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Karissa Shumway, Elainne Martinez, and Hannah Kirby

Morning Meeting

April 23rd

Outcomes/Objectives

• Students will be able to participate during morning meeting in order to promote their social/emotional development in the classroom.

• Students will be able to participate in class discussions using grade appropriate social cues and dialogue.

• Students will be able to practice the grammatical structure of a sentence through participation in the morning news.

• Students will be able to extend their basic needs of being accepted/welcomed into a classroom community by practicing the morning meeting activity.  

Preparation

• Teacher’s write student’s name on pieces of looseleaf paper and crumble them up

• Pass out basket to students and have them pick a “snowball”

• Write the morning news on the board

• Print lesson plan

• Collect copies of participation tables from classroom teachers

• Get popsicle sticks with students names on them

Materials

• Looseleaf paper or computer paper to make snowballs

• Pen or marker to write students names on the snowballs

• Basket to put snowballs in

• Whiteboard to write morning news

• Dry Erase Markers to write morning news on the whiteboard

• Calendar for the students to check and record the date

• Sharing list to know who is sharing today and the next day.

• Attendance sheet to record students names on the snowballs

Use of Physical Space

• Students and teachers will be seated in teacher assigned morning meeting spots on the carpet in the right-hand side of the room, which is larger.

• Students are in a circle so that everyone can view one another.

• Teacher assigned morning meeting spots are strategically placed in order to encourage positive behavior during instruction. Example: hyperactive student is placed next to the teacher. Additionally students are seated next to classmates that they work well with.

Common Core Learning Standards

Speaking and Listening Standards 1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

a.Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

b.Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

c.Ask questions to clear up any confusion about the topics and texts under discussion.

d.Seek to understand and communicate with individuals from different cultural backgrounds.

Speaking and Listening Standards 1.3: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Speaking and Listening standards 1.4.: Describe people, places, things, and events with relevant details,expressing ideas and feelings clearly .

Language Standards 1.2: 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

c.Use commas in dates and to separate single words in a

series.

Differentiated Instruction

If students feel embarrassed to sing aloud with the class, then they are aloud to only follow the motions instead of singing. If students struggle to pronounce or read a student’s name then the student next to them or a teacher can provide assistance. To avoid students feeling singled out during the writing process of the snowballs, the teachers created the snowballs prior to class. For the activity, some students may require more time to process the questions. For instance, some students may not be able to think of their favorite color quickly. For these students, teachers can prompt them prior to the activity, or make cards for them that explain all of the questions for the course of the activity and they can use them for the duration. For sharing, students are reminded ahead of time, so that they can consider what they would like to bring. If students would like to switch their sharing date, the teachers can continue to ask the next person on the list until a student agrees to share.

Instructional Activities

• Morning meeting is introduced with a classroom list of songs. Teacher begins with song of choice. Then the teacher takes request from students for three more songs.

• Greeting: Snowball Fight: Students will be reminded of when they were surveyed about their favorite outdoor activity during the winter. The majority of the class selected snowball fights, which brings us to our activity for today. Students will pick a snowball out of a basket. For thirty seconds they will have a snowball fight where they throw the balled up pieces of paper with names on it around the circle. After the 30 seconds are complete, each student picks up a snowball. Then students read the name on their snowball. One student will be picked with a popsicle stick. They will greet whoever is on their paper. Then the student who was greeted will greet the person they have selected, and this will continue on until everyone is greeted. If someone can’t go because they have already greeted someone, then the person next to them will conduct their greeting. Greeting consists of good morning and the name of the person they have.  (Elaine will explain and model this activity)

• Activity: The teacher (Hannah), will say, something like your favorite color, or your favorite food, or your favorite animal, then the kids, without using words, have to find someone who likes the same thing that they do. They can't talk, but they can make noises, act it out, point, etc. Then, when they think they found someone, we will have them tell the other person what it really is, and see if they were right.

• News: Includes writing the date on the board with a blank for the number and a comma. The calendar helper will be called on to fill in this information. In news, we will announce the subjects we have after morning meeting. With the teacher (Karissa) leading, the whole class reads the news aloud, and the teacher highlights underneath the words.

• Sharing: Introduce the person who is sharing today and tomorrow. Hand out a reminder slip for the person who is sharing tomorrow. Ask the student sharing if they need any help bringing in their item. When the student gets back ask them to put their item in the middle and share three facts about it. The student then says they are ready for questions. They call on three students for questions. The teacher(Karissa) says, “that was three questions. If you would like to know more about the item  (student name) brought in you can ask about it at snack, lunch, or morning choice time. Thank you (student name) for letting us get to know more about you and what you like to do outside of school”.

Classroom Management strategies:

We use the humanistic theory throughout our lesson plan. We base our activities upon the need for belonging and creating a classroom community. No student is punished or rewarded through our lesson. If students misbehave then they address using a physical cue, such as two fingers in the air. If the behavior becomes excessive then students will be asked to take a break and return when they feel they have calmed down. We don’t want students to leave the classroom as a form of punishment because it excludes them from the classroom community we are trying to create.

Evaluation

• Using a chart with student’s names provided by the classroom teacher, we will observe student participation using a (+) for satisfactory or (-) for no participation

• Using an additional chart provided by the classroom teacher we will observe students that are using specific developmental cues. Example: eye contact when greeting, asking clarification questions, etc. We will give students a check plus, check, or check minus to indicate their progress in these areas

Resources

Kriete, R., & Bechtel, L. (2002). The morning meeting book (2nd ed.). Greenfield, MA: Northeast Foundation for Children.

Responsive Classroom. (n.d.). Keeping Morning Meeting Greetings Fresh and Fun. Retrieved , from fresh-and-fun

Watson, M., & Ecken, L. (2003). Learning to trust: transforming difficult elementary classrooms through developmental discipline. San Francisco: Jossey-Bass

Watson,S.,(2008, September). Joy in school. Educational Leadership, 8-14.

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