Display: Social Media Door

Check out this bathroom door-turned-social media display!

The door reads, "What's Your Status?"  On the outside, students created "profiles" that contained their name, favorite subject, future occupation, and a drawing of a "selfie."  A whiteboard poster was used, where the teacher can write a proposed question.  Students will then "comment" on the question with post-it notes, or make their "status" using the post-it notes.  All responses relate the question that the teacher asked.  This is a great form of formative assessment, or an exit ticket!

I decided to use a blue theme with the background, border, and letters, since most social media sites contain some shade of blue.

Lesson Plan: Plural Nouns

Subject: Writing
Grade: 5th (can be adapted for other grade levels)

Integration of Learning Outcomes:

• Students will be able to correctly use and identify plural nouns by correcting a short paragraph.
• Students will be able to correctly use and identify plural nouns by choosing the correct option in a sentence.
• Students will be able to identify the seven different rules for using plural nouns.

Standards

· 1.5.5.F: Use grade appropriate conventions of language when writing and editing.

o   Spell common, frequently used words correctly.

o   Use capital letters correctly.

o   Punctuate correctly.

o   Use correct grammar and sentence formation.

Anticipatory Set

Sing “Do You Want to Learn Plural Nouns?” to the tune of “Do You Wanna Build a Snowman?” from Frozen.  Play the video with the lyrics on the board so students can sing along.

TSN's Philosophy of Teaching and Education

Enabling students to succeed and making a positive difference in the lives of students are my two main goals as an educator. My philosophy on education will ultimately help me achieve those objectives.

As a teacher, my main purpose is to help students improve.  In order to help students succeed, several factors are needed.  It is important to engage students and make them excited to learn. My goal is to get students motivated, which could be through the incorporation of hands-on activities, educational games, interactive projects, peer interactions, technology, or eye-opening anticipatory sets. Also, including student interests or real-life situations into instruction keeps students engaged. Incorporating these ideas will give students a purpose for learning.  It is essential to make learning fun for students so they will enjoy coming to school everyday.

It is also important to aid students in becoming better critical thinkers and questioners. In Pedagogy of the Oppressed, Paulo Freire discusses the problem-posing method, which enables creativity, dialogue, and critical thinking. In the problem-posing approach, students and teachers work together and create a dialogue. Students propose questions along with teachers. The teacher does not strictly tell students the answers; rather, helps them think through the process.  Students have more freedom to think, yet still receive teacher assistance. This leads to critical thinking skills, which students need in order to succeed.  Utilizing the problem-posing method is a large part of my teaching philosophy because of the skills it develops.

Using dialogue in a classroom also consumes my philosophy of teaching.  Dialogue within a classroom leads to engagement, motivation, and critical thinking, but also helps with development. Students become increasingly dependent on each other for emotional support, validation, and information. Learning is a social behavior, as social development is the foundation for intellectual, emotional, and physical health (Johnston, 2012, p. 67).   Students need to be social because it benefits their development; thus, teachers need to establish learning environments where the main focus is on student-to-student interaction (Purnell, 2007, p. 35).  Teachers should implement discussions, think-pair-shares, and group work whenever possible.  To help create this student-centered environment, teachers should implement the pedagogical strategy of a dialogic classroom.

Teachers need to make sure that their classrooms are student-centered, or student-friendly.  Student-centered classrooms are vital. Teachers must create a safe environment where students feel comfortable, safe, respected, and heard (Cambria & Guthrie, 2010, p. 17).  Student-centered learning focuses on the needs of the students, rather than others involved in the educational process. Student-centered classrooms should include a safe environment for the students so they feel comfortable working with their peers or sharing their work. Students can learn a lot of from their peers and also build ideas off each other, making it important to incorporate discussions, peer work, and group activities into the classroom.  In addition, creating a caring, well-structured learning environment in which expectations are high, clear, and fair, will lead to more engagement (High & Andrews, 2009, p. 61).  A safe environment will open the doors for all students to participate. 

Differentiation is also a large part of my teaching philosophy because it sets up success for every student in the class.  Differentiated instruction tailors teaching to meet the needs of individual students. It is essential to provide effective strategies and methods that work for all students, which can be done through the use of differentiation.  Differentiation not only meets the needs of all learners, but also motivates students to work hard. It is key to use numerous strategies that appeal to various types of learners.  A wide variety of teaching styles will help reach all individuals.

By engaging students, using the problem-posing method, incorporating dialogue, and providing a student-centered classroom, students will be able to receive the best education. In result, students will become stronger, which is the ultimate goal of education.  All of these strategies will lead to a positive difference in the lives of students.

Teacher Interview: Morals in the Classroom

I interviewed "Mr. V." and "Mrs. K.," who are both eighth grade teachers at a middle school. Mr. V. teaches history and Mrs. K. teaches English.  We discussed moral issues in the classroom and how different teachers deal with different issues.  The interviewees names were changed to protect their identities.  This interview is from 2012.

1) What is the discipline policy at your school? In your classroom?

Mr. V:  The school regulations are stated in the agenda.  It's like a constitution.  Depending on the violation, I give them a penalty.  Overall, I'm a little more lenient in the classroom than what the agenda states.  

For example, the agenda says that chewing gum is an offense that deserves detention.  But when you think about it, it's really not that bad of a crime.  They're gonna chew gum.  Kids this age are more concerned with the social aspect than the academic.  They want to impress the opposite sex, and mint flavored gum helps that.  If you ask, most of the time the kids are chewing mint gum.  So, the first time I catch them with gum, they just throw it out.  If it's a goofball in the class chewing gum, you make it fun, like have them put it on their nose before throwing it out or something like that.  If they do it again, I give them a warning.  If it is a repeated offense, then yeah, they get detention.  I had one girl who I told everyday to stop chewing gum.  She got a lunch detention.  She learned her lesson, but it was just a minor offense. But for a first offense, I don't see it as a big deal.  Just give them a warning, depending what the offense is.

Mrs. K.:  All the school's rules are found in the agenda.  It's a foundation handbook that lists all the rules.  It's really long and strict.  Teacher's also get a teacher handbook with rules.  The handbook says how to handle a classroom.

Essay: School Organization for Middle-Level Education

Ever wonder why middle schools are becomming more popular?  This essay, originally written in November, 2012, explains why middle schools are important.

The evolution of education is truly amazing as it has become one of the most important aspects of today's society.  It is extremely important to go to the highest measures when educating students.  Also, it is imperative to find the best education methods that benefit the students, especially those at the middle grades level.  There are many different ideas, philosophies, and beliefs about the best practices for educating young adolescents.  School organization is perhaps one of the most important topics when relating to middle-level education.  Many different categories fall under school organization such as grade configuration and teaming, but the whole idea of school organization and all its subtopics are extremely important when it comes to middle-level education. 

Educational Apps #1: Math and Language Arts

Below is a presentation suggesting 10 awesome educational applications that you can use at home or in school. Most of the apps are for mathematics or language arts, and range from elementary to middle grades. Each slide provides an in-depth analysis on the app. All of these applications are available on iTunes or in the Google Play Store.


iPads are an excellent tool to use in education. 21st century learners would greatly benefit by the use of iPads. Not only is it a great tool for note-taking, but there are thousands of apps that can be used for education. iPads provide interactive activity that helps students learn. It is a digital manipulative that can be used for differentiation and help students succeed.

In the comment section, please suggest some of your favorite educational apps!    

Video: 21st Century Learner

The video below defines a 21st century learner as well as a 21st century teacher. It provides essential information on what is needed to help students succeed in a 21st century classroom. It also shows that students want to use technology in the classroom!

 This video was created with Laura F. in November 2013.

Lesson Plan: The Giver Alternative Ending with Technology

Title: The Giver Alternative Ending Technology Lesson 

Subject/Grade Level: 8th Grade, Level 2, Language Arts

Standards:  

1.5.8.A:  Write with a clear focus, identifying topic, task, and audience and establishing a single point of view.

1.5.8.B: Develop content appropriate for the topic.

·       Gather, organize, and determine validity and reliability of information

·       Employ the most effective format for purpose and audience.

·       Write paragraphs that have details and information specific to the topic and relevant to the focus.

Objectives:  

• Students will be able to write an alternative ending to The Giver using technology.  
• Students will be able to share and comment on a partner’s writing, using technology.

Lesson Plan: Written Discussion

This lesson was originally taught to an undergraduate class at a university.  The lesson taught aspiring teachers how to use written discussion as a reading strategy.  The strategy can easily be used in any subject area or grade level. A Power Point and links to resources are attached.

Title: Mini-lesson: Written Discussion

Introduction of Lesson Goal/Objective: 

· Students will be able to respond to a text through written discussion by working independently & in small groups.
· Students will be able to discuss an article based off a written conversation started within a small group.

Start by asking, “Has anybody used an online forum or message board to respond to a reading?” to link the lesson to previous learning. Ask: “What site did you use and what were your experiences?”  Have a few students share their experiences to the class.  Then, explain that an online forum is very similar to a reading strategy called “written discussion.”  Explain that message boards are essentially an online version of the strategy.

State that students will learn about a reading strategy called “written discussion,” which they will use while reading a text. Explain that written discussion is important because it allows every student to read, write, think, and share. It improves comprehension because it lets students react to what they have read.  Mention that it is an alternative to a whole class discussion, as it enables all students to participate rather than a select few.

Model the Objective:  Read “Flappy Bird Will Fly Back to App Stores” aloud.  Using Microsoft Word, write a response to the text, labeled “Student #1.”  Then, “Student #2,” will write a response to “Student #1.” Explain that the class will be doing this activity on a regular piece of paper, which will be passed more than once.  Mention that students will discuss the conversations aloud.

Essay: Teaching 9/11

This essay was originally written in September, 2011.

Planes crashing, people screaming, people jumping, buildings falling, people running, people crying. Was it a horrifying movie or the end of the world? Everything happened so fast, but a few hours changed the world forever. Although it occurred over ten years ago, I remember everything so vividly. I will never forget the tragedy of September 11, 2001.  

“Oh my God! Oh my God!” I heard my mom yell. She was typically a loud person, so waking up to her voice became pretty normal in my household. I didn't think anything was wrong; perhaps there was a bug in her room. With my school building under construction, the beginning of the school year had been delayed, meaning another great summer day supposedly lied ahead. I got out of bed, looked out the window, and noticed a picture-perfect cloudless bright blue sky.  Later in the day, I was scheduled to go over my friend's house. No school, beautiful weather, and hanging out with a friend had the potential to be a perfect day for a nine year old kid like myself. What I thought would be a terrific day turned out to be one of the most devastating days of my life and one of the worst days in American history.

Assessment: Vocabulary Test #1

The following is a summative test on a 7th grade vocabulary unit. The assessment utilized a Table of Specifications (also embedded below) in order to make the test valid and reliable. According to the University of Kansas, “The purpose of a Table of Specifications is to identify the achievement domains being measured and to ensure that a fair and representative sample of questions appear on the test. A Table of Specifications allows the teacher to construct a test which focuses on the key areas and weights those different areas based on their importance. A Table of Specifications provides the teacher with evidence that a test has content validity, that it covers what should be covered.” The vocabulary test had an instructional weight to make the test fair. Each question was linked to one of two standards from the Pennsylvania Department of Education, which ensures that what is being tested was taught. Also, there was a balanced weight of higher order questions and lower order questions. There were a variety of questions, ranging from multiple choice, true or false, writing sentences, and short essay.

Alternative Authentic Assessment for ELLs: Area

The following is an authentic assessment for English Language Learners.  The assessment covers finding the area of figures.

Different activities require different types of authentic assessments.  One particular activity will help students practice finding the area of different figures while being assessed authentically.  Various shapes will be cut out on different colored construction paper.  The shapes will be color coordinated so that different pieces of the same color can evenly fit together.  Each student will receive a cutout.  Next, the student will find a partner who has a shape that is the same color as his or hers.  When the students find partners with the same colored shape, they will put their shapes together like a puzzle.  After the partners match up their shapes, they will find the dimensions of their figure by measuring it with a ruler.  Then, the students find the area of the combined figures.  Students can use any strategy that they have learned to find the area, including formulas, or adding together the areas of each individual figure.

For example, one student is given a green square.  The student finds another student with a green right triangle.  The students put the shapes together to make a trapezoid.  Then, the students must find the area of the new figure that they created, which would be the trapezoid.  Besides finding the area, the students will complete other tasks which will test their language domains.  On a piece of paper, the students will show all their work as to how they found their answer.  Lastly, in complete sentences, the students will write out all of the steps they used to solve the problem.

Assessment: Northeast Project

The following is a 4th grade final assessment for a unit plan on the Northeast.  Ideas from the assessment can easily be adapted to other grade levels and topics.  The assessment covers a unit plan on the entire history of the Northeast. The assessment utilizes the textbook Harcourt Social Studies: States and Regions.  In this assessment, students ultimately have the choice as to how they would like to be assessed, and what topic they will be assessed on.  The assessment below is basically a rubric and project description.

Students will have the option to create their own final project.  Students will choose any topic from Chapter 4: Exploring the Northeast, from Harcourt Social Studies: States and Regions. Students will choose one of the project selections from the options below.  Students will have 2-3 days to work on the project in class.  The remaining portion of the project will be done for homework.  The topics and project type must be pre-approved by the teacher.  Students will be assessed through a rubric.  Students will briefly present their projects to the class.

Project Options:

Comic Strip: Draw a series of cartoon panels that summarize your topic.  You must draw at least six panels showing the essential events from beginning to end. Your comic strip must be neat and colorful. Also, write one paragraph summarizing your comic strip.

Magazine: Create a magazine that highlights your topic.  Your magazine must contain at least two articles (1 paragraph per article). One article should be an interview with a historical person who is related to the topic. The magazine should contain at least two images relating to the topic (drawings or photographs).  You must also include one advertisement that would be appropriate for the time and place your event took place. 

Children’s Book: Create a children’s book based on your topic.  The book must be at least five pages long.  It should include lots of color and illustrations.  Also, write one paragraph summarizing your book.

Power Point Presentation: Create a Power Point of your topic.  Power Point should be at least 5 slides.  Include at least 2 pictures.  Also, write one paragraph summarizing the bullet points in your presentation.

Song: Write a song about your topic.  The song lyrics must contain all relevant information about your topic.  The lyrics should be at least 10 lines.  Also, write one paragraph summarizing what your song is about.

Tri-Fold/Poster: Prepare a tri-fold or poster of your topic.  The tri-fold/poster should contain pictures and captions that illustrate the subject.  Also, write one paragraph summarizing what appears on your poster.

Essay: Write an essay based on a topic.  The paper must be at least five paragraphs.

Lesson Plan: Perimeter & Area of Irregular Figures TTLP

The following lesson is in the format of Thinking Through Lesson Protocol (TTLP), which answers questions about the lesson. This lesson is on finding the perimeter and area of irreguluar figures and is targeted at 4th grade students.  The lesson could be adapted for other grade levels. The lesson provides a specific problem. Students use discovery learning and hands-on activities in order to solve the problems.  Students work in a small group to solve the problems.  Also embedded is a reflection on the lesson after instruction. Also below is a worksheet with an answer key that students will use to guide them through the process.

Lesson Plan: Finding the Area for ELLs

Embedded below is a lesson plan on finding the area for various levels of English Language Learners. Students use different hands-on activities in order to help them find the area. The plan is in the Sheltered Instructuin Observation Protocol (SIOP) format.  The plan is intended for 8th grade, but can be adapted for other grade levels.

Lesson Plan: Color Poem

The following lesson is on writing color poems.  The lesson is in the format of a gradual release of responsibility, where the students slowly gain independence.  The lesson includes reflection on planning and instruction.  Also embedded below is an optional template for writing color poems.

Title: Color Poems
Grade/Subject: 4th Grade Language Arts

Standards:

• 1.4.4.A:  Write poems, multi-paragraph stories and plays.

Objectives:

• Students will be able to write their own color poems incorporating their senses by using a color poem template.

Anticipatory Set:

• Read My Many Colored Days by Dr. Suess aloud.
• Ask students: “What do the different colors represent?  What do the colors show?”
• Feelings and emotions
• State: “We are going to write color poems that will show what colors represent, what they remind us of, and how they make us feel.”

Lesson Plan: The Colonies

The following is a 4th grade lesson on the colonies. The lesson is a subunit of a unit plan on the entire history of the Northeast. This plan connects to state standards as well as the National Council for Social Studies themes and subthemes. The lesson plan utilizes the textbook Harcourt Social Studies: States and Regions. Students do a before, during, and after reading on the textbook and answer questions. Students will then conduct research and create a brochure on the colony of their choice. Their brochure will act as an advertisement trying to get settlers to come to their colony.  The students will also participate in a class KWL, which will take them through the whole unit. A worksheet and rubric for creating the brochure is also embedded. Graphic organizer and rubric can be downloaded on our Teachers Pay Teachers page.

 

Lesson Plan: Wegener's Puzzling Evidence

Title: Wegener's Puzzling Evidence 

Grade/Subject: 8^th Grade Science

Objectives:

·      Students will be able to create Alfred Wegener's super continent by coloring, cutting out, and gluing the land masses together.

·      Students will be able to write a paragraph stating Wegener's hypothesis and evidence to support his hypothesis.

Standards:

·     S8.C.2.1.2 Explain how energy is transferred from one place to another through convection, conduction, or radiation.

·     S8.D.1.1.2 Describe natural processes that change Earth’s surface.

·     CC.1.5.8.A: Engage effectively in a range of collaborative discussions, on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Anticipatory Set: (Approximately first 5 minutes of class) 

Students were taught the following information in the previous class.  They previously read Chapter 1, Section 3: Drifting Continents from their text Inside Earth: Prentice Hall Science Explorer.

Students will do a think-pair-share reviewing the following information.  Briefly answer the questions as a class after the think-pair-share:

·      What was Wegener's hypothesis?

◦      Continental Drift: All continents were once joined together in a single land mass and have drifted apart

·      What was Wegener's evidence for his hypothesis?

◦      Land features (mountain ranges lined up), fossils, and evidence of climate change

·       What was the major issue with his hypothesis?

◦      Wegener could not provide a satisfactory explanation for the force that pushes and pulls the continents.

During the whole class discussion, check for understanding by having students put a thumbs up or thumbs down to show if they agree or disagree after somebody answers the question.

Lesson Plan: Decomposing Fractions

Embedded below is a lesson plan for decomposing fractions. The lesson was taught to 4th grade students. The first plan includes teacher talk and a complete run through of the lesson. The second plan is in the Thinking Through Lesson Protocol (TTLP) format. The TTLP answers several questions about the lesson. The final portion is a reflection on the lesson.

Below are pictures from the lesson:

Lesson Plan & Scenario: Writing Based on Image

The following lesson plan includes a scenario around a fictional student named "Tesay."  Tesay is an English Language Learner who has been struggling in school. The lesson is used for all students in the class, but works around Tesay in order to help her succeed in the regular classroom.

Title: Universal Design for Learning Lesson Plan: Writing Based on Images

Subject and Grade Level: Writing, 6^th grade

Materials Needed:

• Spanish or Creole to English translator (book or computer/Internet program)
• Photographs that students like (personal photograph or a picture from a  magazine/newspaper/ Internet source)
• Whiteboard/markers
• Projector/computer
• Worksheet with chart (characters, setting, problems, solution)

Lesson Objectives:

• Students will be able to write a short narrative based on an image.
• Students will be able to describe an image to a partner orally.

Standard/Benchmark/Indicator:

• 1.5.6.A: Write with a clear focus, identifying topic, task, and audience and establishing a single point of view.
• 1.5.6.B: Write paragraphs that have details and information specific to the topic and relevant to the focus.

Lesson Plan & Scenario: Finding Perimeter and Area

The following lesson plan includes a scenario around a fictional student named "Ernando."  Ernando is an English Language Learner with an Emotional Behavior Disturbance.  The lesson is used for all students in the class, but works around Ernando in order to help him succeed in the regular classroom.

Title:  Finding the Perimeter -- Ernando (Emotional Behavior Disturbance)

Subject/Grade Level: 5th Grade Mathmatics

Objectives:

• Students will be able to find the perimeter of objects around the classroom, using a ruler, measuring tape, or meter stick.

• Students will be able to explain how to find the perimeter of a figure.

Lesson Plan: Early History of Northeastern Native Americans

The following is a lesson plan on the early history of Northeastern Native Americans. The lesson is a subunit of a unit plan on the entire history of the Northeast.  This plan connects to state standards as well as the National Council for Social Studies themes and subthemes. The lesson plan utilizes the textbook Harcourt Social Studies: States and Regions.  The lesson plan includes "teacher talk" that narrates a PowerPoint presentation (which is also embedded below). Students will research a Native American tribe and record their findings on a graphic organizer (which is included in the embedded plan). Students will then transform their findings into a poster and present to the class.  The students will also participate in a class KWL, which will take them through the whole unit. Included is the lesson plan and downloadable slides.

Lesson Plan: Native American Online Scavenger Hunt

Online Scavenger Hunts can be used to introduce topics. By following a PowerPoint presentation with appropriate links, students can be led to various websites that will inform them about certain topics. To help guide students through the websites, it is helpful to provide a worksheet so students can pick out the important information.

The following is a Scavenger Hunt on various Native American tribes, mainly found in the Northeast.  The lesson includes a PowerPoint with links to appropriate websites on Native Americans.  Also included is a worksheet (and an answer key) that guides students through the various websites.

The lesson was intended to be for upper-elementary aged students (grade 4), but the project can be easily adapted for any grade level. The Online Scavenger Hunt can really be used for any grade level that can handle a computer and the Internet.

Response To Intervention Information

The following is a PowerPoint on Response to Intervention. Learn about RTI and the three tiers in the presentation below. Click the "expand" button in the lower right-hand corner to view the larger version and read the notes that go along with the slides.

In order to view the notes and watch the videos embedded into the PowerPoint, please click this link.

 

Lesson Plan: Observations Guessing Game

Title: Five Senses Jolly Rancher and Guessing Game Activity
Grade Level: 4th Grade (can be adapted for other levels)

Objectives:  

• Students will be able to observe using their five senses.
• Students will be able to make a prediction based on their observations.

Procedure:

• Fill brown paper bags with Jolly Rancher hard candy.  Staple the bags shut.
• On a sheet of paper, students will divide the page into 5 sections: sound, touch, smell, taste, and sight. Title the page “Guessing Game.” Students will guess what is in the bag by using their senses.
• Split the students into groups of five. Each student will pick a sense that was labeled on the paper so that each group member has a different sense. Give each group the candy-filled bags.
• Have the students shake the bag.  The student who has the “sound” job is the only one who can describe the noise that the bag makes. The students will write down the description of what was heard on their sheet. Have the students make a prediction about what they think is in the bag based on this observation.
• Next, the “touch” person will open the bag, reach into it, and feel the candy.  The “touch” person will describe what they feel to their group.  Students will record the description.
• The “smell” person will smell the object. If they wish to take it out of the bag to sniff, they may, as long as everybody's eyes are shut.  Students will record their results on their sheet.
• The “taste” person will taste it. Make sure that all the group members' eyes are closed when transferring the candy from the bag to their mouth.  The “taste” person will describe what the object tastes like, and the group will record their results.
• Have only the “sight” person predict what they think is in the bag, using the observations they collected to this point.
• Only the “sight” person can look in the bag and see the candy.  They must describe what they see to their group members without telling them what it is.  The group members will record their observations under the “sight” label.  The non-sight members will now predict what is in the bag using their observations.  After the students make a prediction, they may look at the candy.
• Label the back of the paper “More Observations” and re-write the senses names.  Have the students look closer and deeply analyze the candy using their five senses.  The students must be as descriptive as possible and they should all collaborate and think of words that fit what they observe. Students should write down as many words and descriptions as possible.

Lesson Plan: Identifying Variables with Plant Growing

This lesson is intended to help students identify the differences between independent and dependent variables. 

Title: Plant Growing and Identifying Variables 
Grade Level: 5^th Grade (can be adapted for other grade levels)

Objective: Students will be able to identify variables by setting up a lab experiment.

Procedure:

• Split students into groups of 4.  Each group will plant 3 different cups with pea pod seeds.
• One cup will only contain the pea pod seeds, one will contain the miracle grow, and one will contain the jobe sticks.  Each cup will contain 3 seeds. Students must make sure the same amount of soil is in each cup.
• Students will take care of the plants for 3 weeks. When feeding the plants, they should measure the same amount of water each time and give each plant the same amount of light.
• Student must write down what the independent and dependent variables are in the experiment.
• Students will measure how must each plant has grown everyday for three weeks, and record the results.

Materials:

• Soil -
• Miracle Grow
• Ruler
• Water
• Jobe Sticks
• Measuring Cups
• Pea Pod Seeds
• Plastic Cups
• Light Source

Assessment: Collect the students' writings of the dependent and independent variables and results.

Lesson Plan: Math Battleship and Two-Step Inequalities

The lesson embedded below teaches two-step inequalities for mathematics. The lesson was intended for the 7th grade level, but it can easily be adapted for other grade levels that are focusing on inequalities. The lesson involves a game called "Math Battleship." Students were really excited to play "Math Battleship." The "Battleship" idea can be adapted into other content areas, such as "Vocabulary Battleship." "Battleship" makes for a great review game, but here is a sample lesson as to how I used it in an algebra classroom.
 

 Below is a visual representation of the lesson plan:

Lesson Plan: Introduction to "The Giver"

The following lesson plan is an introductory lesson to The Giver. The lesson was taught to 8th grade Level 2 students. Level 2 students are equivalent to the Level 2 of the RTI scale; they simply need a little more assistance and attention than mainstream students. Although the lesson was taught for a specific grade level, the lesson can be adapted for other grades. The lesson includes a reflection on the instruction that shows the strenghts and weaknesses of the lesson and instruction. Teacher reflections are important, so here is a lesson that includes it! Additional references are also provided.

Title: The Giver Introduction 
Grade Level: 8^th Grade English, Level 2

Objectives

·      Students will be able to create an ideal world in groups.

·      Students will be able to summarize “Welcome to Utopia” or “Who Invented Rules” to a partner.

Standards

·      E08.B-K.1.1.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

·      CC.1.5.8.A: Engage effectively in a range of collaborative discussions, on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Lesson Plan: Fluency & Echo Choral Reading

The following lesson was co-planned with Matt W. and Rachel D.  The lesson uses echo choral reading to help elementary students with reading fluency. The lesson includes background information on reading fluently.

Strategy Lesson: Fluency Using Echo Choral Reading
Grade Level: 2 (can be adapted for other grade levels)

Introduction:      

Fluent reading is the ability for students to read text accurately with no grammatical errors.  Students are able to read text without taking long pauses in between words and are able to fully recite sentences as they appear in the text. Fluent reading also means that if the student makes any errors they are usually small grammatical errors and they are able to fix them up themselves through self-correction.

The strategy we are going to use to demonstrate fluent reading in classmates is choral or echo reading. This strategy is great to allow students to develop fluent reading strategies since the technique helps students to develop a stronger vocabulary including sight words as well as how to properly phrase and construct sentences through learned repetition.

Lesson Plan: Annotated Bibliography

The following lesson teaches annotated bibliographies. This lesson should be used as a minilesson during part of a larger researach unit. The plan includes a worksheet and PowerPoint in the embedded Google Doc.  The lesson was taught to 8th grade Level 2 students. Level 2 students are equivalent to the Level 2 of the RTI scale; they simply need a little more assistance and attention than mainstream students. Although the lesson was taught for a specific grade level, the lesson can be adapted for other grades. The lesson includes a reflection on the instruction that shows the strenghts and weaknesses of the lesson and instruction. Teacher reflections are important, so here is a lesson that includes it!
 

Lesson Plan: Shoe Classification

Title: Shoe Classification

Grade Level: 5th Grade (can be adapted for other grade levels)

Subject: Science

Objectives:

• Students will be able to create a classification flowchart.
• Students will be able to narrow down objects into as many subgroups as possible.

Lesson Plan: Outer Space Vocabulary

The following lesson is a vocabulary lesson intended to be a part of a 3-4 week unit plan on outer space and the solar system.  The lesson is intended for 6th grade, but can be easily adapted for other grade levels.  With this lesson including literary concepts, ideas within this lesson can also be applied to other content.

Title: Outer Space Vocabulary

Subject: Science/Literacy

Grade Level: 6th grade (can be adapted for other grade levels)

Integration of Learning Outcomes: Students will be able to create a booklet on an Outer Space subtopic with definitions, pictures, and examples in groups.

Standards: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

Flipped Classroom Information

The flipped classroom is a new phenomenon that is becoming popular in several schools and classrooms. What is the flipped classroom? Below is a PowerPoint presentation that discusses the flipped classroom and its benefits. The presentation also provides resources and apps that are useful to use in a flipped classroom.

Podcast: Philosophy of Literacy

In the following podcast, Amanda Orr shares her philosophy of teaching literacy at the middle grades level. David DiPasqua Jr. hosts the educational podcast.
 

Here are some of the resources discussed in the podcast:

• Opening Minds, by Peter Johnston 
• Pedagogy of the Oppressed by Paulo Freire

Video Lesson: Area

The flipped classroom is becoming increasingly popular. Here is an example of a lesson that could be used for a virtual classroom. It also might be beneficial to post on a class website for students to use as a resource while they complete their homework.

The lesson below teaches how to find the area.  It is intended for fifth grade, but could be used for any grade level covering area.

 

The video was created on a site called Educreations.  It is available online and as a free app in the iTunes App Store.  On the program, teachers can create slides, narrate, record, and upload their lessons.

Lesson Plan: Maniac Magee (Chapters 1-4), Semantic Mapping, Vocabulary

This is a jammed-packed lesson, as it is part of a unit plan. The lesson plan has three lessons in one: a before/during/after reading of the first four chapters of Maniac Magee, a lesson on semantic mapping, and a lesson on vocabulary from Maniac Magee. The three lessons were intertwined to create part of a unit plan. The lesson is intended for sixth grade students, but can be adapted for any grade level reading Maniac Magee. The lesson also includes outside sources and a reflection on planning.  The lesson is embedded below.

Lesson Plan: Math Angles Vocabulary

The following is a math vocabulary lesson on angles. The lesson can be easily adapted for any grade level that is covering the vocabulary terms.

You can download the Vocabulary Handout on our Teachers Pay Teachers Page.

Lesson Plan: Making Predictions Picture Book Activity

The following lesson plan involves making predictions.  The lesson is intended to be a literacy lesson for science, but can be adapted to language arts and other subject areas.  A science picture book is used, but the lesson can be adapted to any other book, preferably a children's book.

Title: Picture Book Read Aloud and Prediction Making 

Subject: Science/Language Arts; can be adapted for any subject

Grade Level: 5^th Grade, can be adapted for other grade levels.

Objectives: Students will be able to make predictions based on what occurs in the text and illustrations.

Procedures:

• Show the students the cover to the picture book Oh No! (Or How My Science Project Destroyed the World).  Based on the what is on the cover only, have the students make predictions about what they think the book will be about.  Have them predict setting, characters, problem, solution etc.  Students will predict as many things as possible, even though they know nothing about the story.

• Read the story out loud and show the students the illustrations (most of the story is illustations).  Every couple pages, ask the class to predict what will happen next.  Have them write down their predictions, and have a few of them share their predictions.

• After reading a few more pages, ask if their predictions were correct.

• Continue the process by modifying predictions and checking their predictions by reading on.

Materials:  Picture Book: Oh No! (Or How My Science Project Destroyed the World).  This lesson can be adapted to any book.  If you are planning on using this lesson plan for a science class, here is a list of other science fiction picture books that the lesson could be adapted to.

Assessment:  Listen to the students who are sharing predictions out loud.  Then, collect the lists of the students' predictions.

Lesson Plan: Metric Olympic Games

The Olympics start tonight! The Metric Olympics are not only timely for the Olympics, but are also a great way to teach students about the metric system and conversions! Our lesson plan for the Metric Olympics is broken into five unit lesson plans, which will be posted separately. The entire unit plan is intended for sixth grade, but can be adapted for any middle-level grade. The following lesson is the final part of the unit that involves "Olympic-like" games.

Click the following links for each part: Part I, Part II, Part III, Part IV, Part V

Title: Conclusion: Metric Olympic Games

Grade Level: 6th, can be adapted for other grades

Subjects: Science/Math

Lesson Plan: Metric Olympics Classroom Measuring

The Olympics start tonight! The Metric Olympics are not only timely for the Olympics, but are also a great way to teach students about the metric system and conversions! Our lesson plan for the Metric Olympics is broken into five unit lesson plans, which will be posted separately. The entire unit plan is intended for sixth grade, but can be adapted for any middle-level grade. The following lesson is the fourth part of the unit that involves measuring objects in the classroom.

Click the following links for each part: Part I, Part II, Part III, Part IV, Part V

Title: Part IV: Measuring Around the Classroom

Grade Level: 6th grade, can be adapted for other grade levels

Subject: Science/Math

Objectives:

• Students will be able to measure various objects or liquids using meter sticks, graduated cylinders, and balances.
• Students will be able to make basic conversions of the metric system.

Lesson Plan: Metric Olympics Conversions

The Olympics start tonight! The Metric Olympics are not only timely for the Olympics, but are also a great way to teach students about the metric system and conversions! Our lesson plan for the Metric Olympics is broken into five unit lesson plans, which will be posted separately. The entire unit plan is intended for sixth grade, but can be adapted for any middle-level grade. The following lesson is the third part of the unit that involves converting.

Metric Conversion Table

Click the following links for each part: Part I, Part II, Part III, Part IV, Part V

Title: Part III: Converting using the Metric System

Grade Level: 6th Grade (can be adapted for other grade levels)

Subjects: Science/Math

Objectives:  Students will be able to convert basic units within the metric system by using the metric conversion table.