Introductory Week Revised April 8

Susan Swicegood
1
Introductory Week
Lesson Plans
Week one: Plan #____1____ of 3; [90 mins.]

Plan type: ____Full-Detail __x__Summary
Specific lesson objectives (lettered) being taught in this lesson:
SWBAT:
Cognitive (know/understand):
a. Students will know the responsibilities of the student and the teacher in the classroom.
b. Students will understand classroom routines and procedures
Affective (feel/value) and/or Non-Cognitive:
c. Students will feel comfortable participating in classroom activities.
Performance (do):
d. Students will be able to identify student responsibilities for learning
e. Students will be able to identify teacher responsibilities for learning
SOLs: [List with numbers portrayed in the SOL document]
SOLS 6.0
The sixth-grade student will be an active participant in classroom discussions. The student will
present personal opinions, understand differing viewpoints, distinguish between fact and
opinion, and analyze the effectiveness of group communication.
CCSs: [List with numbers portrayed in the CCS document]
N/A
Methods of Assessment:
[How will you know if the intended learning occurred?] List all methods of assessment used in
this lesson or which are related to this lesson and come in a future lesson. After each assessment,
indicate in brackets the number(s) and letter(s) of the unit objective and the related lesson
objectives that the assessment is evaluating.
Diagnostic:
Name Game: As the students participate in the Name Game, I will watch for their
individual level of comfort speaking up in class. [g]
2 Truths and a Lie: As the students participate in the 2 truths and a lie game, I will
watch for their individual level of comfort speaking up in class. [g]
Susan Swicegood
An English Teacher Should/ An English Student Should: As the students participate in

the brainstorming process, I will be able to see their understanding of the roles &
responsibilities of a student and a teacher in this class. I will also be able to assess their
ability to present their opinions in a group discussion [a, h, I, SOL 6.0]
Formative:
Practice Do Now: I will observe the level of comfort the students have as they practice
the entrance routine [b, c]
Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]
Beginning Room Arrangement:
[Changes in this arrangement that become necessary later will be noted in the plan]
Desks are in groups or 4 or 5 clustered around the room. Students names are written on sticky
notes at each desks to find their assigned seats.
1.
[_5__mins.] Bridge/Hook/Opening to lesson:

I welcome students and introduce myself, telling them a little bit about myself, including
where I grew up, where I went to college, and few things I like I do (church, traveling,
reading, music, etc). Then I will briefly describe the aims of the course for the year, to
refine our skills or reading, writing, and communicating, to learn how to express
ourselves and how to better understand others, through literature and other means!
Then I will walk them through the agenda for the day, pointing their eyes towards the
agenda written on the board, which says:
Icebreakers
An English Teacher/A Student Should Brainstorm
Classroom Sleuthing
Practice Do Nows
2. [_25__mins.] Introduction Games

A[10 mins] Name Game
First, we play a name game where each student picks an adjective that matches the first
letter of their first name, ie Sassy Susan. (I will also briefly review parts of speech). I
will have students stand up and make a circle around the room. Then we will go around
the circle and each student will say their name, and then the next person says their name,
and the person before it, as it continues. By the end, I will have to say everyones names.
I will tell students this is low pressure and just for fun
Susan Swicegood
B. [15 mins] 2 Truths & a Lie

Then in their table groups, I will have students play 2 Truths & a Lie, I will model for
students up front. I will have them raise their hands to guess which one is the lie. I will
give students time to think of their own, and then share with their groups. We will each
go around the room, and students can share one of their interesting truths with the class. I
will have the directions for the activity projected onto the board.
3. [_35__mins.] An English Teacher Should.An English Student Should.
Activity
A. [20 mins] Think/Pair/Share Brainstorm
Students are given a piece of paper and markers/crayons. Students will draw their version
of what an ideal classroom, including desks, students, teacher, etc. After drawing,
students will talk to their elbow partners about what they think about an ideal classroom.
I will ask students to discuss what the student and teachers are doing in their picture.
Then on the screen I will write the questions, An English Teacher Should/ An English
Student Should and in their table groups students will brainstorm the roles of the teacher
and the roles of the student. Students will have handouts to guide them through the
process with potential guiding questions.
B, [15 mins] Syllabus Review
We will come back together as a group to discuss, I will show students their objectives
for the year and pass out the syllabus. After examining the syllabus, students can reevaluate the roles of the student and the teacher.
4. [_15__mins] Classroom Detective/Student Sleuthing
( To Introduce students to the classroom and routines)
I will number various objects around the room as well as index cards with routines on them.
Students will have a scavenger hunt around the room to find each location, object, or routine.
Students can work with their elbow partners or groups. Students will try to find at least 3
routines, or more. Once students have familiarized themselves with the classroom, we will
review class some quick room guidelines and routines.
Some location, objects, and routines include:
o Bookshelf - SSR and Silent Patient Waiting
o Do Now Tray
o Homework Tray
o Question/Comment Box
o Student Board - Place for student news, writing, findings, expression, etc
o Agenda
o Objectives
o Work Table (At the back of the room)
o Teacher Desk
o Baskets for Writing Journals and Writing Portfolios
Susan Swicegood
5. [ 10 mins] Closure: Practice Do Now

I will have students walk out and back into the room practicing the entrance routine
which is to walk in calmly, look at the board to see the instructions for the Do Now. The
board will say: Grab a Conversation calendar from the bin and get started! Students
will grab a Conversation Calendar from the bin, and will write their first entry to me,
and I will respond to students by the end of the week. My first questions will be, Tell me
about yourself in 3 words. Then Explain why. Before students begin writing, I will
explain the purpose of Conversation calendars as a way for us to communicate
individually with one another, and we will continue it throughout the year.
Materials Needed:
Folders/Bins for Class period
Projector
Paper & Markers
Powerpoint with Instructions
Detective Labels
Conversation Calendar (Chris Tovani) (23
Syllabi (23)
Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,
handouts, etc.)
Susan Swicegood
5
Introductory Week
Lesson Plan
Week one: Plan #____2____ of 3; [90 mins.]

Plan type: ____Full-Detail __x__Summary
SWBAT:
a. Students will understand that their behavior affects the classroom environment.
b. Students will know how to demonstrate quiet, active listening.
c. Students will know how to wait patiently during transitions
d. Students will value creating a positive classroom environment.
e. Performance (do):
f. Students will be able to describe active listening.
g. Students will be able to list possible silent patient waiting behaviors.
6.2 The student will present, listen critically, and express opinions in oral presentations.
CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and
expressing their own clearly.
Diagnostic:
Classroom Behavior Brainstorm: As students participate in the brainstorm, I will walk
around reading their responses and listening to what they share in class discussion that
demonstrates their understanding of listening skills and self-control. (a, b, c)
Susan Swicegood
Formative:
Classroom Behavior Skits: As student present, I will assess the way they handle each
scenario in light of our previous discussion. This will tell me if we need to review
classroom behavior expectations again more specifically later. (f, g)
Appointment Calendars: As students are talking with their peers, I will look to see their
comfort level talking with their peers. I will also make sure each student completes the
calendar so it can be used for later activities. (d)
Conversation Calendars: As I read and respond to the student writing, I can assess the
their understanding of patient behaviors and active listening, as well as whether these
skills are important for the classroom environment to the student. (d, f, g).
Students are siting in groups of 4-5.
a) [_10-15__mins.] Bridge/Hook/Opening to lesson: Do Now
I will guard the door as the students walk in to class, greeting them by name to practice
learning their names and to remind them to check the board for instructions to complete
their Do Now. Students will walk in and read the poor which says Grab a Student
information Sheet from the bin and begin! and then pick up Student information sheet.
Students will then complete Student Information sheet in class.
When the bell rings and students settle down, I check for empty desks to take attendance.
I will thank students for following the Do Now Routine (if they have, or offer some
clarifying statements if they havent). I remind them that we practice that yesterday, so
that today, and everyday, we can get started quickly!
b) [_5__mins.] Step 2: Table Group Introductions/Sharing Time: Share answers from
the silly questions to your table groups. Pick number x-x
I will ask students to review names with their Table Groups by going around and sharing
names if they do not already know each other. I will ask them to answer one of the silly
questions from the Student Information Sheet with their groups. I will model myself by
answering a silly question. I will make it clear that they are doing this to help hem feel
comfortable with group, since they will be working together at lot this week.
c) [_10__mins.] Step 3: Set Up Readers/Writers Notebook
I will provide students with a binder and a spiral notebook. They will bring me a
replacement copy on Monday after the weekend. I will have students take their notebook
and write in Sharpie [Name]s Readers/Writers Notebook. Then, as I model with my
own, I will have students take the first 3 pages to be the Table of Contents. Then I will
have students number in the top right hand corner all the page of their notebook.
Susan Swicegood
Then, we will set up the binders. I will pass out a table of contents for students and have
them place the class syllabus inside the binder. (I had collected them back from last
class). I will keep a running chart of the binder table of contents and the Readers/Writers
Notebook displayed in the room.
I will spend a few minutes telling students the purpose of the Readers/Writing
Notebook.that this is a space for them to write and reflect, and well use these journals
a lot throughout the year. I will explain how these journals are for personal use, but I will
check them occasionally for the grade. I will provide a rubric later and better
introduction when we use the journal for creative writing the next week.
d) [ 15-20 mins] Step 4: Concept Development Quiet, Active Listening
A. Journal Response (5 min)
I will have students turn to page 4 of their R/W Notebooks and have them write their
response to the question displayed on the projector:
Theres a lot of difference between listening and hearing. GK Chesteron.
What does this quote mean to you? What is the difference between listening and hearing?
I will tell them that GK Chesterton is an English writer who wrote a lot about
Christianity, philosophy, and all kinds of things. He is known for lots of interesting
quotes and phrases.
I will give students time to respond individually and then they can share with their table
groups.
B: Group Brainstorm (10-15 mins)
I will tell the groups to think of 4-5 Characteristics of Good Listening. I will ask for a
specific desk at each table groups to take notes in their journal for the group (Ex:
Everyone sitting in Megans desk in a group will.) Then another group member will
write the traits on the board. As a class, we will look at the traits on the board and put
together any similarities, or discuss any differences. We will bring them together to
compare to my list of Characteristics Quiet, Active Listening. If there are any
differences, the class can vote to add or change my list. Students will write this list down
on page 5 of their R/W Notebooks Very nice concept attainment activity!
e) [ 20 mins] Step 5: Silent Patient Waiting Skits
A. Introduction:
From Quiet, Active Listening, I will introduce another key idea for my classroom, Silent
Patient Waiting. I will introduce the three main qualities of this idea on a powerpoint for
Susan Swicegood
students. First I might ask them what the word patient means, and perhaps ask for some
examples of impatience. On the screen I will read the following principles:
What is it?
o Working or sitting quietly during transitions or individual work time.
Why do it?
o To respect my other classmates who are working
What are some examples?
o Reading a book from the library, writing in my journal, sitting quietly,
etc.
What is it not?
o Talking to a neighbor, walking around the class, anything that you
shouldnt do in a China Shop.
What happens if I dont do it?
o The class gets distracted and we lose learning time. If it continues,
then you might have to practice these behaviors on your own time (aka
lunch or recess).
I will give students some scenario skit starters on pieces of papers in their groups. I will give
their groups 8 minutes to think of two possible outcomes. One that shows patient waiting and
one that does not. Possible scenarios include:
You are taking a test and you finish super early. Everyone else is still taking the test,
what do you do?
You have a question for the teacher, but they are doing something else and not
responding to you. What do you do?
You are silently reading in class, but you just cant sit still today. What do you do?
You have to go to the bathroom during the middle of class. What do you do?
Groups will present their skits, first the impatient scenario and the students will freeze, and we
will predict possible responses with how we change the situation. Then the students will share
their patient waiting skit. I will remind students throughout this process to keep skits
appropriate for school, and remind then students have the responsibility of being respectful.
After going through all the lists, I will ask students to record their response to What does it
meant to wait patiently and silently? in their journals. Then we will record silent patient waiting
Rules in our Notebook. Again, students can vote to add or correct to my suggestions. I really love
thisand it will be a great reference point for all year long!
f) [_10__mins.] Step 6: Appointments Calendar
(Taken from Smagorinsky) Students will have a handout with a clock drawn on it
and will find a different partner for each time and instructions for what to do for
each other on the back. Example, Hour 1 will be someone with the same color
shoes. Hour 2,3,4,5, may be a friend or someone of their choice, etc. We will not
go into questions now, but will use these as partners later in the year.
Susan Swicegood
g) [_10__mins] Closure: Conversation Calendar, Day 2 will project on the screen our
Guidelines for Active Listening and Silent Patient Waiting. I will thank students for
working so hard today, and then I will ask them to take a moment on why we spent class
time going over these skills and why are they important. On Day 2 of their Conversation
Calendar, students will and the question: Weve learned a lot about Listening and
Patience today. Why do these skills matter? Are these skills easy or difficult for you?
How can I help you with this?
You did an excellent job aligning your objectives to your instructional stepsthis is
a really positive start to their year!
Materials Needed:
Slides with instructions for the day

Student info Sheet
Conversation Starters for the day
Scenarios for Skits

handouts, etc.)
Susan Swicegood
10
Introductory Week
Lesson Plan
Week one: Plan #___3_____ of 3; [90 mins.]
Plan type: _X___Full-Detail ____Summary
SWBAT:
a. Classroom rules help create a community of trust (and joy!).
b. Students will understand that a community of trust requires respect, grace, and
perseverance.
c. Students will understand that their individual behavior effects the classroom community.
d. Students will know that building a class community requires time and reflection.
g. Students will value a positive classroom community.
h. Students will feel safe learning and working with their peers.
Performance (do):
e. Students will be able to describe (and explain) classroom rules
a. Students will be able to locate classroom rules on the wall.
f. Students will be able to keep a record of strategies for working with their peers.
6.1
The student will participate in and contribute to small-group activities.

b) Evaluate own contributions to discussions.
d) Analyze the effectiveness of participant interactions.

CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and
expressing their own clearly.
Susan Swicegood
11
In
Formative Assessment as students reflect in their journals. I can read their journals for
understanding and completion.
o KUD a, b, c, d
Formative Assessments as students created rules with their small groups and as a whole
class.
o SOL 6.1, CCSS 6.1, KUD a, b, c, d
Formative Assessment through Conversation Charts as students reflect on the way they
can meet the class rules as individuals.
o SOL 6.1b, KUD d
Students are sitting in groups/clusters around the room following the assigned seats they have
been in for the past few days. One the board it says Check the bin for your Introductory Letter
Assignment and grab your journals! .Read through all the instructions and write down any
questions you have.
1. [_10__mins.] Bridge/Hook/Opening to lesson: Do Now
Student will walk in a pick up a handout on the Introductory Letter Assignment and grab their
journals.
Good morning students! Remember to look at the board for instructions about your Do Now.
Make sure you got a handout on the way in.
Students walk in and complete their Do Now.
Okay everyone, lets look at this Introductory Letter Assignment.[see Appendix a] Before I
answer any questions, I want to read you my sample letter that I have written to you.
I read my letter [see Appendix b to students, and have them turn to it in their packets.
Ive written this letter so you can know more about me, and I want to know more about you! Now
lets look at the directions. You can write or type this letter to me, but I want you to include some
of these details listed here. NOT ALL.but things like hobbies, interests, sibling, values, etc. I
want this to be in a letter writing format. You might not what a letter is, but you might not. What
makes something a letter? How do you know this is a letter? [Field students responses]
Susan Swicegood
12
Think of mine as a model., but you would write Dear Ms. Swicegood. Then you write your
letter in PARAGRAPH form, and sign it with your name, I used Sincerely Ms. Swicegood., but
you could use any sign off you choose. Any questions?
2. [__15_mins.] Mintz Squares
Okay, lets transition to an activity I like to call Mintz squares, since I learned it from a rather
interesting professor in college. . Daicee, will pass out the handouts when I finish with the
directions.
We have been doing these kind of get to know you games all week, and remember that we are
trying to get to know one another so we can feel more comfortable around one another a build a
strong classroom community. Later today we will talk a lot about what a strong classroom
community looks like.
I will give each student a handout with various squares that say a certain characteristics, like
Has a sibling or Traveled outside of the Country. Students will have to fill in each square
with the name of a student from the class who meets that trait. Students can compete to see who
can fill out the entire chart first.
For this activity, you must find someone who completes the characteristic in the box, like
can play the guitarI play the guitarso someone could write my name there! But how we
do this is we walk up to someone, and we introduce ourselves [if you dont know each other]so
Hi, Im Ms. Swicegood. Whats your name? then I say Hello Tribeca, so nice to see you
again. Then I will ask one of the questions like, Have you ever been out of the country? and
if she has, I will write her name down, if she doesnt, then I will have to ask her another
question.
Matthew: So what if they dont answer any of these?
Me: There should be answer for most of these! If not, there is a fill in the blank square for you to
add something special or unique about them!.
Gus: Can you use someones name more than once?
Me: No, I would like you to talk as many different people in the room as possible. Now its not
exactly a race.but well keep going until someone finishes them all! Come check with me if
youve think youve finished first.
[Students walk around and complete the activity, I participate as well, keeping the noise level
down and observing student interactions.]
2. [_20__mins.] Classroom Rules Part 1: Home court Writing Prompt
[Students sit down and take our their journals and a pencil. I have the projector on through he
lesson with a powerpoint displaying the questions.]
Wow, I really appreciate how respectful you all were with one another. Now, we need to
transition to a time of writing. Lets remember our appropriate behaviors when we are working
Susan Swicegood
13
and learning. Turn back in your journals and look over the lists of ways to show Active
Listening and Silent patient Waiting if you need some help.
Today were going to think about classroom community. Were going to be thinking and writing
for the next few minutes. I will give you a prompt, and then a new question. We will get a chance
to share our answers really soon.
The following are displayed overhead using a powerpoint:
Think about a time you either played a sports game, or watched a game in person or on
TV. Describe the atmosphere. What were the fans doing? How was the team playing?
Take a few minutes to write down your responses..Alright, wrap up your last thought. Now,
heres some interesting information for you.
Statistically, teams win more games at home than when they are away (LaMeres 1990). This
fact is true over both amateur and professional sports teams.
Remember amateur means new or inexperienced, like your little league baseball team or any rec
sports. Now in your groups, discuss your response to this statement. What does this statement
mean? Do you agree? Do your disagree? Have you ever seen anything like this?
[Students Discuss]
Any responses? What did you guys think?
[Few Responses]
This idea is called, Home Court Advantage.
So, lets think about the UVA Basketball team. Its all hopefully very dear and near to our hearts.
When you go to a home basketball game, everyone goes crazy, screaming and yelling for the
team as they rush out! At a home game, the student section cheers and encourages the game,
even if they are losing. At an away game, say versus Virginia Tech, the tech fans wont be
cheering for UVA at allthey probably wouldnt be doing to the oppositemaybe yelling some
put-downs or boooing? right?
Now, Lets transfer this idea of home court advantage to our classroom. Think about the
question individually for a minute and then discuss with your groups. The person with the most
pets can share first.
Displayed on the Screen:
How does the support of fans or playing at home compare to the academic success of the people
in this room? How can we create a home court advantage here? Remember, this classroom is
home court for us.
Susan Swicegood
14
Okay, finish up your last comment. . Now with an elbow partner, take a moment to share how the
idea of home court applies to our class.
Alright, lets bring it back in. This time well write again, and I want you to write in your
journals, and then share as a group, because I really want you to think about this one.
As a team member, whats something specific I can offer my teammates so that they can learn in
and enjoy this class? Whats something I can do to help the teacher/coach create a great class?
How do the ideas of team and Home Court go together?
Now, Im no Tony Bennett for Basketball, and you may not be a Justin Anderson. But we all are
part of a team in this classroom, and what are ways we could work our way to an ACC
Championship win?
3. [_20__mins.] Classroom Rules Part 2: Create Rules
I turn off the powerpoint and walk to the white board at the front of the room. I write Home
Court Guidelines on the board.
We just reflected about what it means to have a home court that supports us, and you have
just brainstormed a few ways you can do that as a team member. In your groups, I want you
to share some of your ideas with one another, and come up with three or four rules that will
help our class encourage one another. We will making a list of classroom rules, or Home
Court Guidelines to help when we are working with our peers, or discussing things as a
class. Recall from Monday some of our teacher and student responsibilities, I think they
might be relevant for this list as well. Lets have the person sitting in Daicees seat take notes,
and write down your three-four rules.
I walk around listening and talking to the groups.
Me: Daicee, what are you thinking?
Daicee: Some easy ones, like dont talk when someone else is talking. [She laughs]
Me: Why is that an easy one?
Daicee: Wellll, my teachers always tell me that one. So I know its an important.
Me: Well, this year is a fresh start. And Im here to help you. Why would it be important to
not speak while others are talking? Any ideas?
Christopher: Well it distracts everyone from them, and makes them feel bad.
Me: Yeah, when I was student, I was really shy and never liked to share. If everyone was
talking over each other, I got too scared and decided it wasnt worth it to share. I see you
nodding Brooklyn, what do you think?
Brooklyn: I think listening while other people talk is a good rule, because sometimes if
everyone is talking no one will feel comfortable. Especially the really shy kids.
Me: I think thats a good rule. Now I want you guys to brainstorm some more ideas.think
them through about WHY they are importantjust as you have done with me.
Okay, Lets bring it back. Thank you. Im going to start with the group in the back, who can
share one suggestion and then we will go around. If you have a similar rule, that is okay.
Susan Swicegood
15
Thats a good thing. We are collaborating, so that means we are working together to make
these rules together. They are the classroom creation, not just mine, yours, but everyones.
After we hear the suggestion, we can either give it a thumbs up if we agree, or a thumbs
down if you dont. A thumbs down to me will be a single you want to change the rule and
make a suggestion, so I might ask you to explain why.
Me:Alright, Group 4. What do you have for me?
Gus: Dont say mean things.
Me: Great idea. The last thing a team member would want to do is hurt his teammate and
ruin the game! Maybe we can phrase that more positively? Does anyone have a similar idea,
but phrased in a new way?
Claudia: We said: Treat others the way you want to be treated
Me: Very true. You cant go wrong there. Do we like that phrasing. Give me a thumbs up if
you agree and Ill write it on the board?
I get mostly thumbs up and a few thumbs down.
Okay, it looks like we mostly agree. Did anyone want to make a suggestion to this guideline?
Sophia: I like that ruleI just think there should be more. A fan encourages one another or
says nice things.
Me: okay, I like that youre saying Sophia. So maybe thats some other ruleslike be
positive , when we dont say things negatively, but in a positive way sometimes. I like that.
How about thumbs up? Thumbs Down?
I write 1. Treat others the way you want to be treated and 2. Be Positive
Me: Lets get back to some other ideas. How about Tribecas table. Can you think of a rule
you have that we have not used already?
Tribeca: Show Respect
Me: Thats great. I think thats so important. But what does that look like?
Tribeca: like we talked aboutlisteningnot interruptingnot saying youre stupid or
something like that
Me: So maybe we write: Be Respectful of one anothers beliefs and feelings
I write on the board and take a few more responses until we have synthesized into about 4-5
rules.
Wow, you really had some great ideas. Thank you so much for doing that with me guys. I
think it will help us to learn more this year and help us to feel safe and comfortable in the
classroom. I want us to comeback to the rules on Tuesday, just to make sure they are just
right. Then I will write them on a poster and display the in the rooms at all times.
4. [_10__mins.] Classroom Rules Part 3: Reflection through Conversation Charts Day 3.
Please turn to your Conversation Charts.
Looking at the Home Court Guidelines, Which ones will be the most difficult for you? How
can I help you with that? Which one comes more easily to?
Susan Swicegood
16
Also, please use this space to write another guidelines that we do not have, but you think is
really important. I will read these before Tuesday and let the class know if we need to revise
based on your suggestions.
5. [_15__mins] Closure: SSR
Me: What do you think SSR stands for?.
Students: (Silly Responses and guesses)
Me: It stands for, Sustained Silent Reading
And what do you think we do during that time?
Sophia: We read! Silently.
Me: Its pretty self-explanatory isnt it? But this is time is so important. Its our chance to
read independently, a book of our own choice. Now, next week will we will pick our own
independent reading books, but I want to use this last few minutes to explore the books in my
library. I will spread some books around the room, you can come up and pick one or a few. I
want you to explore the books, and find one that interests you. I will set a timer for 4 minutes,
and after that, you must be back in your seats starting to read. I will have the reminders for
appropriate behaviors for SSR on the board if you forget. Feel free to come ask me if you
would like a book recommendation. We will be doing SSR most weeks in class, so today is a
good day to start practicing!
I set out some books while the students look at them. When I finish putting out some books,
I set the timer for 4 minutes, pull up the slide that says:
REMEMBER Reading is an individual, silent activity.
You want to get comfy? Sure! But make sure it respects others and will help
rather than hurt your reading.
Dont like your book? You get one switch during one session of SSR. Trying
giving them a chance though, dont judge a book by its cover!
Just before the end of class, I say, There is one minute left of class, so I would like you to
close your books and return them to my shelf and then have a wonderful day!
Materials Needed:
Mintz Squares Handout

Conversation Charts
Powerpoint for Home Court Prompts
o I dont know how to add it to the document.so I attached it on Collab.
Introductory Letter Assignment Sheet
o Note: I am purposely NOT making this now, because I want to use it as a preassessment for my Concept Unit, and Im not quite sure what those objectives are
Susan Swicegood
17
yet. Once I complete my unit and I have to go back and revise this, then I will
create the assignment and my sample letter to meet my specific content goal.
handouts, etc.)
*Note I cant make things landscape in this template documentso ideally I would have these
handouts in landscape mode.
Susan Swicegood
18
Has been out

of the country
Knows how
to bake a
cake.
Squeezes the
toothpaste
from the
middle.
Has 2 sisters. Knows how

to blow up a
balloon.
Likes mint
chocolate
chip ice
cream.
Likes to
write poetry
Is an only
child.
Has 2 or
more
brothers.
Write your
own!
Has brown
eyes
Has read all Has a pet

of the Harry bird.
Potter Books
English is
their
favorite
class.
Likes
superhero
movies
Has lived in
more than
one country.
Plays tennis.
Likes to
swim
Speaks
another
language at
home
Lucky
Charms is
their favorite
breakfast
cereal.
Likes to sing
in the
shower.
Plays a
musical
Instrument.
Is wearing
pink
Puts both
their socks
on before
tying their
shoes.
Can dance
the
Macarena.
Is left
handed
Math is their
favorite
class.
Likes to
draw.
Susan Swicegood
19
Monday
Wednesday
Friday
Conversation Calendars
Source: Cris Tovani
Name ________________________________________
Week of ______________________
Period __________

Introductory Week Revised April 8

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Introductory Week Revised April 8

Uploaded by

Copyright:

Available Formats

Susan Swicegood

Week one: Plan #1 of 3; [90 mins.]

An English Teacher Should/ An English Student Should: As the students participate in

[_5__mins.] Bridge/Hook/Opening to lesson:

2. [_25__mins.] Introduction Games

B. [15 mins] 2 Truths & a Lie

5. [ 10 mins] Closure: Practice Do Now

Week one: Plan #2 of 3; [90 mins.]

Slides with instructions for the day

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,

The student will participate in and contribute to small-group activities.

CCSs: [List with numbers portrayed in the CCS document]

Mintz Squares Handout

Has been out

Has 2 sisters. Knows how

Has read all Has a pet

You might also like