1 Day of Class
st 2 Day of Class
Objectives:
Affective:
Obj. 1: Students will understand
that each of their classmates is
an individual with unique
experiences and preferences.
Obj. 2: Students will understand
that effectively communicating
in a classroom environment
requires patience and respect.
Obj. 3 Students will understand
the behavioral expectations and
routines in the classroom.
nd 3 Day of Class
rd
Objectives: Objectives:
Affective: Affective:
Obj. 1: Students will Obj. 1: Students will
understand that an understand
effective classroom demonstrating growth
requires students and and progress requires
teacher to show respect commitment to long-term
and understanding for organization and effort.
those around them. Obj. 2: Students will
understand that all
Obj. 2: Students will community members are
understand that the valuable and diversity
classroom is a creates a more
collaborative space interesting learning
where we work together environment.
to meet consensus. Obj. 3: Students will value
Obj. 3: Students will an intellectual discussion
understand that each of amongst peers.
their classmates is an
individual with unique
experiences and
preferences.
Obj. 4: Students will
write an autobiography
to provide a writing
sample and express their
interests, hobbies, and
personality.
List of Activities (in order):
1. Introduction Survey:
The introduction survey
asks students to address
several questions about
themselves. The answers
to these questions will be
used by the instructor to
direct differentiation. The
introduction survey
serves a secret purpose
as well: it sets up a quiet
time at the beginning of
class which will
eventually be used for
SSR once the class gets
going.
2. Class Rules and
Routines Students will
be introduced to
bathroom routine of
writing name and time on
the whiteboard. Students
will understand the
norms for discussion as
young adults in a mature,
academic classroom.
Students will be
introduced to the
difficulty of a higher level
AP class and understand
the rigor of the material
and assignments.
Students will be warned
that we will go into
further detail for
behavioral expectations
next class.
3. Snowball Fight: In the
snowball fight ice
breaker, students will be
asked to answer the
following questions on a
slip of paper: 1. What is
List of Activities (in List of Activities (in
order): order):
1. Creation of Class 2. Creation of
Expectations: The Individual Class
creation of class Folders: Students will
expectations will be an keep portfolio folders in
open discussion of the the class. In these folders,
class on what rules and students will create a
regulations need to be in table of contents, a list of
place. The teacher will qualitative goals, a list of
put on the board topics to quantitative goals. All
be covered: Discussion three lists will be
expectations, technology designed to have things
use expectations, added to them over the
behavior expectations, school year. Today,
expectations for the students will develop one
teacher, and other long term goal each to
expectations. The class work towards the whole
will then discuss what year based on their
types of expectations experiences in previous
they will hold for each years of English class.
other as well as the The teacher will help
teacher. The other topic guide them if they need
will be used for anything assistance. Today, the
that the students come students are just setting
up with that does not fall up these folders by
into the other categories. putting in pages for the
Students will decide on table of contents,
these expectations using quantitative goals, and
Think-Pair-Share. qualitative goals. The
Students will be able to students will write their
brainstorm ideas on their finalized big year goal on
own, giving them enough the front of the inside of
time to think about what the folder with sharpie.
they want from a On the outside students
classroom and learning will put their name and
environment. Conferring class information.
with a partner will give Students are encouraged
shyer students the to take some time to
support to share with the decorate their folders as
whole class. well. Teacher will
Differentiation Thought provide supplies for this.
Experiment: The teacher Appointment Clocks:
will provide students Students will be provided
 something you did over
break? 2. What is one of
your life goals (can be big
or small!)? 3. What is
something that you hope
to accomplish this
semester? Half of the
class will have white
pieces of paper, the other
half will have pink pieces
of paper. The students
will crumple up the paper
after addressing the
questions and throw
them around the room.
Students who had a white
piece of paper will be
asked to find a pink
snowball and vise classmates using
versa. Students with pink
snowballs will then
locate the creator of their
snowball. We will then go
around the room and all
the students will
introduce their partner.
We will repeat with
students who have white
snowballs until all of the
students have been
introduced.
4. Exit Slip: On the Exit Slip,
students will be asked to
write down one unique
thing they learned about
three of their classmates
during the activity.
with jackets ranging from
extra small to extra large.
Student volunteers will
come to the front of the
room and wear the jacket
provided by the teacher.
The students will be
asked questions, How
does that jacket make
you feel?, How would
your day go if you had to
wear it all day long?,
What if you had to wear
it all year long? The
teacher will then draw an
analogy between the
jackets and instruction.
You may see your
Students will be
different materials
throughout the semester.
Think back on these
jackets. Every one of you
has a different fit and
sometimes the materials
I give you will not match
up. I do this so that every
one of you is given an
equal opportunity to
grow as readers and
writers.
Biography Students will
write an autobiography,
including elements of
their personality like
hobbies, interests,
favorite places, foods, etc.
They will include aspects
of their life at home and
at school. This will be a
diagnostic for future
writing
with appointment clock
handouts. The first six
appointments will be
assigned based on
prompts from the
teacher. The teacher will
have prompts like, Make
an appointment at 1 o
Clock with someone that
has a different eye color
than you. The last six
will be student choice,
encouraging them to pick
people they do not know
very well. Students will
use these handouts in the
future for partner work.
Engaging in Discussion
introduced to the most
important part of this
class: small group and
whole group discussions.
We will use norms
established last class to
analyze a piece of
literature and have a
constructive
conversation using a
discussion guide.
 Assessments
Snowball fight: Demonstrates
objectives 1 and 2.
Exit Slip: Demonstrates
objective 1.
Behavioral expectations:
Demonstrates Objective 3
Assessments Assessments
Creation of Classroom Creation of Individual
Expectations: Class Folders:
Demonstrates objective 1 Demonstrates objective
and objective 2. 1.
Differentiation Thought Appointment Clock:
Experiment: Demonstrates objective
Demonstrates objective 1 2.
and objective 3. Engaging in Discussion:
Biography Demonstrates Objective 3
Demonstrates objective
4.

Introductory Survey

Name:

1. What did you read over the Summer? Include anything and everything: video game
instructions, a how-to manual, an online article, a comic book, anything!

2. I read: _Daily _Weekly _Monthly _Never

3. What kind of writing do you do outside of school? (Include any and all writing even
letters to your grandma)

4. What is your favorite class/subject (past or present) and why? Who is your favorite
teacher?

5. Do you use social media? Check all that apply:

_Twitter _Snapchat
_Facebook _Instagram
_Blogging _YouTube

_Other (Please tell me which platform so an old teacher can keep up with the times)

6. If you could give me one piece of advice in leading this class, what would it be?

7. What did you learn over the summer that you thought was interesting or exciting?
8. Is there anything you dont like about reading? What about writing?
Or English class in general?

9. Is there anything else you would like me to know about you?

10. Is there anything that you would like to know about me?