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Introductory Week

Jessica Hatcher

Day One Day Two Day Three


Objectives: Objectives: Objectives:
SWBAT SWBAT SWBAT

A. Value respect for each other, A. Express themselves through A. Value bravery. (Affective)
their instructor, and their visual arts. (Performative)
environment. (Affective) B. Value class time by using
B. Understand that all creative technology appropriately
B. Evaluate themselves in areas acts of expression have an (Affective)
relevant to ELA. (Performative) intended audience. (Cognitive)

C. Value kindness. (Affective)

Essential Question:
Who is my audience?

Assessments: Assessments: Assessments:

Student Interest Inventory: (B) Notebook covers and Quickwrite: Technology Norms Contract (B)
(Diagnostic) (A, B) (Formative) (Formative)
Students will self-evaluate their Students will decorate their The students will sign a contract
relative strengths in areas relevant notebook covers and explain, both saying that they agree to the
to ELA through a student interest in their first quickwrite and in technology norms that we come
inventory. This will give me an conversation, what their notebook up with as a class.
idea of where the student sees cover tells their audience about
their own ability levels. It will also themselves. Exit Card: Bravery: (A) (Formative)
give me an idea of what kind of Students will write what it means
books that I might want to for them to be kind and one
recommend to students to read. Exit Card: Kindness: (C) example of how they will show
(Formative) bravery in this class based on our
Exit Card: Respect: (A) Students will write what it means conversation about bravery.
(Formative) for them to be kind and one
Students will write what it means example of how they will show
to them to be respectful based on kindness in this class based on
our class conversation about our conversation about kindness.
respect and disrespect. They will
also write one example of how
they will show respect in this
class.

Activities: Activities: Activities:

1. Greet students by the door. 1. Greet students by the door. 1. Greet students by the door.
(5) (5) (5)
Asking them to find their seat with I would remind them to pick up I would once again remind them to
their name on it. Names are papers and ask them to find the pick up papers and ask them to
arranged randomly. The seats are seat with their name on it. I have find their third (and final) seat. This
arranged into base groups of three changed the groups so that I can will be their seat for the rest of the
or four students per group. The see how the students act with following unit.
group of four includes Jake, a different groups. This will help me
student whose IEP stipulates that get a feel for their pre-existing 2. Conversation calendars. (10)
group work must be scaffolded for social bonds. It will also help [15]
him. This gives me the flexibility to students to make new friends and The students would write their first
ensure that his group will not new connections with their peers. journal entry in their quickwrite
suffer for occasionally having one reflective journals. They would
fewer member. 4. Minilesson: Audience. (10) answer a very simple question,
[15] such as Whats your favorite thing
2. Introduce myself thoroughly. This minilesson will primarily act to do in your spare time and they
(5) [10] as a teaser for the next week. I will would only be expected to answer
I will tell my students a little bit be telling them that audience is a it in three to four sentences. These
about me by showing them a central concept that we will be short journal entries will be used
collage that I made on Google exploring over the next unit. For for the rest of the unit for them to
Drawings. This collage includes a this particular lesson I would like have a quiet way to practice
picture of me when I was in middle the students to be able to writing at the beginning of class. I
school and some examples of understand that the notebook will explain this to them before
things that I am interested in or cover collage that they are about they get started. I will respond to
enjoy doing, such as reading, to create has an audience of each journal entry with follow up
watching TV, rock climbing, and whoever sees it. questions and comments.
looking after my plants.
5. Notebook cover decorating 3. Book talks (15) [30]
3. Teach routine for entering the workshop. (20) [35] I will give a big batch of book talks
classroom. (10) [20] The students will have about based on the student entry
I will teach the students my routine twenty minutes to create their inventories the students turned in
for picking up handouts at the front notebook cover collage. They will on the first day and what I have
of the room. We will practice by do they at their tables and be learned about them since. The
quietly lining up outside the door allowed to talk so long as they are students will start their TBR list in
and entering by shaking hands getting the work done. If they do their quickwrite reflection journals.
and picking up the student interest not finish their college than they
inventories that are by the door. will be free to finish it at home or 4. Technology Norms (15) [45]
after school if they so desire. The The students and I would have a
5. Student Interest Inventory point, however, is not that they conversation about using
(10) [30] have a finished an beautiful piece technology in the classroom and
When the students return to their of artwork but rather that they are what is and is not respectful and
desks they will have seven able to talk about it. disrespectful use. Together we will
minutes to fill out the student come up with a list of technology
interest inventory survey. This 6. Quickwrite. (5) [40] norms. At the end of this
independent activity will be Before they share their collage conversation the students will sign
completed silently. with their classmates the students a contract stating that they agree
will write their first quickwrite with and will follow our norms.
6. Teach students One Spot reflection in their journals about
attention grabber. (5) [35] the images they chose for their 5. Google Classroom and Unit
When the students are done filling collage and what they mean to Promo (15) [60]
out their student interest inventory them and about them. This will I would introduce the students to
I will teach them my attention help them get an idea of what they our Google Classroom and give
grabber routine. This One Spot want to say during the speed them time to view the unit promo.
attention grabber involves me dating discussion and will also
always asking for their attention give me an idea of the content of 6. Discussion: Bravery (20) [80]
and giving instructions in one spot what each student shared, given With our remaining time we would
in the classroom, in this case in that I cannot completely monitor discuss my expectation that the
front of my desk at the front of the the speed dating discussion. students be brave in the
room. We will practice this routine classroom and what that means.
once. 7. Speed dating discussion (20)
[60] 7. Closure: Exit Ticket. (5) [85]
7. Move the furniture routine. (5) The students will move the The students would have five
[40] furniture into a speed dating layout minutes to fill out their exit ticket.
Once we have practiced our where the inner group of students
attention grabber routine I will will not move chairs but the outer
teach the students my routine for group will. This will give the
moving the furniture. I will explain students the chance to share their
to them that my goal is to move journal covers with multiple
the furniture as quickly and quietly classmates. Each student will
as possible. Then I will show them have one minute to share their
a picture of the layout I want (a cover and then when both
circle of chairs in the center of the students have shared the outer
room with the desks pushed away) student will move and the
and the students will have two conversation will start over again.
minutes to move the furniture into This will take place for about 15
that position. minutes. The students will then
move the furniture back to the
8. Name Game (15) [55] tables.
We will play a name game to help
us learn each others names and 8. Discussion: Respect and
build a community. Kindness (20) [80]
This discussion will be a
9. Discussion: Respect (20) [75] continuation of the conversation
From our seats in the circle we will we started the previous day about
begin to discuss what we believe my expectations for class
the word respect means. This is behavior. The content of it will be
the beginning of our discussion on dependent on where we left off the
my expectations, which are as day before. If we have made our
follows: way through all of my expectations
1. We will respect each other about respect than we will focus
by using each others on how kindness goes above and
names. beyond respect.
2. We will respect each other
9: Closure: Exit Ticket. (5) [85]
by not using inflammatory
The students will have five
or inappropriate language.
minutes to fill out their exit card
a. Such as swearing before I dismiss them.
or bigoted terms.
3. We will respect each other
by not being disruptive.
a. An example of
disruptive behavior
would be using an
electric pencil
sharpener during a
miniless.
b. Another example
being speaking out
of turn during a
lecture or
minilesson.
4. We will respect each other
by being safe.
a. This means no
running, only two
students leaving
the class at a time,
etc.
5. We will respect each other
by being on time.
a. So that no one has
to catch up later.
6. We will respect each other
by keeping a clean
environment.
a. Keeping the area
around our desk
clear, picking
pencils off the floor.
b. Not eating on the
beanbags or the
couch.
c. Only drinking water
in the classroom so
that sugary drinks
dont spill.
d. Not chewing gum
so that it doesnt
end up underneath
my desks.

10. Closure: Exit Ticket. (5) [80]


The students will have about five
minutes to fill out their exit ticket.

11. Moving the furniture back.


(5) [85]
We will move the desks back to
their original positions so that the
room will be ready for the next
class period.

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