EDUC 290 - Five Day Lesson Plan Matthews 1

Amy Matthews
Educ 290
Dr. Walker
12/10/18
5 – Day Unit Plan
PRIMER INFO:
 Title: First Five Days of School Unit Plan – Teaching Rules, Procedures, and Materials
 Subject: Social Studies – Civics
 Grade Level: 1st Grade
 Duration: 5 Days
STANDARD AND LEARNING GOALS:
 Standard Area: 5.1 – Principles and Documents of Government
o Standard 5.1.1.A: Explain the purposes of roles in the classroom and school
environment.
o Standard 5.1.1.B: Explain the importance of rules in the classroom.
o Standard 5.1.1.E: Describe students’ responsibilities in the school and
community.
OBJECTIVES:
 Condition: Using the classroom enviornment, classroom materials, and prior knowledge
of past classroom rules/procedures…
 Behavior: … Students will practice finding needed materials, utilizing said materials,
and assist the teacher with creating classroom rules…
 Degree of Mastery: … throughout the year students will be using these lessons as a
reference to perform their every activities.
Using the classroom environment, classroom materials, and prior knowledge of past
classroom rules/procedures, students will practice finding needed materials, utilizing said
materials, and assist the teacher with creating classroom rules, througout the year students will be
“tested” on these procedures by accurately performing these tasks on a daily basis.
CURRICULUM ALIGNMENT/CURRICULUM FRAMEWORK
 Big Idea: Having routines and procedures impact individual and community well being.
 Essential Questions:
o How will the students learn about procedures and routines?
o How will students identify why the purpose of following classroom routines and
procedures affect student behavior?
o What decisions will students make in certain situations in the classroom?
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RATIONALE:
In past classes, whether it be kindergarten or preschool, students have had rules, procedures, and
guidelines put into place to better their learning. Students will have the chance to use this
knowledge and apply it to create their own rules of the classroom that will apply to each student
and the teacher. Students will also get a better understanding of how to utilize classroom
materials (glue, paint, scissors, etc.) to be able to use the materials in a more complex way.
ACTIVITY:
The first week of classes students will be gradually introduced to the classroom. They will
participate in activities in which they will locate items around the room, be introduced to
classroom materials which they will use in their daily activites, practice basic procedures in the
classroom, and brainstorm rules/guidelines which will be set for the remainder of the school
year. By the end of the week, students will have an understanding where to find all things in the
classroom, what is to be expected of them as students, and what is to be expected from me as a
teacher.
LIST OF MATERIALS/EQUIPMENT:
 Glue (Sticks & Liquid)
 Scissors
 Rulers
 Loose Leaf
 Cut up (small squares) of Construction Paper
 White Board
 Poster Paper
 Markers
 Popsicle Sticks
 My Teacher is a Monster by Peter Brown
PROCEDURES
 Day 1 – Mini Lesson: What Makes a Good Student & What Makes a Good Teacher
(Rules) Lesson Idea from Haley O’Connor, https://teachingwithhaley.com/2017/08/07/the-first-week-in-
first-grade/
o Building Importance: This is the first impression of the teacher to the students.
The teacher sets a standard for the students and the students explain their needs
from the teacher. The teacher will ask “What makes a good student?” which can
lead into “What makes a good teacher?”
o Implementing the Procedure:
 At the circle time rug, start the lesson off with a question, “What Makes a
Good Student?” Write this question in the center of a poster board.
 Students will raise their hands offering ideas of how to be a good student
in the classroom, which the teacher will write down on the poster board.
 If the teacher feels students are missing something they may add it to the
board.
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 Once the board is finished the teacher will post this on the wall in the
classroom, letting the students know to use it as a reference throughout the
school year.
 Introduce the book, My Teacher is a Monster by Peter Brown.
 After reading, have students talk to partners about the events of the story.
How did Bobby feel about his teacher in the beginning? How did he feel at
the end? What changed his mind?
 Take another poster board and write in the center of the board, “What
Makes a Good Teacher?”
 Using past experiences and the book as a reference, students will list ways
that can make a teacher a great one. Which the teacher will write on the
board.
 This board will be posted above the teachers desk.
o Reviewing and Practicing: This will be in the classroom for the remainder of the
school year as a reference for the students. A student will be a “good student” if
they are able to meet the points that are listed on the chart. A teacher will confirm
the students understanding by students demonstrating actions that correlate with
the poster. Students will also use this as an example for future classwork where
they can catergorize what good students are and are not.
o Recap: These posters will be in the classroom for the remainder of the year. Each
day students will be encouraged to ask themselves if they are being a good
student, they will find similarities between their actions and the examples that are
listed on the chart.
 Day 2 – Mini Lesson: Walking in the Hallway (Procedures/Rules)
o Building Importance: Students will be asked what the hallway is and what is the
purpose of the hallway. Students will be asked to list things that good students do
in the hallway and what good students do not do in the hallway. The teacher will
list these things on the white board.
o Implementing the Procedure:
 The students will be “tested” on the actions they learned of a good student
in the hallway.
 Students will line up and demonstrate their “hallway walk” inside the
classroom, which will be judged by the teacher.
 After students practice in the classroom, students will learn their daily
poem they will recite before they go into the hallway
 “My hands are hanging by my side, I’m standing straight and tall.
My eyes are looking straight ahead, I’m ready for the hall”
(O’Connor, The First Week in First Grade”).
 Students will take what they learned and practiced into the hallway where
they will walk from the classroom to the cafeteria.
o Reviewing and Practicing: Each time students leave the classroom they will
recite the poem, which will be posted on the door, before walking into the
hallway.
o Recap: This lesson will be transitioned from the classroom, into the hallway, into
their next activity. The students will be using this knowledge and lesson everyday,
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multiple times through out the day and this will become a part of the regular
routine.
 Day 3 – Mini Lesson: Classroom Scavenger Hunt (Materials/Area)
o Building Importance: Students will be grouped into three and four. They will be
given be given a worksheet, listing random materials and areas, located around
the classroom. Students will learn where they find every day materials in their
classroom. They will also learn the stations and areas they will utilize to complete
lessons. This will make it easy for students to find things they need and not have
to ask the teacher multiple times a day to find the objects they need.
o Implementing the Procedure:
 Students will be split into groups of three and four.
 They will be given a list of items that can be found in the classroom,
which they will utilize each day.
 Students will take the next 15 minutes to locate these items and check
them off when found.
 After the students finish, the class will go over the answers together.
o Reviewing and Practicing: Students will demonstrate their understanding by
locating these objects in later activities. Materials and areas in the classroom will
be used daily and students will use this activity as a reference to find these objects
later. The students should be able to effortlessly locate the objects in the room
when the teacher asks them to move to this area or get a needed material.
o Recap: The purpose of this activity is to get students familiar and comfortable
with the classroom enviornment. It is important to make students aware that the
classroom is their place too, they are given the materials they need, and have the
freedom to move around.
 Day 4 – Mini Lesson: Using Glue/Scissors (Materials)
o Building Importance: Students will be informed of the materials they will use on
a weekly or daily basis. They will be expected to learn how to use glue to
complete assignments in a clean manor and how to use scissors in a safe manor.
o Implementing the Procedure: (Craft Idea From: O’Connor, The First Week in First
Grade).
 Students will be given scissors, liquid/stick glue, construction paper with
their names written on it, and strips of paper.
 Students will cut the strips of paper into pieces.
 They will use the glue to stick the pieces of paper in the shape of their
names on the construction paper.
o Reviewing and Practicing: The teacher will create an example using their name,
they will demonstrate gluing the pieces, showing students how to use the glue in a
clean fashion, using a small amount of glue, and keeping it on the paper. Students
will practice how to use these materials efficently in order to utilize them later on
in the year.
o Recap: This lesson will be great practice for using glue and scissors for future
classroom activites. This is the opportunity for the teacher to assist and
demonstrate how to correctly use these materials for all the students. Students can
work one-on-one with the teacher at this time if they are struggling using scissors
or glue.
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 Day 5 – Mini Lesson: Transitions (Procedures)

o Building Importance: This lesson will take place in between activites. Students
will go over clean-up procedures after a lesson and how to move from one part of
the classroom to the other. It will also include an end of a lesson, students going
back to their seats and creating a way where students can communicate silently to
the teacher that they are ready to move onto the next activity.
o Implementing the Procedure:
 Teacher will demonstrate the end of a lesson plan and the beginning of a
transition into another activity.
 The teacher will go over cleaning up, waiting for teacher’s directions, then
moving quietly to the next station.
 Students will begin working on a lesson.
 They will be given a 5 minute warning, and a 2 minute warning.
 The teacher will walk them through the transition process after they finish
their lesson.
 Once students are able to quietly move from one activity to the other, such
as stations, students will return to their desks.
 The teacher and students will brainstorm things, while the teacher writes
them on the board, students can do to show the teacher they are ready for
the next activity. This can include, putting a finger over their mouth,
putting their heads down, sitting with their hands together on their desks,
etc.
 The students will choose one and they will use this action to transition
when they are ready as a class.
o Reviewing and Practicing: Students will be using their transition skills
everyday, multiple times a day. The teacher will demonstrate how to properly
transition and how to show the teacher that you are ready to move onto the next
activity.
o Recap: This will be put into the daily procedures that students will use everyday
in the classroom.
ASSESSMENT
The teacher will take quick notes (running records) on students they notice may be struggling
with daily activites in the classroom. Documentation is needed to keep track of what may cause
students to struggle in their daily routines, this may help the teacher find a correlation between
what is happening in the class and why they are struggling with a certain activity.
EXTENSIONS
Students will be give their first weekly newsletter and welcome letter to their parents which will
need to signed and returned. Students will also be required to tell their parents of what they
learned in class the first week, which will need to be signed by the parent/guardian as well to
ensure that they completed that portion of the assignment.
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STUDENT REFLECTION
Bloom’s Taxonomy can be defined as a “hierarchical ordering of cognitive skills that

can…help teachers teach and students learn” (Heick, What is Bloom’s Taxonomy?). These

hierarchy skills include: remembering, understaning, applying, analyzing, evaluating, and

creating. These correlate to my lesson plan and the six mini lessons created for the first five days

of school. These first five day lesson plans focus on creating the classroom environment. It starts

by students remembering past experiences of being in a classroom. They can recall what is

expected of them and can relate it to their present classroom, which correlates to understanding,

the next tier in Bloom’s Taxonomy. As the teacher goes through the lessons, they understand

what the procedures are in their new classroom, they are then able to apply these lessons to

future activities and can complete these activites on their own because they have that prior

knowledge. Using these procedures they are able to analyze, evaluate, then create seamlessly

because they have been taught all the things they need to know in order to complete activities

and lessons in the classroom.

These lessons followed Wong and Wong’s Three-Step Plan by first explaining. It started

with stating the procedure that the teacher wanted the students to know, he/she expalins the

imporance of this procedure and how it plays a role in the classroom. Then, they would

demonstrate the procedure for the students. The next step would be having students rehearse the

procedure. This can start by having the students restate the procedure/rule back to the teacher. It

is important that students or the class as a whole practe this under the supervision of the teacher

to ensure they are understanding what is expected. The last step is to reinforce what they have

learned. Practice and rehearse this activity until it becomes a habit or routine.
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With this lesson plan, I realized how everything must be taught from scratch, especially

in the early grades. Even though, it may seem like common knowledge that students should

know it is important to go over all details of the classroom to ensure the students are successful.

Classroom procedures and rules should be part of my lesson plans because they will set up the

rest of all the activites that are in the classroom. I think it is imperative that students be involved

in the creation of these procedures and rules, this will help them better understand how to behave

in the classroom, if they create the rules themselves. Students, especially younger students, need

a constant reminder of the rules in class, students will not behave every second of the day.

However, having these rules posted around the room will help elevate that need to remind

constantly. If a procedure does not work after I taught it, I would try to go over it again. I would

change my explaination to help the students better understand it. If students are still struggling

that is when I would change the procedure completely because something is obviously not

working for the students and it needs to be changed. I will look for the student’s input, giving

them choices from which they can pick, they may replace the original procedure. I will be sure to

take running records, or some kind of quick note taking, when the time is available about how

students respond to the procedures in class, with these notes it is easy to pin-point a cause of an

issue .

References

O’Connor, Haley. “The First Week in First Grade.” Teaching with Haley O’Connor. 7 August

2017. https://teachingwithhaley.com/2017/08/07/the-first-week-in-first-grade/

Heick, Terry. “What Is Bloom's Taxonomy? A Definition For Teachers -.” TeachThought, 22

Aug. 2018, www.teachthought.com/learning/what-is-blooms-taxonomy-a-definition-for-

teachers/.
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