Thomas

In informational writing (reports or procedures), students organize ideas/concepts by...
 * Goal: W-2-6**

__W-2-6.1__ Students will demonstrate an understanding of organization by using templates and graphic organizers. __W-2-6.2__ Students will learn to select facts to set context and background. __W-2-6.3__ Student will demonstrate an understanding of how to logically list steps of a procedure. __W-2-6.5__ Students will learn to provide lists of resources and materials to be used in a particular task.
 * Objectives:**


 * Pre-Assessment:**

For objective W-2-6.1 I would issue agendas which include a calendar and a class schedule to see how well they are able to fill in the necessary areas.

For objective W-2-6.2 I would possibly implement a few short sentences and ask the children to pick out some important facts from the story and see how much further instruction will be needed in this area.

For objective W-2-6.3 I would use a worksheet that had a person's simplified daily schedule all out of order and see how the students put the daily activities in an order that is developmentally appropriate for second graders.

For objective W-2-6.4 I would provide a worksheet such as a science experiment and have them list the materials they think might be needed to carry out the particluar experiment.

(Worksheet)**
 * Pre-Assessment for Objective W-2-6.2:

__Short Story for Children to Read:__ On Tuesday morning Mary got picked up at school early. Mary’s mom was waiting in the office so they could go to the doctors. At the doctor’s office Mary played with some toys in the waiting room. Mary then went into see the doctor and the doctor said that she was doing very well. On the way home from the doctor’s office Mary and her mother stopped at the supermarket to pick up some food for dinner.

1.Who is this story about? 2.What did Mary do when she got to the doctor’s office? 3.Where did Mary and her mother go on the way home from the doctors?
 * Questions:**

(Worksheet)**
 * Pre Assessment for Objective W-2-6.3:


 * //See if you can unscramble Tom’s daily routine with the words below//:**

Go to work 1.

Take a shower 2.

Cook Dinner 3.

Start the car 4.

Eat Lunch 5.

Wake Up 6.

Drive Home 7.

Go out for dessert 8.

For the introduction I would first ask the students to take our their daily calendars and turn to today's date. I would then begin to tell them a short story about my day on that certain date. I will do this so the class will understand that the reason for telling this story is related to a certain date and day of the week for organization skills. My story will start from when I woke up in the morning and follow right through to what I would be doing later that evening. I would tell my story by saying, first I did this, then I will do this, later tonight I want to do this. By using these words the students will begin to grasp the understanding of how to logically list steps of a procedure (Objective W-2-6.3)
 * Introduction:**

After going over the steps of my day on the board, I would have the students then come up to the board individually and write down one thing that they remember from my story that I told. Every student will need to come up to the board, however it is okay if they repeat answers because I understand that there will not be enough facts for them each to have a different one. This particular part of the lesson will go over (Objective W-2-6.2) students will learn to select facts to set context and background.) Upon completion of writing facts on the board I will then have students get into groups of two. After forming groups, I will pass out a worksheet that will be made up of the words Beginning, Middle, and End. It will involve putting the activities listed up on the board into a graphic organizer that I will be able to use to follow through will all of my daily tasks, (Objective W-2-6.1) students will demonstrate and understanding of organization by using templates or graphic organizers.) After the students complete this worksheet I am going to give them a worksheet for homework the has my daily schedule listed out on one side and a black space where students will write or draw a picture of something I might need to carry that task out (ex: Brush my teeth, I would need a toothbrush.) This worksheet will incorporate obejective W-2-6.5 (Students will learn to provide lists of resources and materials used in a particular task.)
 * Lesson Development:**

For closure of the lesson I would bring students to the group rug where I would have large writing tablet that said, "Beginning, Middle, and End." I would then call on students to tell me one fact that they selected on their worksheets to do in a particular part. This way students will be sharing their ideas, without going over the entire worksheet on the rug, which will be assessed by myself later. Students will be able to reflect on their work and some might realize that they were wrong or write depending on what they decided to write in which particular section.
 * Closure:**

Objective W-2-6.1 = For this objective I will be grading/looking at the graphic organizers that the students completed in groups of two. For grading of this worksheet I will use a grading scale of 1-3. 3 - Students placed every fact into the correct area on worksheet. 2 - Students placed most facts in the correct area on worksheet. 1 - Students demonstrated a difficult time finding the correct area to place facts on the provided worksheet.
 * Assessment:**

Objective W-2-6.2 = For this objective the only assessment will be my taking of notes on what each student writes up on the board. This objective also falls into the category of some of the other assessments, however I will simply write a sentence or two on each student to see what kind of fact they chose and what part of the story it was in, etc. I will keep these notes for when I am grading the other assessments within this lesson.

Objective W-2-6.3 = This will be assessed by the students listening to my story and the choice of my words such as first, second, then, begninng, middle, and end) and also seeing how the students use these words in their fact they put on the board or during the closure of the lesson on the group rug.

Obejective W-2-6.4 = This objective will be assessed by grading the homework sheet that I give the students at the end of the lesson. This lesson plan will be graded on a scale of 1-5. 5 - Students were able to come up with a picture or written word for every task on the worksheet. 4 - Students were able to find a picture or word for almost all tasks on worksheet. 3 - Students were able to find a picture or word for most tasks on worksheet. 2 - Students were able to find some pictures or words for some tasks on worksheet. 1 - Students found almost no words or pictures to match with the tasks on the worksheet.


 * __Worksheets used for Assessment:__**


 * WORKSHEET#1**

Names:

What happened in Ms. Thomas' day? By using the facts listed on the board, please list all steps in correct areas of begnning, middle, and end. This will help Ms. Thomas complete her daily routine by putting these tasks in a graphic organizer.

What happened in the Beginning of Ms. Thomas' day?

1.

2.

3.

4.

What happened in the Middle of Ms.Thomas' day?

1.

2.

3.

4.

What happened at the end of Ms.Thomas' day?

1.

2.

3.

4.


 * WORKSHEET #2**

Name:

For this worksheet I would like you to fill in a picture or a word in the space provided. This picture or word should match the task that will be listed on one side of the worksheet.

Activities that Ms.Thomas will be doing: What Ms.Thomas will need to do this activity:

1. Brush teeth

2. Take Shower

3. Go to school

4. Grade papers

5. Walk the dog

6. Eat lunch

7. Teach lesson

8. Change clothes

To avoid any confusion I will ask questions along the way and students will in return be able to ask any questions to me prior and during the lesson. I will be walking around the room, checking in with the different groups to be sure that they are not only staying on task, but also not having too much trouble filling out the worksheet.
 * Learner Factors:**

Students will sit in groups of two at their normal desks when completing their worksheets. After completing their worksheets they will then come to the group rug where we will sit in a cirlcle when reviewing and reflecting on the lesson.
 * Environment:**


 * 3/8/07: Allison - All of your instruction and assessment here are good. Activities are relevant, and you should be able to get a good baseline understanding of what they know and can do. My one suggestion would be that in the real world, this may all be a bit too much to tackle at one pass. You might think about splitting up the objectives and focusing on them one at a time, or in groups that make sense/are connected. Well done. (Dr. Adamy)**
 * __MATH GLE's NEW LESSON PLAN__**


 * __Goal: M(F&A) – 2__**

In Functions and Algebra students identify and extend to specific cases a variety of patterns (linear and non-numeric) represented in models, tables, or sequences and students demonstrate conceptual understanding of equality by…


 * __Objectives:__**

M(F&A)-2-1 = Students will demonstrate and understanding of extending patterns to the next element and/or finding a missing element in linear and non-numeric patterns.

M(F&A)-2-4 = Students will learn to find the value that will make an open sentence true. This will be limited to one operation per sentence and using only addition and subtraction.


 * __Pre Assessment:__**

For objective M(F&A)-2-1 I would create a worksheet that provided the students with very basic worksheet that showed two non-numeric patterns and two linear patterns that needed both a continuation and a missing number/symbol filled in. With this basic pre-assessment I will be able to look at how well my students are able to recognize patterns.

For objective M(F&A)-2-4 I will provide a sheet of basic adding and subtracting problems to ensure that they are able to calculate these formulas for the number sentences that will be provided during the actual lesson.


 * Pre Assessment for objective M(F&A)-2-1**
 * (Worksheet)**

1. Fill in the missing number. 1, 3, 5,, 9.

2. What two symbols come next in the pattern? **##%##%##%#

3. What comes next in this number pattern? 5, 10, 15, 20, 25,…

4. Fill in the missing symbol. J J L J J L J L**

Pre Assessment for objective M(F&A)-2-4 (Worksheet)


 * 1) 3 + 5 =
 * 2) 7 – 3 =
 * 3) 8 + 2 =
 * 4) 9 – 4 =
 * 5) 10 + 3 =
 * 6) 8 + 4 =

__Introduction:__
 * For the introduction I would first ask students to come to the rug and sit in their math groups. Then I would pass out a bag of Unifix cubes to each pair of students. These Unifix cubes will have plain colors on one side and numbers 1-10 on the other side. I would ask them to create a pattern of their choice using the different colored cubes, leaving the number sides face down. While the students were discussing in their groups I would make a few of my own to show and compare with the students.**

__Lesson Development:__
 * After the students had completed their patterns I would hold a discussion session to talk about these patterns for about 10 minutes. Some students would probably do patterns by doing an orange, blue, orange, blue type of pattern and some will probably do every two blocks a different color. I will make one of each and ask students what they notice and what they see about the two different patterns. After we have established that these patterns go by ones and twos we will move back into our math groups and this time each pair of students will make two different patterns. After completing these they will turn to the group to the side of them and “test” their patterns with each other (objective M(F&A)-2-1). While the students are creating their patterns I will begin to write down number patterns on the board. These patterns will be things such as 1, 3, 5, ,9. At this time I will bring the attention back towards me and ask the students what was going on the board. After chatting for a few minutes I would explain that if they flip over their cubes there are numbers on the back of the cubes. I would ask them to create the same number patterns that were on the board and see if they could fill in the missing numbers by process of elimination with the remaining cubes (objective M)F&A)2-1). After completing this process I would pass out a sheet that asked them to tell about how many numbers are in between each consecutive number. While students were completing this I would write some number sentences on the board, such as 2 + _ = 5. When the students are done I would direct their attention to the board. I would explain that this is very similar to what they have been practicing with the patterns. Instead of having to find the missing symbol or Unifix cube they will need to find the missing number. I will ask students to use the colored side of the cubes for this and put out as many cubes for the number at the end of the sentence. Then I will ask the students what operation they see in the sentence (adding/subtracting). Once they have said adding I will tell them to look at the other number in the sentence. They will say two. I will ask them to pull two cubes down from the five and look at how many the have left. They will say three. At this point they will notice that by using the two numbers in the sentence you are able to arrive at the answer (objective M(F&A) 2-4). To ensure that they understand this I will create a worksheet for them to take home and also give a true/false test on the material later in the week.**

__Assessment:__

Objective M(F&A)-2-1 = For this objective I will keep an observation sheet for each math group and see how well they are able to communicate and create patterns with each other and other groups. I will also use a worksheet that will have the students’ show how they arrived at each answer as to how the patterns on the number sides of the Unifix cubes worked.

(Worksheet)


 * 1) What two patterns did you and your group member create?


 * 1) How many numbers are in between each number in your pattern?


 * 1) Is there another pattern that you would be able to create using the same number spaces in between?

This worksheet would not be graded, but rather I would make observations and anecdotal records about what my students know and need to be re-taught. This anecdotal sheet would have each students name and I would attach their answers to the worksheet under their names after making comments about their work. These comments would be strictly for myself and not for the students to see.

Observational Checklist for Objective M(F&A)-2-1:

STUDENT NAME: CRITERIA: DATE: PROGRESS:

1. Student is able to create patterns 2. Student is able to recognize and explain patterns 3. Student has mastered idea of linear and non-linear patterns 4. Student is able to use different methods to configure how various patterns work

Objective M(F&A) – 2-4 = For this objective I would create a true/false test to do at the end of the week after practicing on homework sheets and in class.

(True/False Test)


 * Please write TRUE or FALSE next to each number sentence.**


 * 1) 2 + _ =9, the missing number is 5.
 * 2) 4 – _ = 1, the missing number is 3.
 * 3) 7 + _ = 14, the missing number is 6.
 * 4) 10 - _ = 3, the missing number is 8.
 * 5) 3 + _ = 12, the missing number is 9.
 * 6) 12 - _ = 5, the missing number is 8.

__Learner Factors:__
 * To avoid any confusion I will ask questions along the way and students will in return be able to ask any questions to me prior and during the lesson. I will be walking around the room, checking in with the different groups to be sure that they are not only staying on task, but also not having too much trouble filling out the worksheet.**

__Environment:__
 * Students will spend the entire lesson on the group rug using the black board at times. Students will also be in their math groups where they will sit on the group rug also. At this time they will be spread out rather than close together during discussion times.**

4/23: Allison - Well done. Good instructional activities and assessments that directly address your objectives. I am wondering if you should separate the pattern activity from the missing number activity. They are related, but I think it might cause some students confusion to do both at one time. Also, please include your observational checklist. (Dr. Adamy)**

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