Monday, March 25, 2013
Burned an hour this evening exploring www.lessonplanet.com . Our school has a month long free trial. I compared the results from this site to a regular Google search. The results were very similar. Lesson Planet has some original plans and many links to public plans. The four plans I liked best are available free online. With that said...
This week, I am taking a really close look at the second grade common core standards for Geometry. Envision, while wonderful, great, etc., lacks extended practice & rigor with polygons & their attributes that standard 2.G.1 requires.
I have found some great lesson plans. Several of them center around a really cute book, "The Greedy Triangle."
Here are links to lesson plans that I am 'beefing up" to fit the TEAM model and common core.
The Greedy Triangle - Exploring Polygons with Geo-boards
The Greedy Triangle Lesson Plan (graph paper)
Polygon Scavenger Hunt
This plan includes a great foldable, Exploring Polygons with the Greedy Triangle .
Wednesday, March 13, 2013
Trying to kill two, three, four, birds with one stone! Here's a lesson that I developed this week to address a variety of elements: common core learning task, STEM across curriculum, TEAM lesson planning, LC mentoring, bench mark review to name a few. I snagged the "We Do" word problems directly from "Alexander Who Used to Be Rich Last Sunday," . The money pictures I cut and pasted from Smart Notebook. I haven't actually implemented the lesson yet. I am hoping to video tape it for a STEM class that I am completing.
More PowerPoint presentations from Charity Dowell
Alexander Who Used to Be Rich Last Sunday
Second Grade, Common Core Learning Task
2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
Student Objective Statement:
I can solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ (dollars) and ¢ (cents) symbols appropriately.
Essential questions: How will you find the total amount of given currency? Why is important to know how to count money?
Hook/Engage – Think, Pair, & Share: What can you do with money? How would you get money?
Activities & Sequencing:
Accessing Prior Knowledge (5 mins):
Money song, Quick Check coin recognition
Vocabulary: Dollar Sign $, Decimal, ¢ Cent Sign
Sequence of whole group, small group, & Independent work:
1.Set the purpose by asking essential questions. Read the story (5-10 mins).
2.Complete the “I Do” story problems by modeling, teacher & student. (10-15 mins)
3.Review expectations, small group/partner assignments and mathematical practices. Students break into groups and complete the “We Do” tasks (10-15mins).
4.Transition Time/Money Fun Facts (2-3 mins)
5.Share time – choose sets of students to present their work. (5-10 mins)
6.Connecting across curriculum- Author’s Assignment – writing about money (20-45 mins)
•Discuss what students could purchase if they had $100
•Create a story map reference the slide
•Write personal narratives
7.Close/End of the Day review – “I Do” task
Saturday, March 9, 2013
Normally, we spend a chunk of Friday exploring common core formats as we prepare for PARCC assessment. So here's a run down of our Fab Friday... Our main selection this week was "Bad Dog Dodger." So we followed this up with three separate reading stories in small group stations. I nabbed these short reads & comprehension questions from Have Fun Teaching. To add rigor and make the tasks more engaging the following elements were required. 1. Students used a marker to highlight text that supported their answers. If partners disagreed about an answer, they had to use evidence and persuasive language to determine which answer was correct. 2. Students created a different Thinking Map for each story by drawing conclusions and siting evidence from each story: Alley Cat & House Cat - Double Bubble Map, Fish Tank - Circle Map, Carly the Carnary - Flow Map. Everyone did such a great job that we followed up with a snack of just for fun! kitty litter cake