WVSU LESSON PLAN FORMAT

Teacher Candidates: Jessica Blake Date: March 28, 2014 School: Anne Bailey Grade/Subject: Kindergarten/ArtLesson Topic: Cityscapes

INSTRUCTIONAL OBJECTIVES/STUDENT OUTCOMES

Students will demonstrate the different attributes of a city using shapes.

WV CSO’S

VA.O.K.1.3 make artworks using a variety of different two-dimensional media including collage techniques, to communicate ideas, experiences, and stories.

VA.O.K.3.3 distinguish between different types of subject matter in art, e.g. portraits; landscapes; cityscapes.

ACEI STANARDS

1.0 Development, Learning, and Motivation2.5 The arts3.1 Integrating and applying knowledge for instruction3.4 Active engagement in learning3.5 Communication to foster collaboration4.0 Assessment

MANAGEMENT FRAMEWORK

Overall Time: 30 minutes Time Frame:

2 minutes: Review shapes with class 5 minutes: Discuss the definition of a cityscape; give directions and examples 18 minutes: Students create their cityscape 5 minutes: Students share their art with the class

STRATEGIES

Visual Fine-motor skills Student Presentations Guided instruction Teacher modeling

DIFFERENTIATED INSTRUCTION/ADAPTATIONS/INTERVENTIONS

Learning Differences: All students can participate in this lesson,

Sensory Differences:

Attention Differences: Behavioral Differences: I will give reinforcement during the lesson regarding correct behavior and structure.

Motivational Differences: I will create the lesson using various motivational strategies, reaching students with motivational differences. This lesson consists of a hands-on creation.

Ability Differences: I will design the lesson so that students with ability differences will be able to participate in the activity.

Physical Differences: I will adapt the lesson format for students with physical differences by making sure each station is accessible to students with physical differences. If needed I have shapes pre-cut for this lesson. If they need help applying glue, I will assist them.

Cultural Differences: I will use examples from real-world cultural situations when creating the lesson (eg. Different sizes of cities: New York vs Charleston vs St. Albans).

Communication Differences: Through use of the visuals I will aid students with communication differences.

Enrichment:

Multiple Intelligence (check all that apply):_X_Verbal/Linguistic_X_Spatial_X_Logical Mathematical_X_Bodily/Kinesthetic_X_Musical

_X_Naturalistic_X_Interpersonal_X_Intrapersonal___Existential___Others (explain)

PROCEDURES

Introduction/Lesson Set

Draw a triangle, square, rectangle, circle, and diamond on the board. Then have the students name each shape. Label each shape.

Remind students of their story written about a city. Brainstorm about the attributes of a city. Discuss the term cityscape. Tell the students they will be creating a city using shapes of construction paper that will later be

attached to the story they have written. Show an example of an already made cityscape.

Body & Transitions

Using construction paper, glue, and scissors students will create a city. They will make roads, buildings, vehicles, and people to make their story come to life.

Closure

By volunteering, students will share their story art with the class. After the art has had time to dry, students writing will be connected.

ASSESSMENT

Diagnostic Review of shapesBrainstorming about cities to gage student understanding

Formative Observation of students using shapes during city creationSummative Students will be assessed on following directions and the attributes they

have included in their cityscape.

MATERIALS

Construction PaperGlueScissorsWhiteboard and makersExample of pre-made cityscape Books on cities

EXTENDED ACTIVITES

If student finishes early He/she may read a book about cities/travel or create a scene from “Larry Gets Lost in New York City.”

If lesson finishes early We will discuss what Larry would discover in their cityscapes.If technology fails/not accessible

Technology is not needed for this lesson.

POST-TEACHING

This lesson could not have gone any better. Children were excited to make a cityscape after learning about cities all week long. Math was incorporated through shapes. After students created their art piece they shared their cityscape and story with the rest of the class. Not one piece was alike. They showed uniqueness and creativity.

WVSU LESSON PLAN FORMAT

Teacher Candidates: Jessica Blake Date: March 24, 2014 School: Anne Bailey Grade/Subject: Kindergarten/Social StudiesLesson Topic: City and Ways of Travel

INSTRUCTIONAL OBJECTIVES/STUDENT OUTCOMES

Students will explore and develop an understanding about the differences of a city vs the country. They will demonstrate an understanding of the means of transportation as a way to get from point A to point B and whether it is by land, water, or air.

WV CSO’S

SS.K.G.4 explore similarities and differences of life in the city (urban) and the country (rural).

SS.K.WV.4 recognize their personal community name.21C.O.PK-2.2.LS.1

Student engages with teacher assistance in a critical thinking process by conducting basic evaluations using simple criteria.

ACEI STANARDS1.0 Development, Learning, and Motivation2.4 Social Studies3.1 Integrating and applying knowledge for instruction3.2 Adaption to diverse students3.4 Active engagement in learning3.5 Communication to foster collaboration4.0 Assessment

ISTE STANARDS1 Facilitate and Inspire Student Learning and Creativity2 Design and Develop Digital Age Learning Experiences and Assessments

MANAGEMENT FRAMEWORKOverall Time: 2 day- 30 minutes each dayTime Frame:

Day 1 5 minutes: Sponge Activity-- City web 15 minutes: Virtual tours of cities 10 minutes: Venn Diagram-comparing cities

Day 2 5 minutes: Transportation Song 15 minutes: Types of Transportation and Means of travel 10 minutes: Closure- Transportation T-chart

STRATEGIES

Visual Teacher led instruction Song and movement Whole group Virtual Field Trip Scaffolding

DIFFERENTIATED INSTRUCTION/ADAPTATIONS/INTERVENTIONS

Learning Differences: All students will be able to participate in this lesson.

Sensory Differences: I will allow extra time and individualized instruction for students with sensory differences. If needed the student can be moved closer to SmartBoard.

Attention Differences: I will construct the lesson with steps that will be taken one at a time. The lesson will move quickly from activity to another to keep interest.

Behavioral Differences: I will give reinforcement during the lesson regarding correct behavior and structure.

Motivational Differences: I will create the lesson using various motivational strategies, reaching students with motivational differences. This lesson consists visual exploration and music.

Ability Differences: I will design the lesson so that students with ability differences will be able to participate in the activity.

Physical Differences: All students will be able to participate in this lesson.

Cultural Differences: I will use examples from real-world cultural situations when creating the lesson (Comparing urban and rural areas and discussing large cities –New York vs Charleston vs St. Albans-local).

Communication Differences: Through use of the visuals I will aid students with communication differences. I will assist students with questions and vocabulary words throughout the lesson.

Enrichment:

Multiple Intelligence (check all that apply):_X_Verbal/Linguistic_X_Spatial___Logical Mathematical_X_Bodily/Kinesthetic_X_Musical

___Naturalistic_X_Interpersonal_X_Intrapersonal___Existential___Others (explain)

PROCEDURES

Introduction/Lesson Set

Day 1 Create a word web for city; describing the word and its definition. Ask for students description of a city.

Day 2 Spark interest with a song about transportation. http://www.youtube.com/watch?v=2c68qD_NExQ

Body & Transitions

Day 1 Virtually Tour Manhattan and talk about the big buildings and busy city life. http://www.airpano.com/360Degree-VirtualTour.php?3D=Manhattan-New-York-Virtual-Tour

Look at Charleston, WV and discuss it as a city. How is it different from Manhattan? http://www.findyourspot.com/WV/Charleston http://mywvhome.com/more/panorama.htm

Compare our local city, St. Albans, to Charleston vs Manhattan on a city scale. Are we more rural than urban? http://www.panoramio.com/photo/8248340

Day 2 Read the book, “Transportation in My Neighborhood” by Shelly Lyons Show pictures cards of different types of transportation. Have students

describe the features of the transport (number of wheels, sail, wing, etc.) and ways it transport (through air, land, water).

Closure

Day 1 Whole group: Using a Venn Diagram compare and contrast the Charleston and New York after our exploration.

Day 2 Students will categorize types of transportation as to the way it transport. (air, land, water) Using the SmartBoard a T-chart is used for students to drag pictures of transportation into the correct category.

ASSESSMENT

Diagnostic City Web- for search of prior knowledgeFormative Observations made throughout the attributes students find within the city

and within different types of transportation.Summative Students will be assessed with informal assessments: City Venn Diagram and

Transportation T-chart

MATERIALS

SmartBoardInternetBooks about cities and transportationTransportation cards“Transportation in My Neighborhood” by Shelly LyonsVenn DiagramT-chart activity Elmo

EXTENDED ACTIVITES

If student finishes early These are whole class lessons.If lesson finishes early We will begin to picture walk “Larry Gets Lost in New York City.”If technology fails/not accessible

I will have books on cities of different sizes for use to compare. I will also have a book on transportation and read it aloud instead of the music for an introduction.

POST-TEACHING

Day 1: This lesson was taught in a different order than planned (after the reading lessons), which worked out better because students had more background knowledge about cities to have a more in-depth discussion. The internet was down; therefore, we used the books I brought from the library to compare the two cities. When discussing Charleston I took the opportunity to talk to the class about it being our capital city and the importance of its location, along with the Governor’s job. I feel that enriching students with West Virginia history is important to add when the lesson relates to it in some way. Our culture is important and the understanding of our state helps students understand our rich history.

Before beginning the Venn Diagram I had to remind students what it was and how it is used. Student gave me similarities with ease. The differences were more difficult, so I reminded them of size and quantity. One student said that we lived near one and not the other, which was a great comparison.

Day 2: The lesson opened with a transportation song; half way through the song student’s started singing the chorus. Although they were singing, the students did not seem excited about the song; I believe I would find a different song next time to begin the lesson with.

After reading, I asked students to describe attributes of transportation according to its way of travel. Eagerly, students responded. We then completed the Ways of Travel sorting activity. I had the board helper choose students to come to the front to pick a transport and place them in the correct column. After the first student moved the object I decided to have students tell me in a complete sentence what they drug where for language practice. If I thought this lesson again I would not have a student helper call on students for this activity because she chose all girls, except for one boy in the end. I was

trying to carry on with the classroom jobs, but this was not the activity to do this with. I would pull sticks in the future.

Because students were interested in ways of travel I decided to ingrate math by graphing our student’s favorite ways of travel. In the future this will be a planned lesson because it benefited both the Social Studies and Math lessons of the week, giving students extra practice with graphing and an extension on transportation. The reflection for the added math is at the bottom of my math lesson plan.

WVSU LESSON PLAN FORMAT

Teacher Candidates: Jessica Blake Date: March 24, 2014 School: Anne Bailey Grade/Subject: Kindergarten/ReadingLesson Topic: Lost in New York

INSTRUCTIONAL OBJECTIVES/STUDENT OUTCOMES

Students will be able to discuss the setting of the story. They will be able to distinguish a real city compared to the one portrayed in the book. Students will be able to answer questions about key details about the story. Students will demonstrate knowledge of high-frequency words by sight.

WV CSO’S

ELA.K.R.C1.3 with prompting and support, identify characters, settings, and major events in a story in literary text. (CCSS RL.K.3)

ELA.K.R.C4.1 actively engage in group reading activities of literary texts with purpose and understanding. *(CCSS RL.K.10)

ELA.K.R.C7.1 know and apply grade-level phonics and word analysis skills in decoding words. •demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. •associate the long and short sounds with common spellings (graphemes) for the five major vowels. •read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). •distinguish between similarly spelled words by identifying the sounds of the letters that differ.

ELA.K.SL.C13.2

confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. (CCSS SL.K.2)

ACEI STANARDS

1.0 Development, Learning, and Motivation2.1 Reading, Writing, and Oral Language3.1 Integrating and applying knowledge for instruction3.3 Development of critical thinking and problem solving3.4 Active engagement in learning3.5 Communication to foster collaboration4.0 Assessment

MANAGEMENT FRAMEWORK

Overall Time: 2 day- 30 minutes each dayTime Frame:

Day 1 8 minutes: Picture Walk 5 minutes: Review important words in the story 10 minutes: Read Story Aloud 7 minutes: Setting of the story

Day 2 5 minutes: Students discuss what they remember about the story 15 minutes: Take a closer look at the city inside the story 10 minutes: Compare the city in the story to the cities we visited in Social Studies

STRATEGIES

Visual Read Aloud Whole group

DIFFERENTIATED INSTRUCTION/ADAPTATIONS/INTERVENTIONS

Learning Differences: All students will be able to participate in this lesson.

Sensory Differences:

Attention Differences: The lesson will move quickly from activity to another to keep interest.

Behavioral Differences: I will give reinforcement during the lesson regarding correct behavior and structure.

Motivational Differences: I will create the lesson using various motivational strategies, including a funny stories to increase reading motivation.

Ability Differences: All students will be able to participate.

Physical Differences: All students will be able to participate in this lesson.

Cultural Differences: I will use examples from real-world cultural situations when creating the lesson (Comparing urban and rural areas and discussing large cities –New York vs Charleston vs St. Albans-local).

Communication Differences: I will assist students with questions and vocabulary words throughout the lesson.

Enrichment: To enrich students, they will describe a scene in the story, reflecting how Larry felt.

Multiple Intelligence (check all that apply):_X_Verbal/Linguistic_X_Spatial___Logical Mathematical___Bodily/Kinesthetic___Musical

___Naturalistic_X_Interpersonal_X_Intrapersonal___Existential___Others (explain)

PROCEDURES

Introduction/Lesson Set

Day 1 Picture walk, “Larry Gets Lost in New York City,” by John Skewes.Day 2 Students will talk about what they can remember about the story.

Body & Transitions

Day 1 As a class we will review high-frequency words in the story and the sight words—here, go, from.

I will read aloud “Larry Gets Lost in New York City,” by John Skewes.Day 2 We will take a closer look into, “Larry Gets Lost in New York City.” I will reread

parts of the book, stopping along the way asking questions and pointing out important parts about the city.

Closure

Day 1 We will discuss the setting of the story. Then students will draw the setting.Day 2 Ask student’s questions comparing the story to the virtual tour we took in Social

Studies (using thumbs-up, thumbs-down as a way to respond).o This city would compare more to Manhattan than St. Albans.o The buildings are small and unimportant in the story.o Could Larry get lost in Charleston?o Is New York a city?

ASSESSMENT

Diagnostic Do the children know the sight words—here, go, fromRecall of the story

Formative Insight about the city described in the bookSummative How the book’s city compares to the cities visited virtually

MATERIALS

“Larry Gets Lost in New York City,” by John SkewesPaperCrayonsWhiteboard and makers

EXTENDED ACTIVITES

If student finishes early This is a whole group lesson.If lesson finishes early Students will draw their favorite scene from the story about the city.If technology fails/not accessible

Technology is not needed for this lesson.

POST-TEACHING

Day 1 (Monday): My cooperating teacher asked me to teach my lessons in a different order than planned; therefore, my lesson plan’s order will be slightly different. Before picture walking the story with the students I asked them about the things they may see in the city to get their minds thinking about the upcoming pictures in the book. I also asked what city they lived in, but no one new how to answer that question; so, I went over their home city with them. As we picture walked the story I referred back to their home city when pointing out important pictures asking questions like, “Are their parks in the city?” We also discussed the transportation we saw throughout the story. The students responded with thoughtful answers during the picture walk.

Once we completed the picture walk, I had the students draw me a picture of something they saw in the story related to the city. Students drew pictures of skyscrapers, hotels, the dog in the park, and homes in the city. Students enjoyed drawing and telling me about their city pictures. The students who chose to do so, shared their picture with the class.

Day 2 (Tuesday): To start the lesson I asked students to tell me five things they recalled from the story walk yesterday. They were eager to explain. Their excitement made the story more fun to read because I knew they were engaged in learning about the city. At the end of the story we discussed the setting of the story and one of the first responses was New York, which was impressed me because it was only mentioned once in the beginning of the story. After the story students were able to tell me the types of buildings in the city, like museums, restaurants, shops, and skyscrapers. They were able to tell me about the types of transportation we read about in the story, including ferries, which was a new term for students.

After the story was read students drew their favorite setting of the story. Students could not wait to talk about their favorite part, so we sat in a circle on the carpet and one by one the students shared their picture stating, “My favorite setting in the story was…” Seeing the student’s point of view of the setting was eye opening because they picked up on the smallest details, like a flag at the top of a building.

WVSU LESSON PLAN FORMAT

Teacher Candidates: Jessica Blake Date: March 24, 2014 School: Anne Bailey Grade/Subject: Kindergarten/WritingLesson Topic: Pronoun “I”

INSTRUCTIONAL OBJECTIVES/STUDENT OUTCOMES

Students will be able to use the pronoun “I” in a sentence to tell a simple story.

WV CSO’S

ELA.K.W.C9.2 use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (CCSS W.K.2)

21C.O.PK-2.1.LS.3

Student articulates thoughts and ideas, representative of real and imaginary experiences, clearly and effectively through oral, written or multimedia communication.

ACEI STANARDS

1.0 Development, Learning, and Motivation2.1 Reading, Writing, and Oral Language3.1 Integrating and applying knowledge for instruction3.4 Active engagement in learning3.5 Communication to foster collaboration4.0 Assessment

MANAGEMENT FRAMEWORK

Overall Time: 2 day- 30 minutes Day 1 and 15 minutes Day 2Time Frame:

Day 1 10 minutes: Brainstorming about a story in the city. 20 minutes: Rough Draft writing with pronoun “I” and editing

Day 2 15 minutes: Write final draft on handwriting paper

STRATEGIES

Scaffolding Independent practice Pair activity

DIFFERENTIATED INSTRUCTION/ADAPTATIONS/INTERVENTIONS

Learning Differences: All students will be able to attempt this lesson. This is a beginning exercise in developing a story.

Sensory Differences:

Attention Differences: Students with attention difference may stand at their desk and work when needed.

Behavioral Differences: I will give reinforcement during the lesson regarding correct behavior and structure.

Motivational Differences: I will create the lesson using various motivational strategies; encouraging students to do their best. Creating a story should be fun.

Ability Differences: All students will be able to participate. There will be two levels of prompts given for students to choose from.

Physical Differences: All students will be able to participate in this lesson.

Cultural Differences:

Communication Differences: Enrichment: To enrich students, they could include this week’s sight words in their story.

Multiple Intelligence (check all that apply):_X_Verbal/Linguistic_X_Spatial___Logical Mathematical___Bodily/Kinesthetic___Musical

___Naturalistic_X_Interpersonal_X_Intrapersonal___Existential___Others (explain)

PROCEDURES

Introduction/Lesson Set

Day 1 Recall parts of our story about the city. Students will close their eyes and think about what they may write about the

city. The things they may see in the city. Students will then return to their sits.Day 2 Correct a sentence on the board. Review finer spaces, punctuation, and

capitalization.

Body & Transitions

Day 1 Students will write three words relating to the city in the brainstorm box. Then circle the one word that they would like to write about.

They will then be given writing prompts and choose one to begin a rough draft: “I would like to go to the _________ in the city. ; I like _______ in the city. ”

Day 2 Students will use their best handwriting to complete their final draft.

Closure

Paper will be attached to art: cityscape.

ASSESSMENT

Diagnostic Brainstorming about cities and developing 3 words about the cityFormative Observations during the rough draft, writing processSummative Assessed on final draft of city story; writing with the Pronoun “I”

MATERIALS

Handwriting paperBrainstorm writing paperPencil

EXTENDED ACTIVITES

If student finishes early He/she may rainbow write sight words.If lesson finishes early We will share our stories with the class.If technology fails/not accessible

Technology is not needed for this lesson.

POST-TEACHING

Day 1: I believe the class brainstorming as a whole in the beginning benefited the lesson. Students were quiet and thinking. After I gave them a few moments to think I quietly said words related to the city. This was a great brain activity for the children because they had a chance to taken in the first part of the writing process (a process, which has yet to be introduced). Once students returned to their seats they did a great job sounding out and writing words about the city. Once students had three words they chose one by circling it, which gave them a direction to go in.

Handwriting is still a work in progress for this grade, so editing we were not worried about spelling unless it was already written on the board. The editing I focused on was punctuation, capitalization, and writing within the handwriting lines using finger spaces. While I walked around editing papers students read a book from their book baggies. Because a rough draft and editing was new to the students I took the time to talk to each student about their writing and what I expected out of their final copies.

Day 2: Students did a wonderful job taking their time to write neatly on their final draft of their city stories. Students used finger spaces much better today and did a much better job writing on the handwriting lines correctly. These stories along with their cityscapes in art turned out to be a great end to a city unit.

WVSU LESSON PLAN FORMAT

Teacher Candidates: Jessica Blake Date: March 24, 2014 School: Anne Bailey Grade/Subject: Kindergarten/MathLesson Topic: Math in the City

INSTRUCTIONAL OBJECTIVES/STUDENT OUTCOMES

Students will be able to distinguish that a whole is actually two equal halves. Students will be able to demonstrate the basic concept of graphing.Students will be able to discuss how number problems tell a story, creating a mathematical problem.

WV CSO’S

M.K.OA.2 solve addition and subtraction word problems and add and subtract within 10, e.g., by using objects or drawings to represent the problem. (CCSS Math.K.OA.2)

M.K.MD.3 classify objects into given categories, count the numbers of objects in each category, and sort the categories by count. Category counts should be limited to less than or equal to 10. (CCSS Math.K.MD.3)

21C.O.PK-2.1.LS.2

Student can accurately interpret and create simple visuals (e.g. charts, maps, graphs and models) and use this information to solve problems and communicate information.

21C.O.PK-2.2.LS.3

Student engages in a problem solving process using objects to solve problems and demonstrates learning by explaining how they solved the problem.

ACEI STANARDS

1.0 Development, Learning, and Motivation2.3 Mathematics3.1 Integrating and applying knowledge for instruction3.3 Development of critical thinking and problem solving3.4 Active engagement in learning3.5 Communication to foster collaboration4.0 Assessment

ISTE STANARDS

1 Facilitate and Inspire Student Learning and Creativity2 Design and Develop Digital Age Learning Experiences and Assessments

MANAGEMENT FRAMEWORK

Overall Time: 3 day- 30 minutes each dayTime Frame:

Day 1 5 minutes: Sponge activity—folding shapes in half 12 minutes: Whole group instruction 8 minutes: Independent practice 5 minutes: Review activity with the class

Day 2 10 minutes: Sponge activity—class transportation graph 12 minutes: Whole class instruction 8 minutes: Independent practice

Day 3 12 minutes: What are word problems and complete examples with the class 10 minutes: Independent practice 8 minutes: Review answers with the class

STRATEGIES

Scaffolding Independent practice Whole group instruction Guided practice Visual Manipulatives

DIFFERENTIATED INSTRUCTION/ADAPTATIONS/INTERVENTIONS

Learning Differences: This lesson will be delivered in many ways to meet the needs of different types of learner: visual, audio, tactile.

Sensory Differences: Can be moved closer to the SmartBoard if needed.

Attention Differences: The lesson will move quickly from activity to another to keep interest.

Behavioral Differences: I will give reinforcement during the lesson regarding correct behavior and structure.

Motivational Differences: I will create the lesson using various motivational strategies; hands-on activities, whole group instruction, and relations to Larry the dog.

Ability Differences: Students may use hands-on manipulatives during these math lessons.

Physical Differences: All students will be able to participate in this lesson.

Cultural Differences:

Communication Differences: Enrichment: To enrich students, they may write the equation and sum that goes with the word problems, or create their own drawings of halves.

Multiple Intelligence (check all that apply):_X_Verbal/Linguistic___Spatial_X_Logical Mathematical___Bodily/Kinesthetic___Musical

___Naturalistic_X_Interpersonal_X_Intrapersonal___Existential___Others (explain)

PROCEDURES

Introduction/Lesson Set

Day 1 Sponge Activity: give students shapes made out of construction paper and ask them to fold them in half. Then ask them what they can tell you about the shapes when they are folded or when they are whole.

Day 2 Sponge Activity: Take a count of how students travel home from school. As a class create a graph depicting the count taken. Discuss what a graph is and that each box represents 1 person.

Day 3 Put a word problem on the board and read it aloud. Ask children what they can tell you about the problem? Do they realize it is a math problem?

Body & Transitions

Day 1 Whole group--Demonstrate half of a circle by coloring in one half of it; representing half.

Show students one half in a fraction format ½. Tell them that 1 is half of 2. As a class color half of each shape on activity sheet allowing students to take

turns. Then ask students to draw their own shapes and have them in color half of each

shape drawn. Students will then complete an independent practice sheet.

Day 2 Tell the class we are going to find out what kind of pets everyone has at home. First allow children to draw a picture of their pet on the activity sheet. If the

student does not have a pet, they may draw the type of pet that they’d like to have.

Then, as a class, take a survey on the type of pets we have. Keep a tally of the different kinds of pets. Allow students time to put the tally marks on their sheets.

Lastly, show children how to create a graph based on the number of tally marks we made for each pet; reminding them that each box colored is equal to one pet.

Day 3 Whole group instruction on how to read a story problem to find out what is happening and ask what the question is asking us to do.

Complete an activity sheet as a class that breaks down the story problem in order to solve. Are we adding or subtracting? Which sign should we use?

Solve two story problems as a class. Make up one story problem with the class. Students will then return to their seats to create their own story problems by

drawing pictures and labeling the problem.

Closure

Day 1 Review practice sheet as a class.Day 2 Students will color in pet graphs.Day 3 Whole group: students will share their story problems with the class.

ASSESSMENT

Diagnostic Sponge activity on halves: are the connections being made? Sponge activity on graphing: what is there current knowledge, have they

seen a graph before? Do they recognize a word problem is an actual problem or just a story

being told?Formative Observations and student input during whole group instruction and guided

practice.Summative Independent practice activities.

MATERIALS

PencilCrayonsElmoSmartBoardWhiteboard and makersHalves activity sheetsGraphing activity sheets Word problem activity sheetConstruction paperCounters

EXTENDED ACTIVITES

If student finishes early He/she may write ½ by the colored halves; write the number of boxes colored under the column of a certain pet to depict how many there are; write equations to go along with the word problem.

If lesson finishes early I will draw shapes on the board and have student come up to show me 1/2; discuss different types of graphs; students will create their own word problems.

If technology fails/not accessible

If the Elmo fails I will just have to be sure all students can see the activities that we are working on as a whole class. Move children to the carpet for a closer group instruction.

POST-TEACHING

Halves: The use of hands-on manipulatives (shapes) in the beginning of the lesson helped students really understand the concept of half and that two halves make a whole. When we folded the shapes I had the students make observations about how the shape looked as a half (a circle was half of a circle either way we folded it; a rectangle could either turn into a square or remain a rectangle depending on the fold; a triangle remained a triangle when folded in half, but we discovered that a triangle could only be folded one way to have two equal halves and the same for the heart shape that we folded.)

Students were engaged during the whole group as I called on different students to assist me throughout. I feel that students quickly grasped the halves concept. We then moved on to two equal pieces vs non-equal pieces. Students completed an independent practice sheet to reinforce the lesson. Overall the class met the objectives of the lesson. Some students had difficulty when the line dividing the shapes in half was diagonal, but once I pointed to one side and asked if it was equal to the other side, they were able to see that they too were to equal halves. Eighteen out of 19 students were able to distinguish that a whole is two equal halves.

Graphing: (day 1) By the end the lesson students could answer why it was important to label all parts of a graph. Filling out a graph has been an ongoing concept, but today how to read a graph with

numbers on the side was new. Students also learned that a picture representing a vote is called a picture graph. I believe introducing the picture graph and how to read it was an important way to introduce the lesson, especially for visual learners. At the end of the lesson I asked students questions regarding graphing until student answers were firm. Questions asked included: “How many dogs do we have as pets?”; “How did you get that number without counting the squares?”; “Which pet do we have the least of?”; “How did you know so quickly and without counting?”; and so on. Some students struggled with the concept of graphing.

(Day 2) After the social studies lesson on transportation we decided to ingrate math by graphing our favorite way of travel (by land, water, or air.) The lesson extended student knowledge on means of transportation. I asked, “If we took a trip to New York tomorrow, what why would you want to travel?” Students drew either land, water, or air on a large post-it and we created a picture graph on the board. After we analyzed and found out more people would like to travel by land. We reviewed graphing by discussing how to label and read our graph. Students responded correctly as a whole. I feel this on the spot addition to the lesson benefit the students who may have still had problems understanding graphs because the majority of the class where able to answer questions about our graphed when asked.

Story Problems: Throughout the lesson I used the thumbs-up/down approach. I feel this worked well for the lesson. When students answered a question I asked the class if they agreed or disagreed using their thumbs. I also would ask why they chose that answer, allowing a student to explain in their own words how they came up with the answer they did. I believe student answers help some understand a problem they may not have otherwise. In math it is important to use different approaches of instruction to better meet the needs of different learners. The student’s story problems turned out excellent and was a great way to close the lesson.

Name _____________________________

1. Larry walked by 4 buildings in the city. He decided to walk by 6 more building. How many buildings did Larry walk by altogether?

2. Larry was hungry. He ate 2 hotdogs, but he was still hungry. Larry ate 5 more hotdogs. How many hotdogs did Larry eat in all?

Ways of Travel

____Air___________________Water____________________Land____

Equal Halves

Activity

Predicting about our story

Favorite Part of the story

Graphing

Rough Draft

Story Problems

Final Draft and Cityscape