategies to read and interpret informative text. Target behavior (FBE): represent division situations involving fractions. Goals: Dividing of fractions Objective: The student will be able to accurately divide fractions. Pre-requisites: Communicate mathematical thinking to others. Use representations to organize and communicate mathematical thinking and problem solving. Materials and Resources needed: Dollar bills, quarters and dimes. (counterfeit bills) Instructional Considerations: Manipulative will be used so that students will be able to see the represent actions visually. Procedure: Teacher will ask students how many of each coin are in one dollar. This will be represented with stacks coins. Students will asked if they can express these amounts as fractions.

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Model: Teacher will model to students using coins that one dollar is equal to four quarters, similarly one is representative of a quarter dollar. Using the dimes teacher will model to show the dimes teacher will model to show that ten dimes are equal to one dollar. Check for understanding: Verify that students understand how to find reciprocals. Verify that they understand the steps of fractions division by going through the examples provided. Guided Practice: Teacher will guide students as they model what was shown to them. Independent Practice: Students will be given division fraction worksheet to complete. Closure: Teacher will check student understanding of the concept as she marks students work and clarify/make necessary corrections to students work.

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Language Arts (Handwriting)

Subject: Structure Topic: Cursive Handwriting (Capital letters N) Grade: Cycle 2/Year 1 Date: November 27, 2013 Standards: The student can apply general skills and strategies of the learning process

The student can apply grammatical and spelling conventions in texts.

Target Behaviors: Uses writing and drawing tools with confidence and control. Selects writing materials and chooses to write independently. Uses various stages of writing to communicate. Goals: Students will understand cursive. Objectives: Using handwriting books, Cycle 2/Year 1 students will practice writing the capital letter N in cursive at least 7 times on each line with 75% accuracy. 35

Using the bottom, middle and top line, Cycle 2/Year students will practice writing N in cursive with 70% accuracy. Using handwriting books, Cycle 2/Year 1 students will practice writing students names that begin with letter N with 75% accuracy.

Prerequisite: knowledge of the alphabet Duration: 35 minutes Materials and Resources needed: handwriting books, chalkboard, and chalk Instructional Considerations: Some students have to be reminded about proper seating when doing handwriting practice. Anticipatory Set: Handwriting exercises. Students will stand and stretch their fingers while singing the song, You put your five fingers in, you put your five fingers out. You put your five fingers in and shake them all about and you do the hokie pokie and you turn yourself around, thats what its all about. Model: Teacher will demonstrate proper writing posture when writing. She will hold her chalk correctly with index finger and thumb finger. She will write the capital letter N four times in cursive. Starting at the base line and ending at the top line.

PROCEDURE: Teacher will begin lesson by telling children that they will learn to write the cursive capital letter N today. She will show them where they need to start and where to end. She will remind them about proper seating posture when writing and also proper pen grip. She will then write a whole line of Ns and then ask children to give her names that begin with letter N. They should think of children in the class whose names begin with that letter. The teacher will select about six names and then children will be asked to copy the letters and words in their handwriting book. They will copy the names twice. She will remind them to continue writing till the end of the word and dont stop to cross ts and dot is . They will practice writing about 7-9 Ns for each line.

Check for understanding: Teacher walks around to check to see if students are sitting and writing correctly.

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Guided Practice: The teacher will model proper seating for children. Independent Practice: Each child will practice writing the letter and words in their handwriting books. Closure: Students are asked to check each others work to make sure they followed instructions.

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Class Map

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Class Schedule
Monday 8:00 - 8:45 General Assembly 8:50-10.00 Phjysical Ed.(swimming) 8:50 - 10.00 Recess 10:30 - 11.30 Maths 11:30 - 12:00 Grammar Recess 12:15 - 12:50 Dutch 12:55 - 1.30 Penmanship(rules of writing) Tuesday Tuesday Wednesday 8:00 - 8:20 devotions 8:20 - 10:00 Maths 8:00 - 8:20 devotions 8:20 -10:00 Maths Wednesday Thursday 8:00 - 8:20 devotions 8:20 - 10.00 Maths Friday Thursday 8:00 - 8:20 devotions 8:20 - 9:30 Maths 9:30 -10:30 music Recess 10:05-11.00 Language Arts 11:00 - 12:00 Geography Recess 12:15 -12:50 Vocabulary 12:50 - 1:30 General Knowledge

Recess 10:05 - 11.00 Physical Ed. 11:30 - 12:00 Poetry Recess 12:15 - 12:50 Dutch 12:55 - 1.30

Recess 10:05 - 11:00 Literature Circle 11:00- 12:00 Culture & Artistic Recess 12:15 - 12:50 Dutch

Recess 10:05 - 11:00 Guided Reading 11:00 - 12:00 General Knowlegde Recess 12:15 - 12:50 Dutch 12:50 - 1:30 Traffic

12:55 - 1:30 Reading Science(life) Comprehension

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A note from the Substitute Teacher

Date: ..

My day was: ..

These students were VERY helpful: ..

Problems I had: ..
. .

Comments: .

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