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CarverAFalkenbergA Lesson Plan 2g

Instructional partner: media specialist and teacher roles
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   1 Action Example Template Lesson Plan 2 Andrea Carver  –   Main Teacher Angela Falkenberg  –   Media Specialist FRIT 7332 October 28, 2013 G RADE :   3 RD   G RADE M ATHEMATICS L IBRARY C ONTEXT :   Fixed Flexible Combination Individualized Instruction * Stand-alone lesson Lesson in a unit Multiple lessons in a unit C OLLABORATION C ONTINUUM :  None Limited Moderate * Intensive C ONTENT T OPIC :  3 rd  Grade Mathematics: Quadrilaterals Benchmarks: Understand that shapes in different categories may share attributes and those attributes can define a larger category (example: rhombuses, rectangles, and others have four sides and are all called quadrilaterals). S  TANDARDS FOR THE 21 ST  -C   ENTURY  L  EARNER   G OALS  Standard: 1.   Inquire, think critically, and gain knowledge Skills Indicator(s): 1.1.3 Develop and refine a range of questions to frame the serach for new understanding. 1.1.9 Collaborate with others to broaden and deepen understanding. Dispositions Indicator(s): 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 1.2.3. Demonstrate creativity by using multiple resources and formats. Responsibilities Indicator(s): 1.3.4 Contribute to the exchange of ideas within the learning community. Self-Assessment Strategies Indicator(s): 1.4.2 Use interaction with and feedback from teachers ad peers to guide own inquiry process. 1.4.4 Seek appropriate help when it is needed.   2 Standard: 3. Share knowledge and participate ethically and productively as members of our democratic society. Skills Indicator(s): 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. Dispositions Indicator(s): 3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. 3.2.3 Demonstrate teamwork by working productively with others. Responsibilities Indicator(s): 3.3.4 Create products that apply to authentic, real-world contexts. Self-Assessment Strategies Indicator(s): 3.4.2 Assess the quality and effectiveness of the learning product. S CENARIO :   3 rd  Grade students will begin a lesson on learning that some shapes (rhombuses, rectangles and squares) having the same attributes (having four straight connected lines) can be grouped in a larger category. (called quadrilaterals) The teacher and the media-specialist will co-teach together to present the information and resources that will be used. The students will actively share their new understanding of how shapes (rhombuses, rectangles and squares) that have similar attributes (having four straight connected lines) can be grouped in a larger category (quadrilaterals). C ONNECTION TO LOCAL OR STATE STANDARDS : CCGPS: MCC3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. ISTE NETS: 2. Communication and Collaboration: d. Contribute to project teams to produce original works or solve problems. 5. Digital Ownership:  b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and  productivity  READING COMPREHENSION STRATEGY: Questioning: Objective:   While reading the story “If You Were a Quadrilateral,” students will formulate questions to ask if a shape is a quadrilateral or not.   3 Before Reading: With the help of the media specialist, we will model asking questions about circles. On Glogster, I will have a page up with several different shapes. The media specialist and I will  point to a shape and ask „Does this shape have straight lines?‟ No, then this shape must be a circle. We will continue in this manner with all of the shapes. I will then ask the students if anyone knows what the word quadrilateral means. The media specialist will write down the various definitions the students offer. We will then with the students look through the book at the illustrations to see if we can come up with some questions that will help us decide if the shape is a quadrilateral. The media specialist will write these questions on the graphic organizer. The media specialist will then show how to go to the dictionary on the internet and look up the definition of the word and copy the definition to our graphic organizer. During Reading: As we read the story, we will refer to the definition and our questions on the graphic organizer. If the question does not help us to determine if the shape is a quadrilateral, we will draw a line through the question. If the question does help us determine if the shape is a quadrilateral, we will leave it alone. After Reading: We will look at the questions that are not crossed out along with another Glogster page that contains different shapes. The students, using the questions as a guide, will point to a shape and tell the class if it is a quadrilateral and why or if it is not a quadrilateral and why.  LESSON   OBJECTIVE: At the end of the lesson: The students will be able to give the definition of a quadrilateral. The student will be able to point to a shape and say why or why it is not a quadrilateral. The student will be able to look at a real life object and say which shapes are quadrilaterals. O VERVIEW : Students will look at pictures and identify the quadrilaterals and show these shapes all have four connected sides. F INAL P RODUCT : Students will show their collage of quadrilaterals and real life pictures that show quadrilaterals and tell the class the shapes that are displayed. L IBRARY LESSON ( S ): For this lesson, the media specialist will introduce students to several math-related websites and videos. Although, some students might be more familiar with using technology than others, the teacher and media specialist will co-monitor and assist those who need help navigating the web page. The media specialist will first model the different ways to use the „ Math is Fun ‟  website. After modeling, students will use the website‟s digital manipulatives to create different quadrilateral shapes.  Their creations and ability to identify the specific quadrilateral shapes will help students, as well as the instructors, view and assess their knowledge. Each student will present at least one of the quadrilateral shapes they made. After each student presents, the class will continue looking through the website as the teacher points out important information shown about each type of quadrilateral. E STIMATED LESSON TIME :   50  MINUTES     4 A SSESSMENT :    Product: The students will present a visual collage showing the different shapes that make up the category quadrilaterals using real life pictures.    Process: The students will work in groups of two or three to look for pictures on the internet or in magazines that would fit the category quadrilateral.    Student self-questioning: The students will look at the questions that are on the graphic organizer as they work on their project. When they find a picture, they will ask the questions to see if the picture contains a quadrilateral. I  NSTRUCTIONAL PLAN :    Resources students will use: (Check the appropriate box and list the resources below) Online subscription database(s) * Web sites * Books Reference  Nonprint * Periodicals/newspapers Other (list):  “If You Were A Quadrilateral” by Molly Blaisdell  Collection of different magazines for use on projects    Instruction/activities o   Direct instruction: To begin the lesson, the teacher will ask the students if they know what the different shapes on the board are called. (square, rectangle, rhombuses) The teacher will then ask what the word quadrilateral means. At this time, we will co-teach the reading comprehension strategy which will help the students determine what shapes can be quadrilaterals. The media- specialist with the teacher‟s help will teach her library lesson which gives the students the technology knowledge they need to complete the final  project.  o   Modeling and guided practice: The teacher and the media-specialist will model how to ask questions to determine a shape using the Glogster page. Next, the students will have a chance to practice with the help of the teacher and the media-specialist using another Glogster page.  o   Independent practice: After viewing the videos, working on Glogster and the website „Fun with Math,‟ the students will be ready to complete the assessment project. The students will work in groups of two or three and make a collage. The students will use what they have learned
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