1st Grade
– Mr. Cervantes
Emergency Substitute
Plans Up
Good morning! My thanks for taking this assignment. Ms. D.
(Room 8) and Ms. C. (Room 6) can help if needed. All copies and materials are
in the Sub Tub.
Helpers
There is a list of student helpers on the bulletin board
next to the door. Don’t change please, but you can be a bit flexible if need
be.
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Line leader and door holder are
self-explanatory.
-
Fundations leader won’t be used today.
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Cafeteria helpers: after the kids finish eating
breakfast, these two kids will take the tray back to the cafeteria.
-
Sanitizer: before lunch, one student will give
out sanitizer to the students
-
Substitute: if one of the kids for the above
jobs is absent, this student takes their place. Assign other if you require it.
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Don’t worry about the other jobs for today.
Things to be aware of
-
This group is chatty.
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They ALL love to sharpen pencils and take
forever at the sharpener.
Breakfast 7:45-8:05
1.
Students will come in and hang up their
backpacks, put their chairs down and get a breakfast item from the gray tub.
2.
A class roster and the student data cards are on
the table. Use them for attendance and write down who is absent on a sticky
note/index card. Write down who is absent on the back of this document as well,
and have a student take the sticky notes/index card to the office.
3.
Cafeteria helpers will take the tub back to the
cafeteria after all the kids are done eating. All tardy students will have the
chance to eat breakfast until the tub it taken back. Students may have seconds
if there are any left and if there is time.
4.
Near the end of this time, students will sit on
the carpet and go through our alphabet sounds.
Language Arts 1
8:05-9:00
1. Read Curious George
Visits the Zoo by Margret and H.A. Rey or Put Me in the Zoo by Robert Lopshire.
2. Ask students to decide
what makes a zoo animal a zoo animal (they may say things like animals that
don’t live here, animals you can’t keep as a pet, ani- mals from around the
world, wild animals, etc.).
3. Then brainstorm on the
board or chart paper about what animals they know live in a zoo.
4. Students then complete
the Zoo Animal Alpha Boxes independently, in pairs, or groups. Each student
should try to ll in each box with at least one zoo animal that starts with that
letter. You could give bonus points for “dif cult” letters like X and Q.
5.
You can have students complete this during
Language Arts 2 @ around 10:15 or so if needed.
Recess 9:00-9:15 DUTY
at playground
Math 9:15-10:15
1. Review bar graphs and
pictographs.
2. As a class, do a tally
chart of which zoo animals are the students’ favorites. Students can fill in
the tally chart on their Zoo Favorites Recording Sheet and Graph.
3. When complete, student
choose whether they would like to use the information to create either a bar
graph or a pictograph, making sure they give the graph a title and label each
side with the animals and the number of students who like them.
4.
If students finish quickly, they can continue
working on any previous work.
Language Arts 2
10:15-10:45
1.
Pre-reading: Lead a discussion using the following questions: Why do we have
zoos? Do you think animals like living in zoos?
Should we have zoos or
should the animals be free?
2.
During reading: Share the book Good Night, Gorilla by Peggy Rathman or an- other
zoo-themed picture book. Stop along the way to allow students to make
predictions about what they think will happen next.
3.
After reading: Review the sequence of the story. Hand out paper and have students
retell and illustrate the story.
a. Here is a zoo spelling
list: Snake, Lion, Tiger, Bear, Monkey, Zebra, Bird, Fish, Turtle, Zoo
b. Students put them in
alphabetical order or write a sentence using each word.
Computer Lab 10:45-11:30
1.
This can start later than 10:45, and you can use
this as leverage to get students to finish work assigned faster.
2.
They will go onto the Waterford app.
3.
You’ll want to stop at 11:20 to get them ready
for lunch. They know how to log out of their computers (the computers remain on
for the next class).
4.
Walk them back to the room, and they should
line-up in front of the classroom.
5.
Sanitizer student will know what to do, and they
know their lunch numbers at this point.
Lunch 11:30-12:00
1.
Walk students to cafeteria and stand with them
until they pick-up their food.
2.
If the kids had PE, they will not need to be
picked up. Otherwise, please pick them up at the playground.
Language Arts cont. 12:00-1:45
1.
You may continue anything that needs to be completed. The next two
lessons are social studies and science. Complete these as necessary.
2.
Social Studies: Show students examples
of maps of zoos while reviewing map skills with students, including directions,
compass rose, and legend.
3.
Model creating a map of an imaginary zoo, drawing the entrance,
path, and locations of animal enclosures. Other things to in- clude might be:
restrooms, gift store, food stands, etc. Make sure to model how to include
things in the legend.
4.
Next model writing an advertisement for your zoo. Make sure
students understand that the purpose is to persuade visitors
to come to your zoo so they must include reasons why someone would
want to come. Maybe you end up with something like: “Li- ons! And tigers! And
bears! Oh my! You can
5.
see it all at the Friendly Town Zoo. And don’t forget to try one
of our delicious hot dogs.”
6.
Students then get a piece of construction paper and a piece of
writing paper to create a map and advertisement of their own zoo.
7.
Science: Read Jungle Drums by
Graeme Base.
8.
Discuss what makes each animal special. Also discuss the needs of
animals, in- cluding food, water, and shelter.
9.
Students then draw and describe an animal of their creation on My
Zoo Animal.
Getting ready to leave
for the day 1:45-2:00 and End of Day 2:00-2:15
1.
Ask the students to look around the room and
pick-up any trash from the floor.
2.
Students should put up their chairs.
3.
They should then get backpacks and line up.
4.
Students are aware where they are supposed to go
(Rec, Bus, Pick-up). Walk them from the room, down the main hall through the
main doors. As you pass the cafeteria and bus pick-up, students will go where
they need to go.
5.
Take the students to the parent pick-up area.
Please wait there with them until they are all picked up.
6.
Any students that are not picked up, take to the
office and the secretary will assist. The other teachers will be there if you
have any questions.
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