Substitute Plan

I'll do my best to be in class every day, but we all know things sometimes happen beyond our control. This is the general plan for any day I cannot be in class and need to invite a substitute teacher into the classroom. The actual assignment will change based on the current unit of study.

Dear Substitute,

Greetings and thanks for being here today. My name is David Williams, and you’re assigned to lead my seventh-grade science class today. I want to make sure your day goes well, and that the students have a productive session. To that end, you’ll find a class itinerary, a class roster, and a bell schedule below. Please follow the itinerary as closely as possible, as I’ll incorporate information students receive today in future lessons.

On this clipboard you will also find a seating chart and map indicating specific areas of the classroom including the fire extinguisher, eye-wash station, supply cabinets (if a student doesn’t bring his/her own), emergency call button, phone, and emergency exit routes.

You will find special accommodation needs for a few students at the bottom of this letter. Also note that two names are highlighted on the roster for each class period. Those two names are students who have a track record of being reliable, and I encourage you to solicit their help in taking roll, answering questions you may have, or running quick errands. Finally, you’ll find two laminated cards, one red and one green, which you will use in the event of an emergency or an emergency drill.

Emergencies and Emergency Drills

Please take this entire clipboard with you in the event of an emergency or drill, as you’ll need to take roll once students have evacuated. All students are to be COMPLETELY silent during drills, so that they are able to hear and respond to instructions. Raise the GREEN laminated card above your head once you’re able to determine all students are present and accounted for after you’ve evacuated the building. Raise the RED card if you are missing a student, and an administrator will quickly come to your aid. Students should remain silent throughout the drill.

Sample Itinerary

Consider having one student keep tabs of the time for each section of the itinerary.

·         All students should quietly enter the room, deposit their backpacks, and take a writing utensil and their science journal to their seats.

·         Voice Level 0 when the bell rings.

·         The substitute will ask one student to assist with calling the roll and making sure everyone is in their assigned seat. Voice level 0 except to answer to one’s name.

·         Do Now Bell Ringer on the Promethean Board (three minutes) at Voice Level 0

·         Think-Pair-Share (three minutes). Each partner will take turns “teaching” the review questions from the Bell Ringer, and then switch roles. Voice Level 1

·         Watch the Bill Nye video on cells: https://www.youtube.com/watch?v=8DVrNRN84Do (30 minutes at Voice Level 0)

·         Answer the following questions in your journals. This will be checked for quality and completion upon Mr. Williams’ return.

(Substitute, please write the questions on the board for students to reference while watching the film)

Ø  What is a cell?

Ø  What is the correct term for “little organs?”

Ø  What is the primary function of the nucleus in a cell?

Ø  What is the process called in which cells make more cells?

Ø  What are two differences between animal cells and plant cells?

IF the film does not work for any reason (Promethean Board won’t turn on, you can’t get logged in, internet is out, etc.) please have students collect a textbook from the bookshelves. There are enough books for each student to have one.

·         Have them turn to the chapter on CELLS (pages 158-164) to answer the questions above. Voice levels should be at 0 in this instance as well. All other parts of the itinerary can remain the same.

·         Following the film, students should break back into their Think-Pair-Share teams to answer the following (3 minutes at Voice Level 1):

Ø  What would happen if plant cells didn’t have a cell wall?

Ø  Why do animals not need cell walls around their cells?

·         Group Project (5 minutes at Voice Level 1)

Students know their group assignments. They are to break into their groups WITHOUT MOVING DESKS) and work on their project. This may involve discussing next steps, developing a timeline, assigning which team member will present which part of the project to the class. They will simply not have enough time to do much more than hold a discussion today.

·         Return to seating assignments at Voice Level 0

·         Exit Ticket (5 minutes at Voice Level 0)

·         Please write the following on the board: Journal two pieces of information you learned today and explain the new concepts in your own words.

·         Clean up around your desks (2 minutes at Voice Level 1)

NO ONE LEAVES THE CLASSROOM UNTIL THE FLOOR IS CLEAN AND DESKS ARE FREE OF GRAFFITTI, EVEN IF THE BELL HAS ALREADY RUNG. They are aware of this expectation, and should work quickly to tidy up the class before the bell.

Students are allowed to collect their backpacks and line up (no touching others) ONE MINUTE before the bell IF their desks and areas are clean. Please monitor the line and go outside as quickly as you’re able when the bell rings to guard against bullying.