Jillian Brimigion

Morning Meeting Plan: Natural Disasters

1) Greeting—Children give greetings to each other.

Objective: The students will greet each other using their names and a high five,
handshake, wave or hug.

Materials: High five, Handshake, Hug, Wave Greeting poster

Activity: The students will stand in a circle. Bring students attention to greeting
posters. The poster lists the students options for greeting (handshake, hug,
wave, high five). Before starting the teacher will model the greetings
demonstrating proper behavior and emphasizing the phrase “Good morning
(students name) do you want a high five, hug, wave, or handshake. Starting
with one student in the circle they will turn to their right and say “Good morning
(insert students name). Would you like a handshake, hug, high five, or wave?”
The students can say their preference or point to it on the poster and receive
their greeting. The greeting will continue around the circle to the right until all
students and teachers have been greeted. Students should be encouraged to use
a greeting they are comfortable with. To add an extension to this activity
students could brain storm new greetings to add to our morning meeting. The
teacher could also have students investigate greetings across various cultures.
Ask the students if their families have a unique way of greeting each other.
Modifications that will be provided for this activity are students can select the
greeting by pointing to the poster. The teacher will model various greetings if the
students forget what they look like. Students can also choose a greeting that
does not involve body contact with others if they are uncomfortable with
touching others. Some students may need the teachers assistance with moving
their bodies to perform the greeting, or they may need the teacher to repeat the
directions for the activity. Allow flexibility with eye contact. Students do not have
to use sustained eye contact. Students may need less options for greetings. For
these students provide two options “Do you want to wave or high five”.
 HOW WE GREET OUR
FRIENDS

GOOD MORNING (FRIENDS NAME)!

DO YOU WANT A HIGH FIVE, WAVE,
HUG OR HANDSHAKE?

HIGH FIVE HUG

WAVE HAND
SHAKE

Evaluation: Checklist A
2) Sharing—each student will have an opportunity to share with each
other about their thoughts, interests, or news. The group will respond to
each other by articulating their thoughts, feelings, and ideas in a
positive way. It can range from one student sharing to whole group
sharing.

Objectives:

 The student will share two things about their natural disaster drawing.
 The student will ask at least one questions or state a comments on their
peers natural disaster drawing

Materials: Completed “My experience/what I know about natural disasters

drawing”

Activity: The students will sit in a circle. Two students will be asked to share
their natural disaster drawing each morning. The first student will share for 1
min then allow the audience to ask questions for 2 min. Repeat with the second
students share. The teacher will use prompting questions to guide the students
in what to share. If necessary give students extra time to think of their response
to their peers questions. Some students will benefit from being asked only one
question to share on rather than multiple. If student needs time to think skip
them and then come back to them later.

Prompting questions for the teacher and audience to ask the artist:

Encourage students to comment on and ask about all elements of the drawing.
(The teacher will model a brief Art Talk)

 What do you notice about this artwork?

 I notice……

 I see…….

 Tell me about your artwork?

 What colors do you see? Which really “hit” you?

 Comment on color choice & Use specific color descriptions

 Use color descriptors (primary, secondary, neutral, hue, shade, tint)

 Textures?
 What kinds of lines do you see in this artwork?

 What shapes do you see in this artwork?

 Patterns?

Evaluation: Checklist B

3) Group Activity—the whole group participates in a short activity

together to develop cooperation through active participation.

Objective: In small groups the student will act out the type of natural disaster
that they pulled out of the charades bin.

Materials: picture and name natural disaster cards, bin, videos of natural
disasters

Activity: In groups of two or three students will pull a card out of the bin with a
photo, description, and name of a natural disaster. Students will also be provided
a video of their natural disaster. They will have 2 minutes to view the video, 3
minutes to brainstorm with their group how to act like that natural disaster, and
2 minutes to practice then 2 minutes to show the class. The teacher will call each
group up and share the group’s card with the class including the facts picture
and name of their natural disaster, then the teacher will ask the students to
demonstrate their natural disaster with their bodies for the rest of the class. The
other groups will guess what natural disaster they are acting out like charades.

Evaluation: Checklist C, Video

4) News and Announcements—students develop language skills and

learn about the events in the day ahead by reading and discussing a
daily message posted for them, reviewing the agenda and calendar and
other activities.

Objectives:

The students will vote once in the class weather poll.

The students will read along with the teacher and fill in the blanks in the morning
message

The student will follow along with singing the “What’s The Weather Song”
The students will add to the date to the calendar following the pattern AAB (for
this unit I will be using a pattern of blue card with a tornado, and a red card with
a fire)

Materials: Date cards (fire and tornado), weather poll, morning message on
board,”What’s the Weather” song video, laptop or projector

Activity:

Students Will read the morning message along with the teacher and fill in the
blanks. The teacher will leave blanks of what special class the students have
that day, what the day of the week is, and what type of day they want to have,
and who they want to sign the letter from. Once the students have suggested
words for all of the blanks the teacher will reread the message along with the
class.

Teacher will introduce the weather poll on the board. She will ask the students to
vote for what type of weather they have that day. The teacher will emphasize
that the student should only vote for one type of weather. The teacher will use
tally marks on the board to see how many student voted for each. Emphasize
using the a cross tally mark for five. After all the students have voted, the
teacher will count the tally marks representing how many people voted for each
category. While counting the tally marks emphasize counting by five. Interpret
the tally marks into a bar graph. Talk through creating the bar graph with
students. The students will discuss what they see on the graph. Discuss which
category has the most votes in which category has the least. Discuss how they
know which one has the most/least. After the final discussion students will
decide what type of weather we have that day.

The teacher will set up the weather song video students will which type of
weather they voted on. “What's the weather, what's the weather, what's the
weather today. Is it cloudy, is it raining, is it sunny, is it snowing? What's the
weather today?

Teacher will move to the calendar. Prompt the students yesterday was Monday?
Today is ______? then the teacher will count. For example if two days ago was
the 10th and yesterday was the 11th what is today. Then the students will
decide which symbol should go next in our AAB pattern. The teacher will add the
day to the calendar.

Bring the attention back to the morning message and reread. Then ask students
what activity we will go to next (the class we have next is in the morning
message).

Remind students calm bodies before transitioning to the next area. Model what a
calm body looks like walking calmly and respecting others space. Allow students
to stand and transition.

Evaluation: Checklist D, Video

Checklist A
Objective: The students will greet each other using their names and a high five,
handshake, wave or hug.

Friend A Friend B Friend C Friend D Comments

Did the
student
greet at
least one
of their
friends?

Did the
student
use their
friends
name to
greet
them?

Did the
student
ask their
friend
which
greeting
they
would
like?

Did the
student
give one
of the
following:
wave,
hug, high
five,
handshak
e?

Checklist B
Objectives:

The student will share two things about their natural disaster drawing.

The student will ask at least one question or state a comment on their peers
natural disaster drawing.

Friend A Friend B Friend C Friend D Comments

Did the
student
share at
least two
things
about their
drawing?

Did the
student
respond to
at least
one
question or
comment
from their
peers?

Did the
student
ask the
sharer at
least one
question?

Did the
student
raise their
hand and
wait to be
called on
by the
sharer?

Checklist C

Objective: In small groups the student will act out the type of natural disaster
that they pulled out of the charades bin.
 Friend A Friend B Friend C Friend D Comments

Did the
students
cooperate
?

Did the
students
understan
d their
natural
disaster?

Did the
student
act out
their
natural
disaster?

Was the
students'
natural
disaster
mirror
what the
real event
is like?

Checklist D

Objectives:

The students will vote once in the class weather poll.

The students will read along with the teacher and fill in the blanks in the morning
message

The student will follow along with singing the “What’s The Weather Song”

The students will add to the date to the calendar following the pattern AAB (for
this unit I will be using a pattern of blue card with a tornado, and a red card with
a fire)

Friend A Friend B Friend C Friend D Comments

Did the
student
vote in the
weather
poll?
Was the
student
participating in
the morning
message
activity?

Was the
student
participating
in the
weather
song?

Did the
student
contribute
to the
calendar ?