MORNING MEETING & activities Copy these greetings & activities on to cardstock, laminate, and hang on a binder ring for quick reference! click below for more resources you’ll love!

a big thank you to... ! MORNING My name is… Person A says, in the chosen language, “Good day, my name is __” to person B, who responds, “Good day, __” and turns to person C to continue. MEETING : Al salaam a’alaykum, ismit French: Bonjour, je m’appelle Greek: Kalimera, to honoma moo Japanese: Konichiwa, watakushi-wa greetings Portugese: Bom dia, meu nome BY SARAH GARDNER Swedish: God day, mitt namn ar Icelandic: Gothan dag, ‘eg heiti 1 hello, neighbor! Hit the Floor! 1, 2, 3, 4! Come on ____ hit the floor! This is a quick song! We’re so glad you’re here today, Hooray, Hooray, Hooray! Hello neighbor ( to a friend) What do you say? Each student will go to the middle of the circle and It’s going to be a happy day! do a dance when their name is called... I challenge Greet your neighbor ( to someone next to them) them to get back to their spots by the last Boogie on down (twist hips) “Hooray!” Give a bump (bump hips with a neighbor) and turn around! 2 3 circle greeting I can do this! Create an “inner” circle and an “outer” circle Choose one student to start. The student will with students facing each other. Students will chant “My name is ___ and I can do this!” while give a handshake and a “Good morning, ___” doing an action (clapping, stomping, etc.) The Then, ask either the inner circle or the outer class will respond by saying “His name is ___ and circle to rotate one person to the right. Repeat he can do this!” and copying their movements. greeting as many times as you’d like!

4 5 knock, knock quick greeting When short on time, I will ask students to greet 5 Student 1: Knock knock! students in a certain way. Here are some ideas: All: Who’s there?! curtsey/bow Student 1: (says first name) All: (first name) who? Student 1: (says first and last name) pinky shake All: Good morning (repeats first and last name) butterfly hands 6 7 snowball fight! Squeeze! Ask students to write their name on a scrap Students stand in a circle holding piece of paper, then ball it up tight (they love hands. Choose one student to start this!). When you say go, students may throw the “squeeze” that student will their “snowballs” for a short time. When you (gently) squeeze the hand of the say “stop!” they will pick up the snowball closest person next to them, then that to them, open it up, and greet that person. person will squeeze the next persons Repeat! hands and so on. Race to see how fast the squeeze can travel around 8 the circle! 9 who do we appreciate? action alliteration Give students time to think of an action word that begins 2, 4, 6, 8 with the same letter (or Who do we appreciate?! sound) as their first name. ____, ____, YAAAY ____! Provide ideas if necessary. For (chosen student runs around circle giving high example the student will say, fives to each student until they get back to “Hey guys, I’m Giggly Garrett” their spot). Repeat until all students have been and do the action. The class greeted. will respond “Hey Giggly Garrett!” and do the action as 10 well. 1 1 dice greeting silly voices One student rolls a die and counts that Students greet each other with number of students clockwise around the a, “Good morning, ____” in silly circle to greet that person. The “roller” voices. Some ideas: cowboy, opera, whisper, baby, sits down and the greeted student rolls the underwater (rub finger up and die again. Continue until everyone has been down on lips), scary, squeaky, greeted. cowboy, police officer... the possibilities are endless! 12 13 good morning poem closed eye greeting Post this poem for students to say with you as a call/ Students sit in a circle with their eyes closed. The response: teacher counts 1, 2, 3, open! When the students Hello Jell-O open their eyes, they try to make eye contact Hi there, Grizzly Bear! How are you, Caribou? with someone across the circle. When they make What’s up, buttercup? eye contact they get up to greet that person. Not much, coconut! Repeat, this time finding a new person to greet. Hi, hi, pumpkin pie! How’ve you been, dolphin? Just great, rattle snake! What’s shakin’, little bacon? Not a lot, tator tot! 15 This is how our day begins! 14 friends in our class (sung to the tune of Addam’s Family) MORNING Friends in our class [snap, snap] Friends in our class [snap, snap] Friends in our class, Friends in our class, Friends in our class [snap, snap] MEETING

There’s [name] and there’s [name], There’s [name], and there’s [name], there’s [name] and there’s [name], We’re here to learn and play! activities BY SARAH GARDNER *repeat until everyone has been greeted 16 alphabet story aroostasha The first person in the circle starts telling a Students stand in a circle. Start by story with a sentence beginning with the letter rocking from side to side, chanting: “A”. The next person in the circle continues, Aroostasha, aroostasha, adding a sentence that begins with “B”. The class aroostasha-sha. Add one movement continues until everyone has added to the story. at a time, repeating the “aroostasha” chant each time. Ideas: thumbs up, elbows back, knees together, toes in, bottom out, 1 tongues out. 2 a warm wind blows category snap Bring chairs into the meeting circle - the number of Name a category (ex: fruit). The group chairs should be one less than the number of people. A sits in a circle. The leader starts a student stands in the circle and says “A warm wind rhythm using a sequence of knee slap, blows for anyone who ___” filling in the blank with a hand clap, snap with right hand, snap category (such as, “has a dog”) Everyone who fits with left hand. Once the rythm gets that category comes into the circle and then quickly started, the leader names an example finds a new place to sit, including the student who (ex: apples) the next person repeats started in the middle. The one person who doesn’t find “apples” and adds their own example. a seat stands in the middle and states a new category. The play continues around the circle 3 with no repeats! 4 Cooper says… guess the leader This is similar to Simon Says, Choose one student to leave the circle and stand where except no one is ever out. The she cannot see the group. Choose a “leader” - the leader leader gives the group instructions. will do a movement (such as stomping) and the rest of Students follow the instructions the class follows. The leader changes the movement only if the instructions are regularly and the others follow the new movement. The preceded by “Cooper says...” If hidden student returns and tries to guess the leader. the leader does not say “Cooper After three tries, reveal the leader. says...” students stay still. Increase the difficulty by challenging the group to follow ten directions correctly. 5 6 guess the number hands up for 2o15 Tell the class you’ve chosen a number Name an academic category. between one and ___. Going around the circle, students ask yes-or-no questions Chant: to try to determine the number. Anyone Hands up // (silent beats) For ’15 // (silent beats) can try to guess the number at any time. Gonna name (clap, clap) If the guess is incorrect, the questioning Some [category] (clap, clap) continues. Encourage students to think of One apiece (clap, clap) questions that will give them information No repeats (clap, clap) about the number rather than just No hesitation (clap, clap) eliminate one number. No duplication (clap, clap) 7 Starting with (clap, clap) [student’s name] 8 Hot & Cold human protractor Everyone stands in a circle, hands touching toes. Tell students Choose an object to hide. Choose they’re going to straighten up gradually, keeping their arms one student to be the “seeker” stretched out in front of their bodies. At the same time, and send her out of the room. they’ll be counting from zero to a number that you specify. Hide the object. Invite the seeker By the time their hands are reaching overhead, they should begins looking for the object. The be at the upper number. Once students have moved through the range of numbers, call out numbers within the range. group guides the search by saying Students take the position for each number as you call it. “hot” when the seeker gets near the object and “cold” whenever she moves away. 9 10 incorporations My Bonny Everyone sings the song “My Bonny Lies Over At a signal from you, students will form the Ocean.” Whenever the words beginning and re-form groups as quickly as with a “b” are sung, students alternate possible. Begin by ringing a bell or chime, between sitting and standing. then give directions for forming groups My Bonny lies over the ocean. such as “Get into groups of three.” Once My Bonny lies over the sea. the students have formed their groups, My Bonny lies over the ocean. Oh bring back my Bonny to me. ring the chime again and give a different Bring back, bring back, direction. This activity moves very quickly. Oh bring back my Bonny to me, to me. Bring back, bring back, 1 1 Oh bring back my Bonny to me. 12 Mystery Word Birthday Lineup On cards, write key vocab words from Students line up according to their month and day of recent studies. Confirm that everyone is birth, without any talking. This challenges students to familiar with all the words. Choose a be creative and communicate nonverbally. Remind student to be “IT” and tape a word to students that they should always remain friendly in her back. Her job is to guess the word using clues form classmates. She moves the body language that they use to communicate slowly around the circle so they can see their birthdays. the word. They offer clues in the form of sentences that could include that word.

13 14 Oliver Twist Speed Ball Use the chant below. Start slowly, then Students sit in a circle. Call out a speed up until students can’t keep up. student’s name and quickly toss Oliver twist, twist, twist (hands on hips them the ball. They will then quickly and twist body) call out another name and toss it to Can’t do this, this, this (tap right foot that student. Once a student has and shake pointer finger) had the ball, they will put their Touch his head, head, head (touch head) hands in their laps. Play continues Touch his nose, nose, nose (touch nose) until everyone has had the ball. Be Touch his ears, ears, ears (touch ears) sure to review safety expectations Touch his toes, toes, toes (touch toes) before playing. 15 16 Whatcha Doin’? zip, zap, pop A student goes to the center of the circle and pantomimes a simple action, A student begins by placing his right or left such as brushing her hair. The next hand on top of his head so his finger point student approaches and asks, “Whatcha to the student to his right or left and saying doin’?” The first person responds by “Zip.” The student who receives the Zip can saying something completely different either pass it on to the next student, or such as “I’m washing the floor” The pass it back to the same student by placing person who asked now pretends that he his hand under his chin and saying “Zap,” or is washing the floor. The next student he can point at someone across the circle approaches and asks, “Whatcha doin’?” and say “Pop.” Continue until everyone has This goes around until everyone has had a been zipped, zapped, or popped. turn. 17 18