Daily Lesson Plan

Name: Joshua Davis Date: March 20-24, 2017

Subject: Breakfast Topic: Wizard of Oz

Grade: 2nd grade Length of Lesson: 25 mins

Introduction (Essential Question): What happened today in the story of the Wizard of Oz?
Standard: Reading

Cluster: Key Ideas and Details

Objective: ELA.2.R.C1.1 Ask and answer key ideas such questions as who, what, where, when,
why and how to demonstrate understanding of key details in literary text

Specific Objective:
Students should be able to remember key details of the text such as places, characters, motives,
etc.

Introduction (Essential Question): What happened today in the story of the Wizard of Oz?
Standard: Reading

Cluster: Key Ideas and Details

Objective: ELA.2.R.C1.3 Describe how characters in a story respond to major events and
challenges in literary text.

Specific Objective:
Students should be able to write and understand numbers in their expanded form, word form, and
numeral form.

Introduction (Essential Question): What happened today in the story of the Wizard of Oz?
Standard: Reading

Cluster: Craft and Structure

Objective: ELA.2.R.C2.3 Acknowledge differences in the points of view of characters,

including by speaking in a different voice for each character when reading dialogue aloud from
literary text.

Specific Objective:
Students should be able choose if a number is larger, smaller, or equal to another.
Method(s):
Monday:
Get students from gym at 7:25 (or earlier if you are prepared), have students put folders in the
basket, as students put up their breakfast on the desk around the classroom go over the students
folders for letter that tell of changes such as early dismissals, change in bus schedules, or for
doctors notes. Read to students the Wizard of Oz after they have sat down and begin eating.
Make sure to end it before 7:40 for morning announcements and pledge. After reading ask
students questions on todays section and make connection to other past events. After asking a
few questions go get the trash can in the hall and call students by row to dump their trash. After
that give five students wipes and quickly call roll for the class, O means not there, B is for
packed, and a check mark is for they are present.

Tuesday:
Get students from gym at 7:25 (or earlier if you are prepared), have students put folders in the
basket, as students put up their breakfast on the desk around the classroom go over the students
folders for letter that tell of changes such as early dismissals, change in bus schedules, or for
doctors notes. Read to students the Wizard of Oz after they have sat down and begin eating.
Make sure to end it before 7:40 for morning announcements and pledge. After reading ask
students questions on todays section and make connection to other past events. After asking a
few questions go get the trash can in the hall and call students by row to dump their trash. After
that give five students wipes and quickly call roll for the class, O means not there, B is for
packed, and a check mark is for they are present.

Wednesday:
Get students from gym at 7:25 (or earlier if you are prepared), have students put folders in the
basket, as students put up their breakfast on the desk around the classroom go over the students
folders for letter that tell of changes such as early dismissals, change in bus schedules, or for
doctors notes. Read to students the Wizard of Oz after they have sat down and begin eating.
Make sure to end it before 7:40 for morning announcements and pledge. After reading ask
students questions on todays section and make connection to other past events. After asking a
few questions go get the trash can in the hall and call students by row to dump their trash. After
that give five students wipes and quickly call roll for the class, O means not there, B is for
packed, and a check mark is for they are present.

Thursday:
Get students from gym at 7:25 (or earlier if you are prepared), have students put folders in the
basket, as students put up their breakfast on the desk around the classroom go over the students
folders for letter that tell of changes such as early dismissals, change in bus schedules, or for
doctors notes. Read to students the Wizard of Oz after they have sat down and begin eating.
Make sure to end it before 7:40 for morning announcements and pledge. After reading ask
students questions on todays section and make connection to other past events. After asking a
few questions go get the trash can in the hall and call students by row to dump their trash. After
that give five students wipes and quickly call roll for the class, O means not there, B is for
packed, and a check mark is for they are present.
Friday:
Get students from gym at 7:25 (or earlier if you are prepared), have students put folders in the
basket, as students put up their breakfast on the desk around the classroom go over the students
folders for letter that tell of changes such as early dismissals, change in bus schedules, or for
doctors notes. Read to students the Wizard of Oz after they have sat down and begin eating.
Make sure to end it before 7:40 for morning announcements and pledge. After reading ask
students questions on todays section and make connection to other past events. After asking a
few questions go get the trash can in the hall and call students by row to dump their trash. After
that give five students wipes and quickly call roll for the class, O means not there, B is for
packed, and a check mark is for they are present.

Materials:

Wizard of Oz (with page marker)

Trash can

Attendance list

Breakfast bags

Wipes

Direct Instruction:
Monday:
Read the Wizard of Oz to students.

Tuesday:
Read the Wizard of Oz to students.

Wednesday:
Read the Wizard of Oz to students.

Thursday:
Read the Wizard of Oz to students.

Friday:
Read the Wizard of Oz to students.

Guided Practice:
Ask students each day question about the read pages of the book.
Differentiation:
1st tier: If students are engaged with the story then we can ask slightly harder questions about the
story.

2nd tier: If students are having trouble understanding what is going on then the teacher can recap
on the events in the story to the class.

3rd tier: If students do not understand what exactly happened in the story then maybe showing
pictures of what is going on with the smartboard is possible.

Lesson Closure:
Ask question about the Wizard of Oz

Independent Practice:
Wizard of Oz Sequence of Events book

Assessment:
None

Bathroom Break from 7:50 to 8:00

Have students line up in their order and go outside to the bathroom. On Monday choose
bathroom patrols for the week. They confirm if the bathrooms are usable and monitor students
inside the bathroom they should be the first ones in and the last ones out. The girls bathroom is
on the same floor as the class, the boys bathroom is one level down.

GoNoodle from 8:00 to 8:10

Go to GoNoodle using the Smartboard. The password is on the labtop and never turn the laptop
off because it takes nearly thirty minutes to restart. Have students do song that are relevant to
their lesson or choose students who are being good to choose a dance/exercise.

Lessons from 8:12 to 8:52

Changes each day to Science/Social studies on Monday, Guidance on Tuesday with Mrs.
Estep, Writing on Wednesday (which is usually for reviews or completing something from
earlier that week), Music on Thursday with Mrs. Proffitt, and P.E. on Friday with Mr.
Wright.
Starting on the 13th of February students from Bluefield State College will be making Science
experiments with students on Monday mornings, this will last for the next few weeks. Science
lesson available in basket behind board, weather this week.

For Writing on Wednesday, go over irregular verbs in sentences and words that have au, aw, al, o,
and a in them. Have students use their whiteboards for this.

Recess from 8:53 to 9:13

Lets student either play inside or outside depending on the weather.

Computer Lab from 9:15 to 10:00

Students will work Reasoning Mind Math focusing on skills such as basic operations,
comparing, and other activities. Moby Max, Odyssey, and Keyboarding Without Tears can also
be done depending on teachers discretion. All of this will be monitored by the teacher. If a
substitute teacher is present then work on Moby Max

Daily Lesson Plan

Name: Joshua Davis Date: March 20-24, 2017

Subject: Mathematics Topic: Measurements

Grade: 2nd grade Length of Lesson: 40 mins (M,

W, F), 80 mins (T, R)

Introduction (Essential Question): How do you collect data?

Standard: Measurement & Data

Cluster: Represent and interpret data

Objective: M.2.MD.10 draw a picture graph and a bar graph (with single-unit scale) to represent
a data set with up to four categories and solve simple put-together, take-apart and compare
problems using information presented in a bar graph.

Specific Objective:
Students should be able to understand how to show case data in number of different ways that
show how much information is in that data. Students should be able to draw a conclusion from
an pictograph. Students should be able to understand a number line.
Method(s):
Monday:
Review over pictographs and bar graphs with students. Using the carpet have students come up
to the front for the review. Go over pictographs with students, use the pictograph papers and the
paragraphs for students to work with next go over bar graphs using the same paragraph to show
students how data can take many forms. Once the review for how to label both the pictograph
and bar graph is done hand out the worksheet for students to work on during the rest of their
math lesson.

Tuesday:
Start on number lines; tell students this is another way to record data for themselves and others.
Show students how to make and label a number line. Give a practice session on the board with
the students on how to properly make and label a number line and how to use data with the work.
Work with students their number line make or label worksheets.

Wednesday:
Review on number lines briefly with students. Show students how they can add and subtract with
number lines, give an example on the board of what the number line can do when you add and
subtract. Have them do number line addition and subtraction that can challenge students. It can
be given in the form of a simple word problem or as an addition problem. As students do this
make sure they know that each student understand that the data they are using is being changed
and/or added too. Have student work on the number line worksheets.

Thursday:
Review on adding with number lines. Work with students to subtract using number lines. Using
the number lines provided continue to practice adding and subtracting. Work with students on
how to read a number line between numbers. An example would be 0 to 1; it would have 0.1 to
0.9 between the numbers, show students how these numbers can be put into fractions.

Friday:
Assessment on the addition, subtraction, pictograph, bar graphs, time, money, arrays, number
line.

Materials:

Whiteboards

Markers(multiple colors)/Erasers

Smartboard

Pictograph worksheets.

Bar graph worksheets

Number line worksheets

Sponges

Clock

Money

Review worksheet

Direct Instruction:
Monday:
Review on Pictographs and Bar graphs.

Tuesday:
Show how to read, make, and label number lines.

Wednesday:
Show students how to use addition and subtract with number lines.

Thursday:
Continue working on addition and subtraction using number lines. Show students how to read
between numbers and how it can connect to their fractions

Guided Practice:
Monday:
Review bar graphs and pictographs

Tuesday:
Guide the students through making and labeling a number line. t. Work with students to complete
the number labeling worksheet.

Wednesday:
Show students how to use addition with number lines, help students with worksheets.

Thursday:
Subtraction with number lines?

Differentiation:
1st tier: This is whole group, students should be able to asked question about recording data, how
to label a number line, and how to label bar graphs and respond how to do it correctly.

2nd tier: Students struggling with the concepts we work during computer lab time with the
teachers on information they have trouble with, make sure to have materials with you going to
the computer lab for this.
3rd tier: Students who are need additional support can work with Title 1 teachers to record data,
label number line/ bar graphs.

Lesson Closure:
Ask students about a story with data and see if they can label a bar graph or number line with the
information.

Independent Practice:
Have students thinking about how to gather data from their surroundings.

Assessment:
On Friday assessment on the addition, subtraction, pictograph, bar graphs, time, money, arrays.

Teachers Signature:

Bathroom Break from 10:42 to 10:47

Have students line up in their order and go outside to the bathroom. Make sure bathroom patrols
go in first and are the last to leave. Confirm if the bathrooms are usable and have them monitor
students inside the bathroom. The girls bathroom is on the same floor as the class, the boys
bathroom is one level down.

Reading lesson from 10:47 to 12:06

Daily Lesson Plan

Name: Joshua Davis Date: March 20-24, 2017

Subject: English Language Arts Topic: Reading, Grammar

Grade: 2nd grade Length of Lesson: 1 hour and 15 minutes

Introduction (Essential Question): How do plants grow and change?

Standard: Reading

Cluster: Key Ideas and Details

Objective: ELA.2.R.C1.4 Ask and answer such questions as who, what, where, when, why and
how to demonstrate understanding of key details in informational text.

Specific Objective:
Students can tell who, what, where, when, why and how certain details are in the informational
text.

Introduction (Essential Question): How do plants grow and change?

Standard: Reading

Cluster: Key Ideas and Details

Objective: ELA.2.R.C1.6 Describes the connection between a series of historical events,

scientific ideas or concepts or steps in technical procedures in an informational text.

Specific Objective:
Students will be able to understand that facts in a informational text is real and can be see or
made in reality.

Introduction (Essential Question): Why How do plants grow and change?

Standard: Reading

Cluster: Craft and Structure

Objective: ELA.2.R.C2.5 Know and use various informational text features (e.g., captions, bold
print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or
information in a text efficiently.

Specific Objective:
Students will able to use an informational texts features to locate facts and use the text efficiently

Introduction (Essential Question): How do plants grow and change?

Standard: Reading

Cluster: Craft and Structure

Objective: ELA.2.R.C2.6 Identify the main purpose of informational text, including what the
author wants to answer, explain, or describe.

Specific Objective:
Student can tell want an informational text is about and what the author wish to explain.

Introduction (Essential Question): How do plants grow and change?

Standard: Reading
Cluster: Integration of Knowledge and Ideas

Objective: ELA.2.R.C3.3 Explain how specific images (e.g., a diagram showing how a machine
works) contribute to and clarify an informational text.

Specific Objective:
Students will be able to use illustration to tell what is happening in the informational text.

Introduction (Essential Question): How do plants grow and change?

Standard: Reading

Cluster: Range of Reading and Level of Text Complexity

Objective: ELA.2.R.C4.2 Able to read and comprehend informational texts

Specific Objective:
Students will be introduced to their stories and comprehend the subject.

Introduction (Essential Question): What sound does this word make?

Standard: Reading

Cluster: Phonics and Word Recognition

Objective: ELA.2.R.C7.1 Know and apply grade-level phonics and word analysis skills in
decoding words.

Specific Objective:
Students will be introduced to spelling words and phonics words.

Introduction (Essential Question): What does this word mean? What is this word?
Standard: Reading

Cluster: Fluency

Objective: ELA.2.R.C8.1 Read with sufficient accuracy and fluency to support comprehension.

Specific Objective:
Students will be introduced to spelling words and high-frequency words.

Introduction (Essential Question): How do plants grow and change?

Standard: Speaking & Listening

Cluster: Comprehension and Collaboration

Objective: ELA.2.SL.C13.1 Participate in collaborative conversations with diverse partners

about grade 2 topics and texts with peers and adults in small and larger groups.

Specific Objective:
Students will answer questions involving their spelling, vocabulary, and stories.

Introduction (Essential Question): How do plants grow and change?

Standard: Speaking & Listening

Cluster: Comprehension and Collaboration

Objective: ELA.2.SL.C13.2 Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media

Specific Objective:
Students will recount information from the text and be able to answer question on it in both oral
and other media.

Introduction (Essential Question): How do plants grow and change?

Standard: Speaking & Listening

Cluster: Comprehension and Collaboration

Objective: ELA.2.SL.C13.3 Ask and answer questions about what a speaker says in order to
clarify comprehension, gather additional information, or deepen understanding of a topic or issue

Specific Objective:
Students will ask and answer questions about their stories, what the teacher reads to them and
other topics of interest for the student.

Introduction (Essential Question): How do plants grow and change?

Standard: Speaking & Listening

Cluster: Presentation of Knowledge and Ideas

Objective: ELA.2.SL.C14.3 Produce complete sentences when appropriate to task and situation
in order to provide requested detail or clarification

Specific Objective:
Students will be able to make sentences that make sense and have an idea in them.

Introduction (Essential Question): How do plants grow and change?

Standard: Language

Cluster: Conventions of Standard English

Objective: ELA.2.L.C15.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.

Specific Objective:
Students will be able to use correct grammar when speaking or writing

Introduction (Essential Question): How do plants grow and change?

Standard: Language

Cluster: Conventions of Standard English

Objective: ELA.2.L.C15.2 Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.

Specific Objective:
Students will be able to use correct grammar when speaking or writing

Introduction (Essential Question): How do plants grow and change?

Standard: Language

Cluster: Vocabulary Acquisition and Use

Objective: ELA.2.L.C17.1 Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 2 reading and content, choosing flexibly from an array of
strategies.

Specific Objective:
Students will be able to decipher unknown words by using pre-existing knowledge of others
words sounds and meanings.

Introduction (Essential Question): How do plants grow and change?

Standard: Language

Cluster: Vocabulary Acquisition and Use

Objective: ELA.2.L.C17.2 Demonstrate understanding of figurative language, word

relationships and nuances in word meanings.

Specific Objective:
Students will be able to understand and use figurative language such as metaphors, similes, and
allusions.

Introduction (Essential Question): How do plants grow and change?

Standard: Language
Cluster: Vocabulary Acquisition and Use

Objective: ELA.2.L.C17.3 use words and phrases acquired through conversations, reading and
being read to, and responding to texts, including using adjectives and adverbs to describe

Specific Objective:
Students will be able to use words they have heard in conversations and readings, students
should be able to use adjectives and adverbs.

Method(s):
Introduce spelling, vocabulary, phonics and high-frequency words each day first.
Vocabulary: grain, pod, soak, soften, root, shoot, nutrition, tasty
Spelling: tall, saw, dog, draw, call, fall, soft, paw, ball, yawn, log, small, all, walk, awful,
wallpaper
Vocabulary Strategies: Using context
Phonics: Words with au, aw, al, o, a
Grammar: More Irregular action verbs

Monday:
Spelling words are on the small board up front and can be found on page T343. Vocabulary word
cards are on the board as well, if it is not their check the counter, but if for some reason they are
not there either go to page T420 as it has the vocabulary words with their sentences, read to
students the word, then the sentence, and then the definition of each word. The high-frequency
words on the counter behind the board. The goals for today are on page T412 in the teachers
handbook. The only exception is writing as we may not get to it in time with other activities.

Phonics is words with au, aw, al, o, a. The teacher will start with their spelling words. The
spelling words each have the word sounds. The teacher will then read aloud on page T414 the
text from Johnny Appleseed and his Apples.

Read the story on page T424 (348 for students) From Seed to Plant to the students. Talk about
the genre and the target skill of text and graphic features. Next move onto irregular action verbs
on page T336 and talk on what an irregular verb is to students. Readers Notebook page 142 for
words with au, aw, al, o, a and on page 143 for work on irregular action verbs.

Tuesday:
Spelling words are on the small board up front and can be found on page T343. Vocabulary word
cards are on the board as well, if it is not their check the counter, but if for some reason they are
not there either go to page T420 as it has the vocabulary words with their sentences, read to
students the word, then the sentence, and then the definition of each word. The high-frequency
words on the counter behind the board. The goals for today are on page T412 in the teachers
handbook. The only exception is writing as we may not get to it in time with other activities.

Phonics is words with au, aw, al, o, a the teacher will start by having students hearing words with
au, aw, al, o, and a. The spelling words are the best bet for teaching repeatedly. In the Readers
Notebook on page 144 there is an activity for words with au, aw, al, o, and a. Choose students
from the class to read a page a piece in their story on page T424 (348 for students) From Seed to
Plant. Go over the questions in the story and the point of view in the story. Next move onto
irregular action verbs on page T444 and talk on what an irregular action verb is to students. In
readers notebook on page 147 is phonics for irregular action verbs.

Wednesday:
Spelling words are on the small board up front and can be found on page T343. Vocabulary word
cards are on the board as well, if it is not their check the counter, but if for some reason they are
not there either go to page T420 as it has the vocabulary words with their sentences, read to
students the word, then the sentence, and then the definition of each word. The high-frequency
words on the counter behind the board. The goals for today are on page T412 in the teachers
handbook. The only exception is writing as we may not get to it in time with other activities.

Phonics is words with y, -ly, and -ful. In the Readers Notebook on page 148 there is an activity
for the suffixes. Choose students from the class to read a page a piece in their story on page T424
(348 for students) From Seed to Plant. Go over the questions in the story and the point of view in
the story. Point out their vocabulary words in the storys setting. Next move onto irregular verbs
on page T454 and talk on what the irregular action verb is to students. In readers notebook on
page 152 is phonics for irregular action verbs.

Thursday:
Spelling words are on the small board up front and can be found on page T343. Vocabulary word
cards are on the board as well, if it is not their check the counter, but if for some reason they are
not there either go to page T420 as it has the vocabulary words with their sentences, read to
students the word, then the sentence, and then the definition of each word. The high-frequency
words on the counter behind the board. The goals for today are on page T412 in the teachers
handbook. The only exception is writing as we may not get to it in time with other activities.

Phonics is words with au, aw, al, o, a. Review over words that are homophones. The second
story on page T460 (page 368 for students) is Super Soil, choose a student to read the page and
then choose another for the next. Next explain to students about the word context. Readers
Notebook page 153 for words in a context. For grammar we will go over Commas in Series and
do page T464. Do the Readers Notebook on page 155.

Friday:
Testing all of what students have learned. Review if we need to reinforce an idea. All test found
in the folder for that lesson, test for phonics, comprehension, vocabulary, and grammar. Spelling
test.

Materials:

Readers Journeys text book

Spelling words board

Vocabulary word cards

High-frequency words

Sound cards

Wizard of Oz Sequence of Events book

Direct Instruction:
At 10:47 am Reading class begins, have students walk to the carpet and being this weeks
spelling words written the week before on the small board in the school room. Properly announce
each word students say the word once and the spell the word. Then move onto the vocabulary
word cards on the board for the spelling words. Tell students each word and what it means. Next
move onto high-frequency which is also behind the spelling words after that send students back
to their desk and to get their readers out. Tell them to turn to page 348 (T424 for teacher) for
their story From Seed to Plant and go over the target skill and the genre, after this is done have
students get out their readers notebook/workbook to do some phonics, grammar, spelling related
task, this all should finish up at 12:06. On Monday read aloud on page T414 the text from Tiger
in the Water: A Folktale from Malaysia.

If any extra time is up throughout the day after student finish up most of the work for the lesson
in that hour then students can work on their Sequence of Events Wizard of Oz note book. At
12:42 pm Title 1 teachers will come in to get students, this is the perfect time to go over anything
left over or work in small group. Each day should be the same just focus on students memorizing
the content of the spelling words, understanding the vocabulary words, and ask question about
their stories. Be sure to go over grammar and the phonics sections of each day, students will need
them for their tests on Friday.

Guided Practice:
For guided practice the teacher will go with student over phonics blending and substituting
phonemes, using the spelling/sound cards, and working in the read workbook some in the work
book. Vocabulary will be asking students what they can relate to in the vocabulary.

On Thursday during reading tell students to turn page 368 (page T460 for teacher) to their story
Super Soil and read aloud before asking question on the informational text and how their two
stories can be compared with one another. Use small groups during the 12:42 pm class time or
during computer lab to go over any bit of information that has students confused. Work in
Readers Notebook on pages 142, 143, 144, 147, 148, 152, 153, and 155 for each appropriate
day.

Differentiation:
1st tier: Working with the students whole group to understand the spelling phonics, grammar, and
story for that week, uses questions to challenge students and make them reflect on their story.

2nd tier: Students in small group could do a project that involves them in creating a bit of art to
convey what has happened in the story, the sequence of events, or the main idea of a story.
3rd tier: If a student is having trouble understand the material then Title 1 teachers will be asked
to work more towards their trouble subjects and additional support will be given to students

Lesson Closure:
Ask students How do plants grow and change?

Independent Practice:
Read the study guide and go over grammar, spelling, and vocabulary. Read the stories for this
week. Work on Readers Notebook at school.

Assessment:
Spelling Test (written by students)

Vocabulary Test from teachers book

Grammar Test from teachers book

Comprehension Test from teachers book

Lesson Reflection:
I need to work with my lesson plans a bit more. They seem to have dropped in quality as time
passes. The lessons remain with the same layout, but sometimes I forget to change something in
them and that could confuse a substitute teacher. I have to focus on lesson plan making if I want
this to turn out alright.

How I would teach this lesson differently next time.

1. Make sure the lesson plan is correct.

2. Work with students personalities to make them want to work with me and not against me.

3. Use books on how the topic of the week.

Teachers Signature: *

Lunch from 12:08 to 12:38

Walk students over to the lunch room and check mail in the office area. Eat lunch.

Target Reading from 12:40 to 1:20

Title 1 teachers will take students to work on reading skills or other problematic areas of
understanding.

Reading from 1:22 to 1:30

Have students work on activates or worksheet that have not been done for the day. Can also be
used for reviewing.
Bathroom Break from 1:30 to 1:38
Have students line up in their order and go outside to the bathroom. Make sure bathroom patrols
go in first and are the last to leave. Confirm if the bathrooms are usable and have them monitor
students inside the bathroom. The girls bathroom is on the same floor as the class, the boys
bathroom is one level down.

From 1:40 to 2:20:

Changes depending on the day, also what time the students pack up as well.

Monday: P.E. with Mr. Wright, students should be packed up right after coming from the
bathroom. Have a student pass out students folders on their desk and call out each row to gather
their things in the back of the room. Send students to gym and uses time from planning. Make
sure students leaving on different bus schedules are gone.

Tuesday:
Math: The same lesson from earlier that day. Make sure that students understand is happening in
the lesson. Finish up activities from that day if all is finished then review Math addition and
subtraction with students. Have students packed up with their folders before dismissal. Make
sure students leaving on different bus schedules are gone..

Wednesday:
P.E. with Mr. Wright, students should be packed up right after coming from the bathroom. Have
a student pass out students folders on their desk and call out each row to gather their things in
the back of the room. Send students to gym and uses time from planning. Make sure students
leaving on different bus schedules are gone.

Thursday:
Math: The same lesson from earlier that day. Make sure that students understand is happening in
the lesson. Finish up activities from that day if all is finished then review Math addition and
subtraction with students. Have students packed up with their folders before dismissal. Make
sure students leaving on different bus schedules are gone.

Friday:
Bible Lesson with Mr. May. Students should be packed up right after coming from the bathroom.
Have a student pass out students folders on their desk and call out each row to gather their
things in the back of the room.

Dismissal at 2:20
Students should be taken across to the other building where both car pickups and busses will be.
Bus duty is on from 2:20 to 2:45 with Bus 580 and 606.