Lesson Plan
Routine Roadmap
Young learners will learn and practice three simple classroom routines through teacher modeling, picture cues, guided practice, and self-reflection.
Clear, consistent routines help early elementary students feel safe, understand expectations, and build a positive classroom community.
Audience
Kindergarten/1st Grade Class
Time
45 minutes
Approach
Teacher modeling, visual cues, guided practice, and movement breaks.
Materials
Prep
Prepare Visuals and Stations
10 minutes
- Review the Behavior Blueprint Slides and note picture slides for key routines.
- Print and post picture-based routine posters for the Expectation Gallery Walk.
- Prepare 3–4 sticky notes and crayons for each station.
- Queue up a simple movement song and select 5–6 prompts for Classroom Simon Says.
Step 1
Introduction and Modeling
7 minutes
- Gather students on the carpet.
- Use Behavior Blueprint Slides to show the “Entering the Classroom” slide.
- Teacher (or puppet) models hanging up coat quietly, taking out materials, and sitting down.
- Invite 2–3 volunteers to practice the entering routine with the class cheering.
Step 2
Wiggle Break
2 minutes
- Play a short movement song.
- Lead students in marching in place, shaking out arms, and taking deep breaths.
- Remind them this is one of our routines: calm body, ready to learn.
Step 3
Review Clean-Up Routine
8 minutes
- Show the “Clean-Up and Organization” slide from Behavior Blueprint Slides.
- Teacher models returning books, wiping desk, and lining up quietly.
- Students follow step-by-step in small groups at tables, guided by teacher.
Step 4
Picture Gallery Walk
8 minutes
- Divide class into three groups and assign to stations with routine posters (Entering, Transitions, Clean-Up).
- At each station (1½ minutes):
- Teacher or aide reads the picture poster aloud.
- Students draw one way to follow the routine on a sticky note.
- Rotate until all groups visit every station.
Step 5
Movement Break
2 minutes
- Lead a quick ‘Simon Says’ stretch: touch toes, reach high, twist gently.
- Emphasize listening carefully to instructions.
Step 6
Classroom Simon Says
8 minutes
- Gather in a circle and explain: only follow commands that start with “Simon Says.”
- Use simple prompts (e.g., “Simon Says: whisper your name,” “Simon Says: take one big step”).
- Pause after each to praise good listening and correct mistakes gently.
Step 7
Reflection Drawing
10 minutes
- Hand out the [Routine Reflection Exit
Slide Deck
Behavior Blueprint: Our Classroom Routines
• Introduce key routines that keep our class running smoothly
• Ensure everyone knows expectations for safety, fairness, and learning time
Welcome students! Today we’re unveiling our Behavior Blueprint—our roadmap for smooth, safe, and respectful classroom routines.
Why Routines Matter
• Safety and predictability
• Fairness and respect for everyone
• More time for learning, less time for confusion
• Students take ownership of their actions
Explain why routines are important: they make our day predictable, fair, and focused. Invite a volunteer to share when routines help them feel safe.
Entering the Classroom
• Hang up backpacks and coats
• Take out materials silently
• Begin the warm-up or morning task quietly
Model the entering routine: hang up backpacks quietly, take out materials, and begin the day’s warm-up. Ask students to demonstrate quietly coming in.
Transitioning Between Activities
• Move in one line, facing forward
• Use whisper voices (Level 1)
• Listen and watch for teacher signals (clap, bell, countdown)
Describe transitions: using a single file line, whisper voices, and listening for teacher signals. Call out a transition signal and have students practice moving.
Group Work and Collaboration
• Inside voices (Level 2)
• Take turns speaking and listening
• Share materials and clean up together
Highlight group work expectations. Show students how to share materials and take turns. Have three volunteers role-play a good group discussion.
Clean-Up and Organization
• Return all materials to their spots
• Wipe desks or tables if needed
• Line up quietly and wait for next instructions
Walk through the clean-up routine: return items, wipe surfaces, and line up quietly. Students practice stacking chairs or placing books back on the shelf.
Voice Level Expectations
• Level 0: Silent
• Level 1: Whisper
• Level 2: Conversation
• Level 3: Presentation
Introduce our voice level chart. Show examples of each level. Ask students to identify which levels they’ve used today.
Movement in the Classroom
• Walk on the right side of hallways
• Keep hands, feet, and objects to yourself
• Face forward in line or when moving
Discuss movement rules: walking calmly, staying to the right, and keeping hands to yourself. Have students practice walking in place using proper form.
Self-Monitoring Strategies
• Use a checklist to track routines followed
• Reflect on one routine you did well
• Identify one routine to improve tomorrow
Explain self-monitoring: students will check off routines they follow and reflect daily. Show them the exit ticket format for later.
Next Steps
• Practice routines daily
• Encourage and remind classmates
• Reflect at the end of the day
• Get ready for our Expectation Gallery Walk
Conclude by reminding students to practice these routines every day and support each other. Preview our next activity: the Expectation Gallery Walk.
Activity
Expectation Gallery Walk
Materials Needed:
- Routine posters (Entering, Transitions, Group Work, Clean-Up)
- Sticky notes (3–5 per station)
- Markers or colored pens
- Clipboards or hard surfaces for writing
- Station signs numbered 1–4
Group Roles (rotate roles at each station):
- Reader: Reads the routine poster aloud to the group.
- Recorder: Writes or draws group examples on sticky notes.
- Artist: Creates a quick sketch illustrating the routine.
- Presenter: Shares the group’s examples at the debrief.
Instructions:
- Arrange the four routine posters at separate stations around the room.
- Divide students into four groups; assign each group to start at a different station and assign roles.
- At each station (2 minutes per station):
- Reader: Reads the routine title and expectation.
- Group Discussion: Answer guiding questions aloud.
- Recorder & Artist: Use sticky notes to record 1–2 written examples and one drawing.
- Presenter: Holds onto the group’s sticky notes for the debrief.
- After 2 minutes, groups rotate clockwise to the next station and switch roles.
- Continue until all groups have visited every station.
- Bring the class together and have each Presenter share their top example from one station.
Guiding Questions (at every station):
- What does this routine look and sound like in our classroom?
- Why is this routine important for safety, fairness, or learning?
- Which voice level and movement rules should we use?
- What might happen if we don’t follow this routine?
Debrief (5 minutes):
- Collect one standout sticky note per station and post it on a master chart.
- Discuss common themes and clarify any misunderstandings.
- Reinforce how these routines support everyone’s success.
Ready to practice these routines every day and help classmates stay on track!
Game
Classroom Simon Says
Objective:
- Reinforce key classroom routines in a fun, active way.
Materials:
- A clear play area (circle or open space)
- A list of routine prompts (see below)
Rules:
- Students stand in a circle facing the leader (“Simon”).
- The leader gives instructions prefaced with “Simon Says…” or plain commands.
- Students only follow instructions that begin with “Simon Says.”
- If the leader gives a command without “Simon Says,” any student who follows is out (or does a quiet freeze and rejoins next round).
- Last student remaining becomes Simon for the next round (optional).
Sample Routine Prompts:
- Simon Says: Walk quietly to the carpet using Level 1 voices.
- Simon Says: Line up single file with your hands to yourself.
- Simon Says: Whisper your name to the classmate on your left.
- Simon Says: Pick up one book and place it back on the shelf.
- Simon Says: Show me a Level 0 (silent) breath for five seconds.
- Clap your hands twice.
- Simon Says: Wipe your desk surface (pretend).
- Stand up and stretch.
- Simon Says: Sit down slowly and quietly.
- Simon Says: Form groups of three and pretend to share markers.
Game Flow:
- Leader calls out prompts in a random order, mixing “Simon Says” and non–“Simon Says” commands.
- Allow time after each prompt for students to respond.
- Gently correct or “freeze” any student who makes a mistake—use it as a teaching moment.
- Continue until a few students remain or for a set time limit (5–7 minutes).
Debrief and Reflection (5 minutes):
- Gather students back in a circle and ask:
- Which prompts were easiest to follow? Why?
- Which ones tripped you up when “Simon Says” wasn’t said?
- How do these routines help our classroom run smoothly?
- How did listening carefully help you play well?
Takeaway:
- Encourage students to practice the same attention to instructions during transitions, group work, and cleanup all day long.
Ready to play and practice our routines together!
Cool Down
Routine Reflection Exit Ticket
Name: ____________________ Date: ____________
- Which classroom routine do you think you did really well today? Why?
- Which routine would you like to improve? What steps will you take tomorrow to get better?
- One thing I can remind my classmates about tomorrow is: