dschoff.files.wordpress.com · web viewtable of contents communication sheet for classroom teacher...

Table of Contents1. Communication sheet for classroom teacher2. Classroom management techniques3. Movement breaks, Songs and Games 4. Getting to Know the Students

- Activities - Discussion Topics- Games - Student Notes to Teacher

5. Activities and Lessons- Kindergarten - English Language Arts- Mathematics- Arts Education- Other Subject

6. Activities and lessons- Grade OneEnglish Language Arts-Mathematics-Arts Education-Other subject

7. Activities and Lessons – Grade Two - English Language Arts- Mathematics- Arts Education- Other Subject

8. Activities and Lessons- Grade Three - English Language Arts - Mathematics- Arts Education- Other Subject

Substitute Teacher ReportSubstitute teacher: _____________________________Classroom teacher: _____________________________Date: _________________________________________

Overall, today was…

________________________________________________________________________

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Additional Notes: ________________________________________________________________________

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Getting to Know the Students

The following activities can be used to get to know the students you are subbing for.

What did we do today?

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What went well?

_______________________________

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1. Circle Talk (Kindergarten – Grade 3) : Have the students sit in a circle. Explain to them the significance of a circle/circle talk in First Nations cultures. You may want to discuss the following topics:

- Current events - What did you do on the weekend? - What did you eat for breakfast?

2. About you! (Kindergarten – Grade 3) : Have students fill out this worksheet that will allow you to know a little bit more about them. This is good to use if you will be subbing in a class for long periods of time. Modify the sheet depending on the grade level.

3. Human Knot ( Kindergarten- Grade 3) Use this activity as an ice breaker!

All About Me

Hi students! Thank you for welcoming me into your classroom. I am excited to get to know you. We are going to have so much fun together!

Hi students! Thank you for welcoming me into your classroom. I am excited to get to know you. We are going to have so much fun together!

My name is: ______________________________________________

I was born in: _____________________________________________

My favourite subject is:

_____________________________________________

My favourite colour is: _____________________________________________

My favourite food is: _____________________________________________

Draw a picture of yourself:

Tell me your favourite part about coming to school: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

WE MISSED YOU!

Hello ____________ this is _______________. I missed you a lot while you were gone today!

My favourite part about today:

_____________________________________________________________

_____________________________________________________________

______________________

Something that I learned today:

_____________________________________________________________

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A drawing for you

Classroom Management1. To Infinity and Beyond *

Teacher yells “ To Infinity” .. Students call back “ And beyond” 2. Do the Macaroni Freeze

Teacher yells “ Macaroni and cheese” … Students call back “ Everybody Freeze!”

3. Give me FiveGive me 5 .. Teacher freezes and puts up hand and counts down fingers from 5-1. Students follow teacher’s movements and put down their fingers with the teacher. The first couple times you use this, let students know that by zero, everyone should be quiet.

4. Let’s rock and Roll* Teacher flexes arm muscles and calls out “ Are you ready to rock?!” … Students reply roll wrists through each other in a circular motion and reply “ we are ready to roll” back to the teacher

5. Can I get a woot wootTeacher puts hand to ear and calls out “ Can I get a ….” … students put their hands by mouth and call back “ woot woot”. The teacher may choose to repeat the callout as many times as needed to get the students attention.

6. You betcha! * Teacher puts hand on head as if to be thinking of something.Teacher says “Are you set?”.. Students make a thumbs up looking at teacher and say “ Oh, you bet!”

7. Ready to Learn Teacher says “ ready to listen?” .. Students will raise a fist and say “ ready to learn!” 8. Lights out

Without saying anything to students, walk to the light switch and quietly turn off the lights.

9. Icicle *Teacher will say “ Popscicle freeze” . Teacher will wait until students are frozen. This is a chance for teachers to say instructions, directions, feedback, etc. to students. Once the teacher has said what they need to, they will then call out “ Now

thaw”. Students will starting moving again and melt into an imaginary puddle.

10. Music Box Without shouting anything out, the teacher will start cranking a small music box that plays a chime. Teacher will continue to play music box until students have stopped moving and talking.

* These callouts were found on teacherspayteacher.com

Movement breaks, Songs, and Games

1. Breathing ball ( K-3)

When children need some time to calm down or become centered again, give them this tool. Have students sit with the ball in a quite area and expand and contract the ball as they breath. Tell them to use this until they feel calm and grounded.

2. Yoga Cards ( K-3) Introduce these cards to students as part of a movement break. As a class, do a few of these cards. Demonstrate the poses to students. Let students know that they do not have to be perfect in doing these poses, that they are meant to be fun and relaxing. Encourage students to focus on their breathing. See attached.

3. Jumping Jack Calendar Challenge (K-3)Have students get up and do as many jumping jacks as the date of the month. For example.. today, students would do 25 jumping jacks as it is January 25th.

4. Tony Chestnut ( Kindergarten- grade 1)

Have students sing the song Tony Chestnut. Do the song along with students so that students can have a reference while doing the movement break. The lyrics and actions are as followed:

- Tony Chestnut ( Touch toes toes, knees, chest, and head)

- Knows I love you ( Touch nose, point to heart, point forwards)

- Tony knows… (Touch toes, touch nose)- Tony knows.. . ( Touch toes ,touch nose) - Tony Chestnut ( Touch toes, touch knees, touch chest,

touch head)- Knows I love you ( Touch nose, touch heart, point

forwards) - And that’s what Tony knows! ( Touch toes, touch knees,

touch nose) 5. Do Your Ears Hang Low? ( Kindergarten- grade 3)

For a quick energy break, have students get out of their sits and follow along with you in this song. Progressively sing the song fast and faster. The lyrics are as followed.

- Do your ears hang low - Do they wobble do they frow? - Can you tie them in a knot?

- Can you tie them in a bow? - Can you throw them over your shoulder like a continental soldier?- Do you ears hang low?

6. Freeze Dance (Kindergarten – Grade 3) Play a song for students to dance and move around to. When the music is paused, have students freeze in the position of the card held up. This activity was found on TeachersPayTeachers.com.

7. Brain Break Cards (Kindergarten- Grade 3) The students can use these cards or they can be facilitated by the teacher. Whenever students need a little break, pull these out and have some fun! These cards are a resource given to me from a kindergarten teacher at Holy Rosary Elementary School.

8. Miss S says ( Kindgarten- grade 3) This game is a spin off of the traditional game, “ Simon Says”. Instead of saying, “ Simon says” try saying “ Miss S” says. Some rounds, try having the students be the leader of the game!

9. Toothpick Challenge ( Grade 2- Grade 3) Divide students into small groups to do this activity. Each group will get a ziplock bag with toothpicks in it and a handful of marshmallows. Students have five to ten minutes to build a sustainable structure of their choice out of the given materials. This is a team building exercise.

10 . Pass the Password ( Grade 1- 3) For this game, have students sit in a circle. The teacher will start by whispering a secret word or saying to a student. That student will then pass the password to the person next to them. The last person in the circle will say the password out loud to see if it was the same as what the teacher had originally said.

Kindergarten

Mathematics

Fun, friendly, food themed math centers! The following activities can be used as math centers in the classroom.

Name: Danna Schoff Date: Subject: Mathematics Grade: Kindergarten Content: (Topic)

Ice Cream Counting Center

Instructional Strategies: (Specific)Independent study ( learning centers)

Outcomes:

Outcome: NK.4Represent the partitioning of whole numbers (1 to 10) concretely and pictorially. [C, CN, ME, R, V]

Indicators:

c. Recite the whole number names from a given number to a stated number (forward - zero to ten, backward - ten to zero) using visual aids.

Cross Curricula Competencies:

Developing Thinking

Prerequisite Learning:

To do this activity, it will be beneficial for students if they know the numbers 0-10. If not, this is something they can practice and learn while doing this activity.

Adaptive Dimension:

- Students can use tweezers to pick up their pompoms

Preparation: (Equipment/materials/set-up)

Materials needed:

Pre cut out ice cream cone counters that will be put into a Ziploc bag.Pom poms

Development (8 min)

-As this activity will be done as part of learning centers, it is not necessary to have a set and closure for this lesson. However what can be done before starting the centers is explain each individual center to the students.

-Once students are working, walk around the room as they work.

- Encourage the students to say the number that they are working on out loud?

- Ask students to count each individual pompom.

Student Engagement/Classroom Management Strategies

- Walk around and observe the students as they work on the station.

- Set a timer for eight minutes and have them rotate when the timer beeps.

Name: Danna Schoff Date:Subject: Mathematics Grade: Kindergarten

Content: (Topic)

Shapes: Shape pizza

Instructional Strategies: (Specific)

Direct InstructionIndependent study

Outcomes:

Outcome: SSK.2Sort 3-D objects using a single attribute. [C, CN, PS, R, V]

Indicators:

Sort a set of familiar 3-D objects using a single attribute, such as size or shape, and explain the sorting rule.


- developing thinkingdeveloping literacies


- It will be beneficial if students have an understanding of what a triangle, circle, square, and rectangle are before they begin this activity.

- It will be important for students to know how to cut with scissors- It will be important for students to know how to use a glue stick

Adaptive Dimension:

- Have a pair of left handed scissors available if needed.


- Paper plates- Glue Sticks- Construction paper with shapes on it/ cut out shapes- Worksheet. See attached.

Set: Student

This activity was inspired fromhttp://lovelaughterandlearninginprep.blogspot.ca/2014/03/five-for-something-shapes-snakes.htmlAs this station is part of math learning centers, use the set as an opportunity to explain this particular station to the students.

Development (8 min)

- Have students work at this station for 8-10 minutes.

- Each student will receive a paper plate, a pair of scissors, a glue stick and construction paper with shapes on it.

- The students will then cut out the shapes on the construction paper and glue them onto their plates making a” shape pizza”

- Once they have completed their shape pizza, students will fill in on a worksheet how many of each shape they used to create their pizza. See attached.

Engagement/Classroom Management Strategies:

- As the children are working, walk around and guide/help them if need be.

- Remind students to keep their thumbs on top of the paper when they are cutting.

-

Shape Pizza

Name: ________________ Yummy! Your pizza looks delicious.

How many shapes did you put on your pizza?

I put ___ triangles on my pizza.

I put ___ circles on my pizza.

I put ____ squares on my pizza.

I put ___ rectangles on my pizza.

Name: Danna Schoff Date:Subject: Mathematics Grade:Kindergarten

Content: (Topic)

Number recognition- playdough


Independent study- Experiential Learning

Outcomes:

Outcome: NK.3Relate a numeral, 0 to 10, to its respective quantity. [C, R, V]

Indicators:

A. Construct or draw a set of objects corresponding to a given numeral.D. Match numerals with pictorial representations.


- Developing Thinking

Adaptive Dimension:

-If play dough is unavailable, students can use pencil crayons to fill in the outline of the number.


- Teacher will need to bring the play dough mats which are taken from Teacherspayteachers.com

- Teachers will need to bring play dough

Set (5 minutes)- Since this activity is part of a math center, use this time to explain instructions.

Development (8-10 min)

-At this station, students will have cards with numbers and dots on them. They will also have a


- Walk around as students are working at the stations

- Watch that students aren’t eating play dough

- Watch that students

can of play dough. The students will then roll a small amount of play dough into a snake and then form it onto the number found on the card.

aren’t throwing play dough

- Have the clock timer set for 8-10 minutes. If students are engaged in a particular center, let them work there for longer.

English Language Arts Name: Miss Schoff Date:Subject: English Language Arts- Literacy centers Grade: Kindergarten

Content: (Topic)

Play dough mats- letter recognition


-Experiential learning (simulations, model building)- Independent Study ( Learning centers)

Outcomes:n/a

Indicators:n/a


- Developing Literacies


It would be helpful if students had a basic understanding of the alphabet letters, but if they don’t this activity will definitely help them learn.

Adaptive Dimension:

- If students are having difficulties with this activity, the teacher could pre-roll the playdough for students before sending them to work in centers.

Preparation: (Equipment/materials/set-up)- Teacher will need a copy of laminated letter mats ( found on teachers pay

teachers.com)- Teacher will need play dough

Set (5 min)

Spend five minutes explaining, demonstration, and showing students how to use this station.

Development (10 min)

At this station, students will roll a small amount of play dough into a log and proceed to form it into a letter.

- encourage students to trace over the letter with their fingers.

- Encourage students to say the name of the letter out loud.


- Walk around the classroom surveying station to station as the students work.

- Keep an eye out for students who may try to eat or throw the play dough.

- Let students know that playdough is not for eating!

- Have the timer clock set for ten minutes. As time runs out, give students a warning that it is time to start cleaning up.

Name: Miss Schoff Date:Subject: English Language Arts Grade: Kindergarten Content: (Topic)

Literacy Centers: Letter Sticks


Indirect Instruction

Outcomes:

N/a

Indicators:

N/A


Developing thinking

Developing Literacies

Adaptive Dimension:

- Teacher might consider having students focus on one letter- Teacher might consider having the students work individually or in groups

for this activity.


- Teacher will need the Popsicle stick letters ready for students to use.

Set ( 5 min)

In this time, explain to students the instructions for this center

Development ( 10 min)

Allow students to branch off and walk around the classroom looking for objects that start with the letter on their popsicle stick.-Teacher may consider giving students prompting examples before sending them on their way to start the activity


-Teacher should discuss with students the importance of noise levels in the classroom. While some students may doing this activity, others may still be working on something else.

Arts EducationName: Miss Schoff Date:Subject: Arts Education Grade: Kindergarten Content: (Topic)

Visual Art- Clifford Episode


Independent Study

Outcomes:

Outcome: CPK.4Create art works that express own observations and ideas about the world.

Indicators:

H. Demonstrate co-ordination and development of skills in the use of simple visual art tools and materials.

i. Discuss choices made in creating art works.


- Developing Thinking- Developing Identity and Interdependence

Adaptive Dimension:

- Give students the option if they want to draw about a memory or to draw Clifford the dog.

Preparation: (Equipment/materials/set-up)- Teacher will need 8x11 sized pieces of paper for students to complete this

activity- Teacher will need access to a data projector and internet connection

Set ( 12 _ min)

- Before showing the video, ask students what they know about memories or if they have any pets at their house.

- Show students the video “ Clifford the Big Red Dog: Little Clifford”

- Link to video:https://www.youtube.com/watch?v=RmxYq0tnhlI


- After watching the video, ask students what they thought of it. Did it remind them of anything? What were they thinking of when they watched the video?

- Give students the option of either drawing their favourite memory or drawing their own version of Clifford the big red dog.

Closure (5 min)

Clean up time! Don’t forget to give the students a warning on how much time is left so that they can finish up and put away their materials.


-It’s possible after watching this video that students may need an energizer break. If this is the case, get the students up and moving before explain the activity to them.

- Give students a choice of medium to create their drawing with (either markers, pencil crayons and/or wax crayons).

Grade One

Science Name: Danna Schoff Date: Subject: Science Grade: 1

Content: (Topic)

The 5 Senses

Instructional Strategies: (Specific) -experiential learning

OutcomesSE1.1:Investigate characteristics of the five traditional external senses (i.e., sight, sound, smell, touch, and taste) in humans and animals. [CP, SI]

Indicators:a. Identify each of the

senses and associate those senses with parts of humans or other animals, including sight and eyes, smell and nose, hearing and ears, taste and tongue/nose, and touch and skin.

b. Identify characteristics used to describe the range of observations related to each sense (e.g., sounds can be described as loud or soft, high pitch or low pitch; tastes related to the tongue can be described as sweet, sour, salty, or bitter; textures can be described as hard or soft, smooth or rough, sticky or not sticky; smells can be described as musky, aroma

Cross Curricula Competencies:-Developing Literacies- learning to interpret the world and make sense of itPrerequisite Learning:-Prior to this lesson, the students have been given an at home reading book on the 5 senses

Adaptive Dimension:-students will be guided throughout this lesson by the teacher so all will be successful- students will be able to contribute their own ideas to the class discussion-this lesson includes concrete examples and realia for students

Preparation: (Equipment/materials/set-up)-create a chart labeled with the 5 senses-bring microwave popcorn

-paper towels to put popcorn on when you hand it out to students-computer and projector

Set (5 min)-the teacher will tell the students that they will be learning about the 5 senses in this lesson.-the teacher will ask them what they know about the 5 senses to gauge their prior learning-this will help the teacher later on to know what to focus on more and less as she facilitates a class discussion-the teacher will play this 5 senses song on the projector:https://www.youtube.com/watch?v=lvBXWMvOGOk

Development (20 min)-gather the students on the classroom carpet area if there is one available-the teacher will tell the students that they are going to use their 5 senses to describe popcorn.- then ask the students to review what the 5 senses are.-the teacher will make the microwave popcorn-as she does this, she will ask students to focus on what they can hear-after this, discuss with the class what they heard and record under the hearing sense on the chart paper-hand out the popcorn-ask students what they smell, and record-ask the students what the popcorn looks like and record-ask the students to pick up one piece of popcorn and tell you what they feel. Record under the touch heading- let the students eat some popcorn and share what they taste. record

Closure (2 min)-Ask the students in a class discussion to list the 5 senses

Student Engagement/Classroom Management Strategies-the students will gather on the carpet, this will create a learning atmosphere that allows all students to feel included. This hopefully will encourage participation.

Arts education Name: Danna Schoff Date: Subject: Arts Education Grade: 1

https://www.youtube.com/watch?v=lvBXWMvOGOk

Content: (Topic)Shape Collages


Outcomes: CP1.8: Create art works that express own ideas and explore different forms (e.g., painting, drawing, printmaking) and media (paint, found objects).

Indicators:c. Identify and explore many different textures, shapes, and forms in own surroundings and in art works.

g. Develop co-ordination and skills in using simple visual art tools and various materials/media.

h. Make decisions about art media, tools, and paper size in creating a visual art expression.

Cross Curricula Competencies:-constructing knowledgeAdaptive Dimension:-There is no right, or wrong way to make this collage so all students will be successful-if needed, the teacher can help the student trace or cut shapes

Preparation: (Equipment/materials/set-up)-paper of many colours, and textures if possible-glue-scissorsSet (5 min)-show the students the picture at the end of this lesson as an example of the collage they will be making-The teacher will take her own scissors and paper and show the students how to cut shapes, and then glue them onto the paper

Development (20 min)-The students will then make their own shape collage

Closure (2 min)-The students will take turns sharing their collage with the class.

Student Engagement/Classroom Management Strategies-As the students are making their collages, the teacher will circulate the room and help them where needed.

Math Sorting

Name: Danna Schoff Date:

Mathematics Subject: Mathematics Grade: 1

Content: (Topic)

Sorting 2D and 3D Shapes


OutcomesSS1.2: Sort 3-D objects and 2-D shapes using one attribute, and explain the sorting rule. [C, CN, R, V]

Indicators:a. Sort a set of familiar 3-D

objects or 2-D shapes using a given sorting rule.

b. Sort a set of familiar 3-D objects using a single attribute determined by the student and explain how the objects were sorted.

Cross Curricula Competencies:-Developing Literacies- learning to interpret the world and make sense of it-Constructing KnowledgeAdaptive Dimension:-students will be guided throughout this lesson by the teacher so all will be successful- students will be able to contribute their own ideas to the class discussion-students will be able to decide on their own sorting rules so all students can be successful and use their own ideas

Preparation: (Equipment/materials/set-up)-some sort of material will be needed for students to sort. Possible examples are pattern blocks, cube links, or even classroom materials such as the things found in students’ pencil cases could work.Set (5 min)-Ask students what they know about sorting.-go through a few examples with the class of different ways to sort objects.

Development (20 min)- Have the students sort the materials based on a given sorting rule from the teacher. Ex: colour-Have the students sort the materials based on their own sorting rules.-After the students have sorted the materials, have them turn to a neighbour and explain what rule they used.

Closure (2 min)-In a class discussion, have the students share the different sorting rules that they used.

Student Engagement/Classroom Management Strategies-Show students examples of what to do before they are given the materials so that they are focused on the sorting before they begin to play with the materials.

English Language Arts Name: Danna Schoff Date:

Subject: English Language Arts Grade: 1Content: (Topic)

Snowman Lesson


OutcomesCR1.3: Listen to and comprehend a variety of texts (including a book read aloud, a person speaking, and directions) to retell the sequence and key points (who, what, when, where, why, and how).

Indicators:e. Listen to texts and retell the most important information (e.g., who, what, when, where, why, and how).

Cross Curricula Competencies:-Developing Literacies- learning to interpret the world and make sense of itAdaptive Dimension:-students will be guided throughout this lesson by the teacher so all will be successful- students will be able to contribute their own ideas to the class discussion-this lesson includes concrete examples for students.

Preparation: (Equipment/materials/set-up)-cut out enough snowmen so that there are enough for each child. If there is no time for this, that is fine, just expect to take more time with tracing snowmen and cutting.-black paper for students to make hats for the snowmen.-glue-markers-story maps-projector and screen loaded with storySet (10 min)-The teacher will play this read aloud of the book, Sadie and the Snowman by Allen Morganhttps://www.youtube.com/watch?v=Ip7VWUmKe4oDevelopment (20 min)-The students will work through the story map with the teacher (attached at the end of this lesson)-Depending on students prior experience with story maps, the teacher might have to guide the students through each component. This will look like the teacher pointing to the first space in the story map and waiting for all students to find it. Then the teacher will ask the students what belongs in that space and prompt until students are able to answer (ex: who? What? Etc). After this, the teacher will write the answer on the board so that students who need to, can copy it. Then the teacher will give the students time to fill in their maps with the answers they came up with as a class, or their own answers. Then repeat for each box.-If students have experience with this, they may not need to be scaffolded as much and can do the story maps on their own.

Student Engagement/Classroom Management Strategies-the teacher will scaffold the students as much as needed for them to be able to fill out the story maps

https://www.youtube.com/watch?v=Ip7VWUmKe4o

- After the students have finished their story maps, they will make the snowmen patterns-Either hand out the snowmen patterns, or have students fold their papers, trace, and cut their own-The students can then decorate their own(example at end of lesson)

Closure (2 min)-the students will relay the main points on the story map and share their snowmen with the class

Mathematics Name: Danna Schoff Date: Subject: Mathematics Grade: 1Content: (Topic)

Sorting 2D and 3D Shapes


OutcomesSS1.2: Sort 3-D objects and 2-D shapes using one attribute, and explain the sorting rule. [C, CN, R, V]

Indicators:c. Sort a set of familiar 3-D

objects or 2-D shapes using a given sorting rule.

d. Sort a set of familiar 3-D objects using a single attribute determined by the student and explain how the objects were sorted.

Cross Curricula Competencies:-Developing Literacies- learning to interpret the world and make sense of it-Constructing KnowledgeAdaptive Dimension:-students will be guided throughout this lesson by the teacher so all will be successful- students will be able to contribute their own ideas to the class discussion-students will be able to decide on their own sorting rules so all students can be successful and use their own ideas

Preparation: (Equipment/materials/set-up)-some sort of material will be needed for students to sort. Possible examples are pattern blocks, cube links, or even classroom materials such as the things found in students’ pencil cases could work.Set (5 min)-Ask students what they know about sorting.-go through a few examples with the class of different ways to sort objects.Development (20 min)- Have the students sort the materials based on a given sorting rule from the teacher. Ex: colour-Have the students sort the materials based on their own sorting rules.-After the students have sorted the materials, have them turn to a neighbour and explain what rule they used.Closure (2 min)-In a class discussion, have the students share the different sorting rules that they used.

Student Engagement/Classroom Management Strategies-Show students examples of what to do before they are given the materials so that they are focused on the sorting before they begin to play with the materials.

Grade Two

Health EducationName: Danna Schoff Date:Subject: Health Education Grade: 2Content: (Topic)

DMP Lesson one – thoughts, feelings, and actions

Instructional Strategies: (Specific)Direct Instruction:-QuestioningInteractive Instruction:

- Discussion- Peer Practice

Outcomes:

Outcome: USC2.1Demonstrate a basic understanding of how thoughts, feelings, and actions influence health and well-being.

Indicators:

F. Discuss the basic “cause-effect” relationship among thoughts, feelings, and actions (e.g., If I think I am smart, I will feel “content/confident” and I will try to learn. If I think I am “dumb”, I will feel sad/frustrated and I may not participate in class.).G. Determine that people are responsible for personal thoughts, feelings, and actions.

Essential Questions:

- How can we be in control of our thoughts, feelings and actions?-How do our feelings influence our health?-How do the thoughts that we have influence our health?-How do our actions influence ourselves?-How do our thoughts, feelings and actions towards ourselves affect how we see and act towards others?

_____________________________________________________________________________

Cross Curricula Competencies:-Developing Identity and Interdependence-Developing Social Responsibilities


-Students must have an understanding of what different emotions are and what it means to have these feelings. Ie) happiness, anger, joy, love, etc.

Adaptive Dimension:

-If students are having difficulties coming up with something friendly to share in the activity, teacher can give reminders of what a bucket filler is.

Preparation: (Equipment/materials/set-up -Teacher will need a copy of the book “ Have you filled a bucket today? A guide to Daily Happiness for kids” By Carol McCloud and Illustrated by David Messing.

- Teacher will create bucket necklaces for each student. The materials needed for this are a small bucket, a piece of string, a label for student’s name, and stickers/permanent marker to draw the face on the bucket.-Teacher will also have plastic ziplock bags filled with pom poms to give to each student for the “ warm fuzzy” activity.-Teacher will have a copy of the “Bucket Filler’s Pledge” on a piece of chart paper.

Set (10 min)

- Begin by having a brief discussion about how ourThoughts, feelings and actions effect how we interact with others and how we view ourselves. Ask questions such as:

- How do our feelings affect our health?- Do we control our actions?- How do we control feelings?- Does thinking positively make us feel healthy?- What are you still wondering?

- Read the book “ Have you Filled a Bucket Today? A guide to Daily Happiness for Kids” By Carol McCloud

- See attached book.- Link to e-reading of the book

https://www.youtube.com/watch?v=jsX_YPjmDXY- After reading this book, have a class discussion about

what the differences between a bucket filler and a bucket dipper.

- A bucket dipper is someone who takes from other people’s buckets to try and make themselves feel better. Bucket dippers can also take out of their own buckets by thinking negatively towards themselves. They make other people feel sad. A bully is an example of a bucket dipper.

- A bucket filler is someone who adds joy and love to their own buckets and to others.


Activity # 1 – Bucket filling!- For this activity, hand out a bucket necklace and a zip

lock bag filled with pompoms to each student.- The bucket on the necklace represents each student’s

“invisible bucket” that was discussed in the book read during the set. Explain to students that adding positive thoughts, comments, love, and joy can fill a bucket.

Student Engagement/Classroom Management Strategies- Walk around as book is

being read to ensure that all students get the chance to have a clear view of the illustrations in the book.

- Introduce questions by saying, “ Raise your hand if you can share..” and, “ Put up your hand if you know…”

- To ensure that students are focused on the instructions for the activity and not distracted by the materials, give students the instructions before handing out the

https://www.youtube.com/watch?v=jsX_YPjmDXY

- The bag of pom poms represents the joy, love, and happiness that we put into our buckets.

- Have a class discussion about what it feels like to have a full bucket or to fill someone else’s bucket. Ask students the following questions:

- How does it feel when someone does something nice for you?

- What emotions do you feel when you have a full bucket?

- Do you feel good about yourself when you fill someone else’s bucket?

- Compare the feelings students get when bucket filling to a “warm fuzzy feeling” that makes them happy. Explain to students that the warm fuzzies are the pom poms found in their bag for this activity.

- Instructions for activity:- Instruct students to walk around the classroom, talking

to as many classmates as they can. Students are to share nice things and/or things they appreciate about their classmates. Once they have verbally shared something positive with a classmate, they are to drop a pompom from their bag into their friend’s bucket.

- Hand out necklaces and pompom bags.- Explain to students what the necklace and pompoms

represent.- The ideas for the activity are inspired from

http://www.bucketfillers101.com/pdfs/news2009/2009-05-03.pdfand makes them feel bad.

Closure ( 3 min)We will say the bucket filler pledge. See attached.This pledge was found on:http://perrylocal.org/ledouxp/bucket-fillers-2/bucket-filler-pledge/-I will re-write the Bucket Filler’s pledge on a piece of chart paper.- Teacher will say one line of the pledge and have students repeat after each line.

necklaces and ziplock bags.

- Teacher will participate in the activity

- Teacher will walk around and observe students to keep them on track throughout the activity.

http://perrylocal.org/ledouxp/bucket-fillers-2/bucket-filler-pledge/

http://perrylocal.org/ledouxp/bucket-fillers-2/bucket-filler-pledge/

http://www.bucketfillers101.com/pdfs/news2009/2009-05-03.pdf

http://www.bucketfillers101.com/pdfs/news2009/2009-05-03.pdf

English Language Arts Name: Miss Schoff Date:Subject: English Language Arts Grade: 2Content: (Topic)

Super Hero lesson

Instructional Strategies:

Independent study

Outcomes:

Outcome: CC2.2Use a variety of ways to represent understanding and to communicate ideas, procedures, stories, and feelings in a clear manner with essential details.

Indicators:

C. Understand and apply the appropriate cues and conventions (pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other) to construct and communicate meaning when using other forms of representing.

F. Combine illustrations and written text (e.g., captions, labels) to express ideas, feelings, and information.



Adaptive Dimension:

- Recognize that not all students will feel comfortable sharing something about themselves, talking infront of classmates- Have a super hero name converter listed somewhere in the classroom so that students can refer to this as they make their super hero names.


-Teacher will need a ball-teacher will need the super hero worksheet for students-Students will need a writing utensil-Students will need materials to colour in their drawing.

Set ( 10 min)-Start by embracing the idea that you are all super heroes.

- Start by doing an ice breaker activity. Teacher will throw the ball to students. When students get the ball, they are to share their name and one fact about themselves.


- Remind students of how much time they have left as they work on their super hero activity.

- Circulate the classroom as students are working.

Development (_30 min)

-Students will fill out their Super Hero worksheet. See attached.

- Students are to complete the writing portion of this activity before they can move on to drawing and colouring.

ClosureWith any remaining time, students will read to self or with a partner by choosing a book from their book box.

I AM SUPER! Name: ___________________Superhero name: _______________

If I were a superhero, my super power would be… ________________________________________________________________________________________________________________________________________________________________________

First Name

Last Name

A – CaptainB- SuperC- DoctorD- The PhantomE- UltraF – AmazingG- LightingH- GiantI - RazorJ- SteelK – GhostL- Secret AgentM- AgentN- KineticO- SilverP- The GreatQ- MajorR- ProfessorS- MightyT- CrimsonU- ToughV- IronW- ThunderX- The FlyingY- WonderZ- Space

A- GemB- HornetC- WolfD- StormE- MasterF- CobraG- BrainH- KnightI- ClawJ- BeastK- MasterL- ViperM- EdgeN- BlazeO- FangP - FalconQ- SoldierR- AvengerS- WingT- JusticeU- MachineV- GuardW- NinjaX- ArrowY - RangerZ- Ivy

Mathematics Name: Danna Schoff Date:Subject: Mathematics Grade: 2/3 Content: (Topic)

Mathematics – Skip counting


- Direct instructions:Demonstrating to students how to use the materials at the stations and how to complete the worksheets.

- Experiential Learning:At the math games station, students will have the opportunity to play a variety of games alone, with a partner, or as part of a group.

- Independent Study:Students will be working in learning centers.

Outcomes:Outcome: N2.1Demonstrate understanding of whole numbers to 100 (concretely, pictorially, physically, orally, in writing, and symbolically) by:

a Representing (including place value)b Describingc Skip countingd Differentiating between odd and even numberse Estimating with referentsf Comparing two numbersOrdering three or more numbers.

Indicators:Grade two:

I. Analyze a sequence of numbers in order to describe the sequence in terms of a skip counting strategy (by 2s, 5s, or 10s as well as forward and backward) and extend the sequence using the pattern.

L. Hypothesize and verify strategies for skip counting by 10s beginning at any whole number from 0 to 9 (e.g., in a hundred chart, the skip counted numbers always lie on a vertical line; using base ten blocks, skip counting by 10s always increases the number of rods by one; or using numerals, the tens place value always increases by 1 (meaning 10) when skip counting by 10s forwards).

P3.1 Demonstrate understanding of increasing and decreasing patterns including:

g observing and describingh extendingi comparingj creating patterns using manipulatives,

pictures, sounds, and actions.

Grade three:b. Verify (concretely, visually, orally, pictorially, or physically) whether or not a given sequence of numbers represents an increasing or decreasing pattern.c. Observe various patterns (increasing or decreasing) found on a hundred chart, such as horizontal, vertical, and diagonal patterns, and describe the pattern rule.

d. Compare visual patterns for skip counting (forwards or backwards) by 2s, 5s, 10s, 25s, and 100s and relate to increasing and decreasing patterns.


- Developing lifelong learners and basic skills


- Students will need to have a basic understanding of number sequences, patterns in counting, and skip counting.

Adaptive Dimension:

Preparation: (Equipment/materials/set-up) - The following equipment will be set out by the teachers in the designated stations

- Teacher will come prepared with skip counting lacing plates. Equipment needed to make this device includes a paper plate, lace, and a marker to write the numbers with.

- Teacher will come prepared with copies of the skip counting maze

worksheet.- Teacher will come prepared with copies of the “Roll a Rule” worksheet.- Teacher will have the tools necessary to set up the math games station. Such

equipment will include a deck of cards, bingo cards and bingo chips, etc.-

Set (5 min)- Teachers will explain to students each

station and how to use the given materials.- Teachers will explain to students which

groups they are working in. Groups are separated by grade level.


- Students will separate into their assigned groups and will rotate through stations during this time. Students will have six minutes at each station.

Stations:1. Skip Counting Lacing Plates:

Using a paper plate with holes punched around the outside for lacing and the rule for skip counting in the middle of the plate, students will create skip counting patterns by lacing yarn through the given holes.

- Grade two students will be encouraged to skip count forwards and backwards by 2’s, 5’s, and 10s

- Grade three students will be encourage to skip count backwards and forwards by 2’s, 5’s, 10’s, 25’s, 100’s.

2. Skip Counting Mazes:Using the number grid, students will shade in the numbers that correspond with the skip counting rule for the given maze.

- Grade two students will focus on counting by 2’s, 5s and 10s

- Grade three students will focus on counting by 2’s, 5’s, 10’s, 25s and 100s

- If students need help with the rule for skip counting, they can refer to the number line at the top of the maze for assistance.

3. Roll -a -Rule Students will roll a dice to determine what the rule will be for that sequence of skip counting.

Student Engagement/Classroom Management Strategies:- During the set, explain each station in detail before sending students off to work so there is no confusing when arriving at the station.

- Use the classroom timer during each rotation. When time is coming to an end, let students know so they are aware that a rotation is coming up.- During this lesson, walk around from table to table to make sure students are on task or to offer assistance if they need it.

- Before sending students to work at this station, demonstrate how to use the lacing plate so they are familiar with it once they arrive at this station.

4. Math GamesAt this station, students will have the choice of what math game they want to play. They can play these games independently, with a partner, or as a group. Students can choose what they want to use in this station from choosing material from the math games drawer in the classroom.

5. Math on My OwnStudents will continue working in their math on my own books that are assigned to them by their classroom teacher. These books include adding, subtracting, patterning, and skip counting exercises

Skip Counting Lace Plates

Use the string to lace the plates by skip counting

the number in the center of the plate.

Try as many as you can!

Arts EducationName: Miss Schoff Date:Subject: Arts Education Grade: 2

Content: (Topic)

Dance


Experiential Learning

Outcomes:

Outcome: CP2.2Create and connect dance phrases using the elements of dance including:

k actions (identify variety)l body (bases)m dynamics (move with varying speeds, duration,

forces)n relationships (using own words, classify variety of

relationships with partner or object such as above, below, beside)

space (straight or curved pathways or combinations).

Indicators:A. Seek a variety of

solutions in movement explorations (improvisation).

B. Observe the motion of objects and people and incorporate these observations in movement explorations.

C. Explore and solve movement problems, or inquiry questions, in several different ways (e.g., How many different ways can we use the scarves or streamers in straight pathways and curved pathways?).

D. Demonstrate and discuss how movement patterns can repeat and contrast.

E. Identify how various parts of the body can act as a base to support the rest of the body (e.g., supporting the body with one foot and one hand).

F.Identify and investigate different kinds of locomotor

(travelling) and non-locomotor actions, and explore a variety of ways to walk, run, leap, slide, gallop, jump, hop, turn, twist, bend, stretch, and pause.

G. Move with a variety of speeds (fast and slow), duration (short and long), and varying forces (push and pull, strong and light) for expressive purposes.I. Use straight or

curved pathways or combinations of both in movement explorations.

II. Explore and identify a variety of directions, levels, sizes, and shapes in personal and general space.


Developing ThinkningDeveloping identity and Inderdependence


Students don’t need much prerequisite learning for this activity, as we will be exploring movement together.

Adaptive Dimension:

- If students are fatigued, they are welcome to sit out or go grab a quick drink

of water until they are comfortable to come back in.- If there are students in wheelchairs, focus on movement with the upper body

Preparation: (Equipment/materials/set-up)- n/a

Set (10 min)

-Have students sit in a circle.- Talk about different types of movement- Some things to include in this opening discussion include the following:

- Talk about levels ( high, low, medium)

- Talk about varying speeds ( move fast, quick, slow, medium)

- Talk about pathways ( siz zag, round, straight)

- Personal space, general space

- Teacher may consider having students stand up and demonstrate the movements if they feel comfortable.

- Have the students stand up and begin talking about rhythm. Together, Clap 4 bares of 8 counts.

- Move around with students using various pathways, levels, speeds, and movement skills ( ie. Skipping, jumped, twisting, etc.)


- Separate students into small groups- In their groups, have students come up

with an 8 count dance sequence- Encourage students to listen to each

other’s ideas and movements for the dance sequence.

Closure (10 min)- Have students come together as a big group.


- Remind students the importance of safety as we move around the classroom

- As students are working on their dance sequences, circulate around the classroom offering help and advice where needed.

- Give students time reminders when it is almost time to come together as a group.

- Each group will share their sequence with the group- As a class, we will all try out our peers’ dance sequence.- At the end, add all of the sequences together creating a dance.

GRADE THREE

English Language Arts Name: Miss Schoff Date:Subject: English Language Arts Grade: 3 Content: (Topic)

Paper Bag Princess writing activity:


Direct InstructionIndependent Study

Outcomes:

Outcome: CC3.4Write to communicate ideas, information, and experiences pertaining to a topic by creating easy-to-follow writing (including a short report, a procedure, a letter, a story, a short script, and a poem) with a clear purpose, correct paragraph structure, and interesting detail.

Indicators:

B. Select and use appropriate strategies (before, during, and after) to communicate meaning when writing.E. Write narratives that

provide a context within which an action takes place and includes characters and their traits, setting, and problem and solution in students’ stories

F.Create characters and events from outside students’ personal environment.

G. Write descriptions that use concrete sensory details.

I. Extend, rework, and polish pieces of writing for an audience in and beyond the classroom.



Adaptive Dimension:

- Instead of doing a class brainstorm/discussion after reading the book, the students could break off into small groups instead.

- Some students may need extra guidance when creating the alternative end to their story.

- If there is not access to the book Paper Bag Princess, the teacher could show an e-reading of the book found on youtube.

- https://www.youtube.com/watch?v=cRTxJnCmBks


-Teacher will need a copy of the book or access to a computer- Teacher will need a white board or a piece of chart paper- Teacher will need a marker to record answers in the class discussion- Teacher will need prompts to inspire students- Teacher will need worksheets to hand out to students to complete the activity.

Set (10 min)

- Begin by reading the book “ Paper Bag Princess” by Robert Munsch


1. Hold a group discussion after reading the book.

- Talk about who the main characters were in the story. What are their traits? What do we know about them?

- Talk about the events in the story. Why do you think events happened in the way they did?

- What is the setting of this story? Where are they? What season is it? What time of day is it?

2. Have students create an alternative ending to the story Paper Bag Princess.

- prompts that teacher may include offering to the students include the following:

- maybe the princess and dragon become friends

- Maybe the princess starts a fashion company with paper bag dresses.

Closure (optional)- If there is time remaining and students feel

comfortable sharing, have a few students read their alternative ending out loud.

Arts Education – Visual Art

Name: Miss Schoff Date:Subject: Arts Education Grade: 3 Content: (Topic)

Paper Bag People


Experiential Learning

Outcomes:

Outcome: CP3.8Create art works using a variety of visual art concepts (e.g., contour lines), forms (e.g., drawing, sculpture), and media (e.g., pencils, pastels, found objects).

Indicators:

A. Observe visual details, and include details to enhance depictions of animals, people, and objects.


Developing Identity and interdependenceDeveloping Thinking

Adaptive Dimension:

- Students aren’t limited to making a paper bag princess.. They could make princes, dragons, other animals, etc.


-Teacher will need enough brown paper bags for everyone in the class- Teacher may consider setting out oil pastels, markers, and googly eyes for studetns to make their paper bag people with.

Set (5 _ min)

Introduce materials to students


- Students are not limited to using these materials (if they have other materials in their desks that they would prefer to use, they are welcomed to do so).

- Students are not limited to re-creating a princess. It could be any type of person or animal.


Allow time for the students to create their paper bag person.

Closure (10 min)

Clean up all materials and leave the classroom clean!

Health Education

Name: Danna Schoff Date:Subject: Health Education Grade: 3Content: (Topic)

DMP lesson 4- Sharing our thoughts and feelings with each other.

Instructional Strategies: (Specific)Direct Instruction:-QuestioningExperiential Learning:- Simulations

Outcomes:

USC2.1Demonstrate a basic understanding of how thoughts, feelings, and actions influence health and well-being.

Indicators:

D. Examine various ways to appropriately share thoughts, feelings, and actions.

Cross Curricula Competencies:-Developing Identity and Interdependence-Developing ThinkingDeveloping

Essential Questions:

- How can we share our thoughts and feelings appropriately?- How can we show respect when others are sharing their feelings with us?- What does respect mean?

Adaptive Dimension:

- The topics and subjects discussed in the Talking Circle can be altered depending on the lesson.


- Teacher will need a talking stick to include in the Talking Circle .- Teacher will need to organize a space in the school or classroom where the

Talking Circle can take place.- Teacher will need a class list and a pen to complete assessment stage of this

lesson.

Set (5 min)

- Explain to students that there are different ways we can express our feelings and that some ways are better than others. For example, yelling at someone when we are mad is not as good of way of resolving an issue than by calmly explaining to them why we are angry.

- Ask students to share some other ways we can share how we are feeling or what we are thinking.

- Ask students what respect is and how we can show it.- Introduce Talking circle to students and the importance it

holds in First Nations cultures.- A talking circle is a safe place for everyone’s thoughts and

feelings to be heard. When someone is talking, we listen until they are finished.

- Explain to students that the Circle is important to First Nations cultures and beliefs. Continue by explaining that everyone in a circle is seen as equal.

- Explain to students that only the person with the talking stick may speak.

- There will be four topics covered in our talking circle. When everyone has had a turn speaking for each subject, a new one will be introduced. Topics for the Class Talking Circle include:

- I feel happy when…- I feel sad when…- How I can show people that I am happy…- How I can show people that I am sad…-- Notes for teacher:

“Talking Circles or Circle Talks are a foundational approach to First Nations pedagogy-in-action since they provide a model for an educational activity that encourages dialogue, respect, the co-creation of leaning content and social discourse. Talk circles originated with First Nations leaders- the process was used to ensure that all leaders in the tribal council were heard, and those who were speaking were not interrupted.”

- Circle talks are to be done in a complete circle- Only one person holds the talking stick


-Teacher will explain the activity in depth so when it is executed, students have a clean understanding of what to expect and what is expected of them.

- A circle talk is complete when everyone has had a chance to speak

- What is said in the circle stays in the circle- Circle talks are extremely respectful of everyone as

individuals and what they have to say.Source # 1http://firstnationspedagogy.ca/circletalks.html

- “Sharing circles are an essential part of the oral tradition of Aboriginal communities. A talking circle is a very special tool that gives us the courage to speak the truth and the power to speak from the heart. It is a symbol for the thought, stories, and individual histories of each member participating in a circle”Source # 2http://ravenspeaks.ca/wp-content/uploads/2012/04/Sharing_Circle_Instructions_SECONDARY.pdf


Activity – Class Talking Circle-Invite students to join you in making a circle for our Class Talking Circle- Remind students that only one person can speak at a time and that as a sign of respect, we will listen to everyone.- Explain to students that they do have the option to pass during the Circle Talk but that it is encouraged to participate through every topic.-Explain how this exercise is used in First Nations cultures as well as its significance.

Assessment:- As students are leaving the classroom, ask them one thing that they learned throughout the Talking Circle. If they are able to reflect on this and share something with the teacher, they will receive a check mark beside their name for understanding.

Teacher will participate in the Talking Circle and will be the first person the start a new subject.

http://ravenspeaks.ca/wp-content/uploads/2012/04/Sharing_Circle_Instructions_SECONDARY.pdf

http://ravenspeaks.ca/wp-content/uploads/2012/04/Sharing_Circle_Instructions_SECONDARY.pdf

http://firstnationspedagogy.ca/circletalks.html

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