The Innovator

Education, Social Justice, Innovation

Past lessons

Language Arts Lesson

Introduction

This lesson will be taught in Mrs. Ransom’s Kindergarten class on Monday, April 18, 2011. The purpose of this lesson is to reinforce the skills previously learned in the year such as phonics, word analysis and sight word recognition through the book “The Grouchy Ladybug” by Eric Carle.

Standards

US-CC-2010.ELA.k.Read.FS.3

Know and apply grade-level phonics and word analysis skills in decoding words.

US-CC-2010.ELA.k.Read.FS.3.3

Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

US-CC-2010.ELA.k.Writing

Resources

Materials

2 copies of the Grouchy Ladybug by Eric Carle

10 paper plates

Black dots

Markers

Word Wall Words

Word Wall

10 Cut out bookmarks

Crayon

Details

Objectives

Student will

  • write a sentence describing what type of ladybug they would be.
  • read the high frequency words that are in the text “The Grouchy Ladybug”
  • decode sight and high frequency words by using their phonics skills.

Assessment

Attachments

Procedure – Before, During, After Reading

Before reading

1. I will ask the students to predict the author of the book that we are going to read today. (Eric Carle)

2. Next, I will read the title of the book to the students, “We are going to be reading, The Grouchy Ladybug by Eric Carle! What do you think this is going to be about?” I will allow the students to give me a prediction of what they believe the story will be about.

3. I will then ask, “Has anyone ever caught a lady bug before?” Then, I will show a picture of real ladybugs. I will ask the students if the lady bug in Eric’s Carle book is fiction or non-fiction. (Non-fiction is the real life photograph of the ladybug)

4. I will next go over word wall words. First I will show the word “Aphids”. “Can anyone tell me what this word this is?” I will have the students try sounding out the words using their phonics skills. I will then tell them the correct pronunciation of the word while showing them the picture of aphids. “What do you see in this picture?” (Bugs those are aphids)

5.I will next show the word “Fight”. “What letter does the word fight go under?” (F!) “What does fight mean?” PAUSE Wait for answers and have one student put down the word.

6. I will next show the word grouchy and have the student sound out the word using their phonics skills. Then I will tell the students the correct pronunciation, “Grouchy, what does it mean to be grouchy? What do you do when you’re grouchy? Do you yell or try fighting your siblings or parents? What letter does grouchy start with?” Have students place the word GROUCHY under the letter G.

7. Next I will show the students the word, “Insist”. I will first have the students sound out the word and then use the word in a sentence. “When I say please take this extra snack I insist! What does that mean?” (I want you to take the snack) I will have one student put down the word.

8. Next I will show the students a few sight words, “Want, not, off, gone” I will have the student read the words aloud and four students will place the words down under the correct letter.

9. Next I will show the word “Ladybug” and I will have a student place it under the correct letter.

10. The last word is “Enough”. I will first show the students the word. Then as a group we will sound it out together. I will ask the students, “If I saw I had enough dinner! What does that mean?” (I had a good amount of dinner and I do not need any more)

11. I will give each student a paper plate with a smiley face or a frown face.

12. ” I will read the story and each time the grouchy ladybug is acting mean and grouchy I want you to put the frown side up so I can see! Whenever the grouchy ladybug is acting nice and friendly I want you to put up a smiley face”

During

1. First I will ask on page 2, “What do the ladybugs eat for breakfast?” (Aphids) Look to see what face the students put down.

2. On page 4 I will ask, “Why did the Grouch ladybug want to fight the friendly ladybug? Is the ladybug happy or grouchy?” (Because he wanted all of the aphids to himself)

3. On page 11 I will ask, “Do you think the ladybug could fight the sparrow?” Look to see what face the students have on the plate.

4. On page 17, “Can anyone tell me what is happening in this picture? What is the snake doing? Is the ladybug happy or grouchy?”

5. On page 23, “How many of you have seen a rhinoceros before? Do you think the animals keep getting bigger or smaller than the lady bug? What is happening to the letters?”

6. On 26, “Do you think the ladybug is getting grouchier because it hasn’t eaten anything all day? When you don’t eat and get hungry do you act grouchy? Is the ladybug happy or grouchy?”

7. On the last page, “Why did the leaf thank the ladybugs?”

8. Lastly ask, “Was the ladybug being respectful toward all of the other animals and bugs?” (No!) “Are we supposed to be respectful toward each other?”

After

1. To transition into the activities I am going to ask a few correlating questions, “Did the Grouchy Ladybug want to share? Did the Grouchy Ladybug ever use manners when talking to others?”

2. Then I will explain the activity, “The first activity we are going to be making our own ladybugs! On the other side of the ladybug we are going to writing what type of ladybug would you be, I did happy, I wrote, If I was a ladybug I would be happy! I want all of you to finish my sentence and write in your own feeling you could do sad, excited, scared, hungry or strong. I want you to write in your best Kindergarten writing! ”

3. I will place my example in the middle for the students to use. I will then say, “I want you to use your crayons to create your own lady bug. It can be any color but the spots need to be in different colors.”

4. I will assist students with activity.

5. Since we will probably have time left I will have the students create their own Eric Carle bookmark.

6. I will say, “I will give each of you a blank book mark. I want you to draw the different animals, bugs, clouds, fish, birds, or flowers that we have seen in the past three books that I have read and draw them around the bookmark. After you draw the different Eric Carle pictures I want you to label 3 pictures!”

7. If we still have time I will ask, “Which was your favorite book we read?” Then I will ask the students why they liked that book the most.

Time to go

Attachments

Plan used for instruction

This lesson will be taught on April 18, 2011 in Mrs. Ransom Kindergarten classroom at 8:30 am

Reflection

1)  The lesson went very well. My students were very engaged with all of my activities.  The students struggled with the word wall word, ” enough”. I thought it could be a challenging word for them, so I had the students’ sound it out twice. The students knew what the word enough meant, but did not understand the “gh” at the end. The students reacted to every picture in the “Grouchy Ladybug”. The students were very observant when looking at the size of the text and every student pointed out the size of the reptile or mammal the ladybug encountered. The students became very creative with the activity. A few students decided on what animal they would be in the book and how they would feel. One student put that he would be a happy rhino. I was very impressed with the amount of labeling the students were completing.  Every single student wrote an extra sentence for the activity. The students were motivated to create and label many pictures on the Eric Carle bookmarks.

2.  What did you learn from the children?  What specific literacy skills did they demonstrate? Did they accomplish your standards and objectives? Provide your assessment data here.

1)  I learned that when my students are extremely engaged in a story, that they will be extremely engaged in the activity. My students disliked the, “The Tiny Seed” and weren’t extremely engaged as compared to the engagement to, “The Grouchy Ladybug”. My students demonstrating their writing skilled by completing sentences that were structured correctly. The spellings on the words were at 90 percent accuracy. My students went above the standards and objectives that I had created for the lesson plan. My students accomplished each objective but also adding their own creativity.

3.  What will or would you do in future lessons based on what you learned from teaching this lesson?

1)  In my future lesson I will choose an extremely engaging book such as, “The Grouchy Ladybug”.  My students were engaged in this lesson and the activities. The illustrations gained the attention of my students. The pages became interactive because of the sizes of the words. The word wall words were difficult and in the future I plan to incorporate more sight words than the high frequency words.

 

Language Arts 

Introduction

This fourth grade literacy lesson will introduce students to the themes of freedom, friendship and prejudice. They will participate in a shared reading lesson wih the book Freedom Summer, which introduces the key themes which are also in the chapter book , Number the Stars.

Strategy

The focus of this lesson is comprehension. Students will address skills related to literature standards.

 

Standards

US-CC-2010.ELA.4.Read.IT.1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

US-CC-2010.ELA.4.Read.Lit.2Determine a theme of a story, drama, or poem from details in the text; summarize the text.

US-CC-2010.ELA.4.Read.Lit.3Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Materials

For Anchor Lesson:

Freedom Summer-One Copy

Post – its

Pencil/pen for students

Work Sheets for Students Open Mind portait maybe

For Guided Reading Lesson:

Post-its

Pencil/Pen

Number the Stars- Individual Copies

QAR worksheet

RAN worksheet

Objectives

Students will:

  •     Describe the feelings the character feels through an Open Mind Portrait.
  •     Recall the story and put the story into their own words when journaling.
  •     Be able to identify the problem in the story and find the solution through the RAN activity throughout the lesson.

Assessment

 

Skill Occasionally Sometimes Often Always Feedback
Students were able to identify the themes of freedom and friendship throughout the text.Students were able to make an open mind portrait of Joe or John Henry and create  a variety of different characteristics of what they may be feeling,
Students are able to describe what freedom means to them and to describe the prejudice in the story of desegregation.Students will be able to apply the themes of freedom and friendship to the story.

 

Procedure Before-During-After

Before

 

1) I will explain to students that they will be listening to a book by Deborah Wiles called Freedom Summer.

 

2) I will then ask them what they think they know about the Civil rights movement in the 1960’s, part of the RAN activity. I will have them post on the board under the column what they think they know about the Civil Rights Act of 1964.

 

3) I will give them a small excerpt of the Civil right s act from Times for Kids magazine,

 

4) Then I will have the students make predictions of the story just by the title and cover and what they know about the Civil Rights Act of 1964.

 

5) They will be writing down their predictions on the worksheet attached called ” Judge a Book by it’s Cover”

 

During Reading

 

6) Students will be asked the questions with the blue tags attached that beginning

 

7) After the sentence that they have to go to pond instead of the pool ; ” How would you feel if you and your best friend could go to the beach or movies together”

 

8) After the illustration and sentence concerning the cementing of the pool; ” Why can’t John Henry and Joe go swimming in the pool”

 

9)  Students will also make an Open mind portatrait of either John Henry or Joe and how they felt when the cement was going into the swimming pool.

 

10) Ask students what they think Joe and John Henry will do if they can’t go swimming, what will they do next?

 

11) After you read the last page ask the students to put their thumbs up if they were right about the popsicles or thumbs to the side if they were close and thumbs down if they were wrong.

 

After Reading

 

12) Students will answer the question “Do you think Joe is a good friend to Henry ? Why or why not?” and write it in their writer notebooks.

 

13) I will have the student write on the post it notes what they now can confirm about the Civil Rights Act 1964  and what they want to know more about the Civil Rights Act.

 

Guided Reading

Objectives

Students will:

  • Describe the setting of events occuring the in Number the Stars
  • Predict the sequence of events
  • Relate Freedom Summer to the prejduices in Number the Stars
  • Compare and contrast Annemarie and Ellen’s friendship with Joe and John Henry friendship

 

Assessment

 

Skills Never Occasionally Sometimes Regularly Always Feedback
Students will be able to compare and contrast the books Number the Stars and Freedom Summer through comparing the prejudices and friendships.Students are able to identify what freedom is and the different ways prejudice is seen through both books.
Students will be able to predict the next chapter and events through the Predict o gram.Students are able to describe in their own words what is going on in the story.

 

 

Before Reading

1) I will ask the students if they have heard of the Holocaust.

2) I will give them a Blue post it and ask them to write down what they think /know/sounds like/could be and have them put it on the board.

3) I will then proceed to hand out articles of a small summary of the events or the general idea of the Holocaust written for kids. I will have the students read it silently and then I will pick out key points to read aloud that pertain to the story.

4) Then we will be bale to confirm facts and write different facts on the board before reading. This will help with forming prior knowledge to reading.

5) Then I will ask the students what they predict Number the Stars is about. I will ask them to think back to Freedom Summer   based on that book what they can make a prediction on what this book will be about.

6) We will then  brainstorm on the board what the book will be about with our predictions and post them on the prediction board in the “Readers Corner”

7) After we go over everyone prediction in the class I will then pass out the QAR work sheet and model to the students what the will be doing during the reading.

Examples :

What color hair did Annemarie have? Blond Hair page 1

Does Ellen like the German soldiers? No, Ellen is scared by them page 5

 

uring Reading

8) the students will be writing their own questions and answers with the QAR sheet.

9) Stop students at the end of Chapter 1 and have them write the Right There question.

10) Allow the students to read onto Chapter 2 then have the do a Think and Search question.

11) After Chapter 2 have the students write a  Author and Me and On my Own  question from Chapters 1- 2

12) then we will get into groups of 3 and ask the group members your questions.

After Reading 

13 First create a class Venn Diagram of Comparing an Contrasting Annemarie and Ellen’s friendship to John Henry and Joe’s friendship including the setting, character traits and prejudices. By posting post it under each similarities and differences categories.

14) Post on the board new information they know about the book or the Holocaust and what they hope to know in Chapter 3 and 4.

Closing

 

1.Return to the idea of social prejudices. Conclude reading lesson by asking the class the following questions.

 

What do you think will happen to Ellen and her family?

 

What do you think Ellen and Annemarie will remain friends?

 

What happened to Annemarie’s sister Lise?

 

How had Papa changed?

 

2. Tell the students that they will read on in Chapter 3 tomorrow.

 

 

Math Lesson

Lesson Plan for Swift School Math Classroom

Student Teacher: Kelly Joy

 

Lesson designed for reviewing unit on equations, box and whisker plots, inverse operations, scatters plots and percentage.

 

 

 

Standards:  Review (data analysis, etc.) and problem solving

NCTM (problem solving):

  • build new mathematical knowledge through problem solving;
  • solve problems that arise in mathematics and in other contexts;
  • apply and adapt a variety of appropriate strategies to solve problems;
  • monitor and reflect on the process of mathematical problem solving.

ISBE (data analysis):

  • Construct, read and interpret tables, graphs (including circle graphs) and charts to organize and represent data.
  • Compare the mean, median, mode and range, with and without the use of technology.
  • Test the reasonableness of an argu­ment based on data and communicate their findings.

Common Core (statistics and probability):

  • Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
  • Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.
  • Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept.

 

Objectives:

  • Students should be able to collect data, make a table, and create different types of graphs.
  • Students should be able to create scatter plots, understand the correlation, and estimate a line of best fit, if appropriate.
  • Students should be able to apply the 4-step problem solving approach to open-ended questions.

 

Materials: 

Lesson plan

-MATH-O,

-manipulatives to use during MATH-O,

-worksheet with open-ended questions,

-vocabulary poster

 

 

What students already have learned prior to lesson

Students have done extensive work with collecting class data and using different forms of graphing such as box and whiskers and scatter plots. Example activities within the classroom have been collecting birthdays and favorite colors. The students have done many types of activities form their textbox. This activity is a review of everything that have learned.

 

Introduction

Hello students.  It is nice to be back again this week.  What did we do last week? Student answers.  Very good, we applied our problem solving skills.  Because you all know we are at the end of the module, we are just going to do some review today to help you study for your test.  But first, I just wanted to talk a little bit about your module since they were due yesterday.  How did everyone’s turn out?  What are some of the amazing facts and feats that you featured in your projects?

 

Now we are going to go over all the vocabulary we used in the chapter.  Since we went over them at the beginning of class each time we were here, everybody should know at least one word.  We are going to go around and each person will choose a word and define it.  Do not select a word more than once.  And if by the time we get to you and you do not know any of the terms left, you can call on one of your classmates for help.

 

Group Activity

(Have student -teacher explain the activity while a student volunteer passes out the game cards and markers).

 

The students will be creating their MATHO game cards. These game cards will serve as review for the unit on collecting and analyzing data. I will be explaining to the students about what I expect them to have on each card. I will also have an example of a MATHO card game for them to look on while their groups help each other create theirs. They will be competing for homework passes or 5 points on their test.

 

 

Dialogue for class

 

Ok so for our first activity, we are going to be playing MATH-O.  It is like bingo but there are math concepts in the game instead of just letters and numbers.  And we have made this one just for all the material you have covered in the first module.  Look at your MATH-O game cards.  What do you see? Write the bold words at the bottom under the corresponding letter.  We will then tell you the answer and you must work backwards to determine where to put your marker.  For example with the first section (equations), we will tell you what the variable equals so then you have to figure out which equation it is and put a marker there.  Let’s say the announcer said x = 6 and the equation 5x + 10 = 40 was one of my options, I would determine that the solution x = 6 matches that one and I would put my marker on it.  Do you have any questions?  Ok, let’s get started.

  

Individual Work (open-ended questions that make them apply the 4-step problem-solving approach and other areas of math that they focused on in the chapter)

The students will be working on individually a worksheet that reviews most of the chapter.

Dialogue

Now we are going to do a worksheet with problems that make you apply what you have learned throughout the chapter.  We will do the first section of each problem together and then you will have to do the second part individually.  The problems are very similar to one’s that you have seen before but not exactly the same.  Make sure to ask questions if you do not understand something because these are the types of problems that will be on your test.

 

First problem:  What is the important information in the problem?  What is this problem asking us to do?  How many different variables in our equation should there be?  What does the equation look like?

Second problem:  What is your scale on the horizontal axis?  What is your scale on the vertical axis?  What type of correlation is there?  Does it make sense to draw a line of best fit?  If so, where should we draw it?

Third problem:  A common mistake is to have an equation and try to figure what you have to add to 50 so that when the quantity is divided by 2, it equals 60.  This would give you 70 mph as an answer.  But this is not correct.  You must take the time and how many miles the trip is into account.  150 miles divided by 50 mph gives us 3 hours and 300 total miles divided by 60 mph equals 5 hours.  So from this we determine that the return trip should take 2 hrs. and he must travel 150 miles in those 2 hours.  If Bailey went 70 mph for 2 hours, that would only equal 140 miles.  With this new information, what must I do to determine the correct average speed for the return trip? 

 

Assessment

Formative assessment- MATHO and Worksheet

 

Summative assessment- Test next week

 

Conclusion

I know that everything today was review but did anyone learn anything new or understand something they did not understand before?  There is a lot of vocabulary so we are not going to go over it all again but I’ll leave the vocab poster here for your reference.  Good luck on your test.  I hope you guys all do great and we’ll see you next week!

 

Reflection

Students were very excited to review what they have learned through MATHO. Many students benefitted from working with their table. Every student by the end of the review was able to understand the common mistakes they may have made prior to review.

 

Science Lesson Plan 

Grade:    2nd grade               Subject Area: Science

 

What Unit:                      How many students:

Animals and Habitat                              24

Standards

2.A.1b  Categorize  living organisms using  a variety of observable  features (e.g., size,  color, shape,  backbone)12.A.2b  Categorize  features as either  inherited or learned  (e.g., flower color or eases and defects.

 

.1a  Describe and compare characteristics of living things in relationship to their environments.

 

12.B.2a  Describe relationships among various organisms in  their environments  (e.g., predator/prey,  parasite/host, food  chains and food  webs)

 

Objectives

1. Students will compare and contrast different animals by what they eat and live

2. Students will research a specific animal’s habitat using internet resources and books.

3. Students will compare and contrast their animal to the rest of the class.

Assessment Plan

Formative: As a class we will be creating a habitat chart on the wall of our classroom. The students will be completing two worksheets, which will be collect, and this will be the formative assessment to check where the students are at each point. There will be a pretest given to the class, so I will know where my students are.

Summative: The summative assessment will be the animal research project. Each student will be able to choose any animal they want to research where they live, what they eat and any interesting facts regarding that animal. Student’s will be presenting these projects and taking notes comparing their animal to their classmates.

Materials

(be sure to include technology)

Laptops

Pens and Pencils

Worksheet

Website on Google sites

Smart board

Books on different animals

Procedure

Anticipatory Activity: The unit on animals and their habitats will last one week long. The first activity will begin after the pretest. I will have the class brainstorm all of the animals they can think of and have them write them all down. I will give them five minutes. I will then have the students go up to the map on the smart board and make a mark where they think that animal is from. I will ask questions about why they think that animal is found in that area? We will discuss as a class (the students will discuss) why might lions live in sub Saharan Africa or why do jaguars lives in the jungle? The students will be brainstorming reasons why animals lives in the places they do. I will be going over with the students on the first day what is living and what is nonliving. We will look at the following examples; grass, dogs, cars, sun, water, tree etc. The students will raise their hands if they think it is living or nonliving.  On the first day we will start filling in our KWL chart. We write down what we already know about animals on the board. I will ask the students if they have any questions about animals for example: Why is their skin is a certain color ?

During Unit Activity:

2nd day : On the second day we will be reading two books about animals and their home. I will read “The Polar Bears’ Home” and discuss with the students where other animals might live. I will give the student ten minutes to work at their table and complete a matching worksheet to the animal to their habitat.

3rd day: On the third day we are going to try group the animals. We will be creating graphic organizer as a class on the board. I will have each student have a different animal. The groups will be reptiles, birds, fish, mammals, amphibian, and insects. I am going to ask my students where they believe it should go and we will discuss why each animal should be placed. We will then discuss the similarities and differences of the physical aspects of each organism.

4th day: On day four we are going to be grouping animals by their habitat. Each part of the room will be set up like that animal’s specific habitat. The students will each have a clip board and will be investigators. The students will write down have animals they see on their classroom safari. After they go to each station, we will sit on the room and discuss where each animal was and why and what they might eat.

Closure:5-10 day of unit: This is the project for the end of the unit and will serve as the summative assessment.  The students will be able to choose any animal they want to. They will be given a worksheet to fill out about their animal. They need to know what the animal eats, where it lives and it if is a house pet. The students will be presenting to the class one fact about their animal and one picture of their animal! We will go over again what is living and what is non-living to make sure everyone understands.

http://www.teachervision.fen.com/animals/teacher-resources/6596.html

http://www.crickweb.co.uk/ks1science.html#Space%20Quiz%20Animals

 

 

French  

Lesson Plan for 8th grade French 3rd Period

Name: Kelly Joy

Your Lesson Plan

Introduction

Grade:    8th grade                           Subject Area: French

What Unit:                                     How many students:

French Culture                                  24

Standards

29.E.2 Use maps, charts, digital images, graphs and other geographic representations to describe and discuss the countries where the target language is spoken.

29.A.3 Demonstrate selected customs, manners and traditions in societies associated with the target language

28.D.3b  Present findings from research on unfamiliar topics (e.g., the Roman army, the French chateaux, origins of chocolate).

Objectives

1. Students will research assigned French speaking country

2. Students will answer questions pertaining to their country

3. Students will present their information

Assessment Plan

Formative: I will be walking around the classroom checking in on students.  I will be asking them specific questions such as “ Have you learned any new facts about your country? Would you want to travel to your country?”

Summative: The worksheet and presentation of information will serve as the summative assessment.

Materials

(be sure to include technology)

Lap tops

Pens and Pencils

Worksheet

Website on Googlesites

Smart board

Procedure

Anticipatory Activity: The unit on French culture will begin by having the students act as tour guides. The students will first choose their partner to work with. I will then go around the classroom and have each pair choose the country they will be researching out of a bucket. While I am having the students choose a country I will have a student pass out the worksheets. After every country has been chosen, I will have one partner go up and get a computer. I will tell the students to turn on the computers but to not type in anything yet. I will then tell them to look at the worksheet and to type in the website at the top of the page. I will then explain to the students that they will be able click on their countries flag, the big picture at the top that leads to world atlas and lonely planet. Those two websites should bring the students all the information they need. If they want to do more research they can. I will remind them again that I will be walking around if they need any assistance during this time and that on Wednesday they will be presenting to the class what information they have found.

Closure: The students, by pairs, will come up to the smart board and present their country. They will try convincing the class to travel to their country. They will be displaying on the smartboard the pictures they have found.

 

 

 

 

 

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s