Tag Archives: Education

Contractions (Lesson Plan)

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 I really enjoyed this game. The kids get to get out of their seats and can practice contractions at the same time! I’ve done this game successfully with third graders and sixth graders, so it can pretty much work with any group who needs a review of contractions (helpful for ELL students).
Context
Name: XXXXXXX                            Date: March 18, 2009                         Grade level: 6th – 3rd 
Subject/topic: Contractions                 Length/minutes: 20-30 minutes          Group size: whole class
Sequence: ongoing
Purpose
Standard/core: Standard 8, objective 4, indicator a
Standard 8 Writing-Students write daily to communicate effectively for a variety of purposes and audiences.
Objective 4. Edit written draft for conventions.
a.Edit writing for correct capitalization and punctuation (i.e., capitals in holidays, titles, dates, greetings and closings of letters, personal titles, contractions, abbreviations).
Learning goal: Students will understand how to form contractions with the word not.
Major concepts:
Contraction: a shortened form of two words; making two words into one
Apostrophe: shows where letters have been taken out (in most contractions with not, it takes the place of O.)
Contractions:  is not – isn’t
                              are not – aren’t
                              was not – wasn’t
                              were not – weren’t
                              have not – haven’t
                              has not – hasn’t
                              had not – hadn’t
                              do not – don’t
                              does not – doesn’t
                              did not – didn’t
                              will not – won’t   apostrophe takes out two letters: n and o.
                              cannot – can’t      apostrophe- three letters disappear an the o changes position
Assessment
Given a worksheet, students will be able to write the correct contraction form of the word with 80% accuracy.
Management
Self starter: none
Expectations: Sit and raise hands (no calling out) even when on the carpet; Students will focus on the topic; No sharpening pencils, getting out of seats going to the bathroom during the lesson.
Procedures: work with your table buddy; raise hands to speak.
Fast finisher: write a story using contractions on the back of your paper.
Instructional Strategies

Attitude Orientation:You probably already use contractions more than you realize. What are some common phrases that use contractions? (example: Don’t do that!)

Tell objective: “Today, are going to see how many contractions we can make. At the end, you’ll have to be able to tell me the contractions that go with a set of words, so pay attention!”
Schema Orientation:
There are times when we do not want to say two whole words, so we shorten them and make a contraction.
Explain definition of contraction (making two words into one).
Explain that an apostrophe (takes the place of missing letters) is used to shorten the words.
Let’s go over some of the most common contractions and see what they mean. Place word card pairs on the board. State two words and see if students can name the contraction before you put the card on the board.
Now let’s see if we can find some in this paragraph. Read the paragraph out loud (taking turns reading aloud) and have students raise their hands when they think they see/hear a contraction.
Please come sit on the carpet up front. We have a game to play after we write some of our own contraction sentences. Please do not talk to your neighbor so we will have time to play our game.   As a class, use interactive writing to construct sentences or a story using contractions. Have students take turns writing the sentences. Teacher can write parts of the sentence to help speed up process, but be sure that students are writing the contractions. Be sure to point out apostrophe placement in each contraction and double check spelling of contractions so students can see which letters are left out of the contraction.
Example: Let’s write a story using the following prompt: “Don’t do that,” Jimmy’s mother yelled.
    Discuss what Jimmy’s mom could be warning him not to do, then let students write a story while sharing the pen. Have students help contribute ideas. Try to engage every student and use ideas form many students to write the story.
Now we have a game to play. Contraction Bases: Place signs with contractions around the room. Use the word cards from the beginning of the lesson to help you choose bases.
Activity:
Model/Explain: Now that we understand contractions, let’s play our game. I have put contraction signs up around the room. By the time I count to 5, find a contraction base to stand by. Don’t move until I start counting. You must be frozen at a base by the time I’m done counting.  (This game is similar to the classroom game “corners”.)
            Check for understanding:
            As you call out words that form contractions (to get student out of the game), check to make sure students know the corresponding contraction. Have students point to the contraction that goes with the set of words.
Then play the game ! Have students who are out sit at their desks and be “Freeze Police” that make sure everyone is at a base when you get to 5. You can also have students help choose the base. Start over after calling a few bases to let everyone participate. When students get out, they can help you choose a contraction to call.
Independent practice:
Have students go back to their worksheet and ask students to write the contraction that goes with each set of words. Remind them about the fast finisher (write a story using contractions on the back of your paper).
Closure: Lead a class discussion about why people use contractions. When would you choose to use a contraction over a formal set of words?
Accommodations
            Visual learners- word cards
            Kinesthetic learners- active game
            ELL students- word cards with oral language
Resources
Word cards
Large writing paper
Markers
Easel
Signs for game
Worksheet
Reflection
Step 1: (Instruction and Management) What went well? What should be improved?
Step 2: (Student Learning) What did the children learn? How do you know?

Fractions are Everywhere! (Lesson Plan)

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This lesson was kinda fun. It shows students that you can find fractions everywhere… even in Hershey’s chocolate bars.  I wish I had been rich and could give each student their own chocolate bar to give the lesson extra punch, but alas, I am a teacher… 
 
Context
Name: XXXXXX                         Date: March 12, 2009                         Grade level: 3rd
Subject/topic: Fractions                Length/minutes: 20-30 minutes          Group size: whole class
Sequence: ongoing
Purpose
Standard/core: UtahStandard 1, objective 2, indicator b
Standard 1
Students will understand the base-ten numeration system, place value concepts, simple fractions and perform operations with whole numbers.
Objective 2
Use fractions to communicate and compare parts of the whole.
a.   Identify the denominator of a fraction as the number of equal parts of the unit whole and the numerator of a fraction as the number of equal parts being considered.
b.  Define regions and sets of objects as a whole and divide the whole into equal parts using a variety of objects, models, and illustrations.
Learning goal: Students will understand that they can make fractions out of anything.
Major concepts:
Fraction- part or portion of a whole
Denominator- bottom number of a fraction; the number of pieces in the whole  
            Numerator- top number of a fraction; number of pieces we are looking at
            Equivalent fractions- same size; equal fractions; fractions with the same portion of the whole shaded
Assessment
Given a worksheet, students will be able to draw a fraction (illustrated with objects of their choice).
Management
Self starter: none
Expectations: Sit and raise hands (no calling out); Students will focus on the topic; No sharpening pencils, getting out of seats going to the bathroom during the lesson.
Procedures: work with your table buddy; raise hands to speak.
Fast finisher: Color your picture if you finish early.
Instructional Strategies

Attitude Orientation: You probably already use fractions more than you realize. Name some ways you personally have used fractions…

Tell objective: “Today, are going to see how many things we can make fractions out of.”
Schema Orientation:
Using a Power Point Slide, show pages from The Hershey’s Fraction Book that illustrate common fractions. Use the following outline to help move through the Power Point. Italics indicate speech.
Slide 2: Picture of a Hershey’s candy bar. The candy bar is the whole.
Slide 3: How many pieces make the whole? Wait and let students count the pieces in the bar.
Slide 4:Point out each piece. 12 pieces make up the whole.
Slide 5: How do we write this as a fraction?
Slide 6: Since we just counted 12 pieces, that’s how big each piece is, 1/12 of the total. The total number of pieces goes at the bottom. Remember how we used the cubes yesterday during centers? The denominator told us which size piece we had. That’s our denominator, which goes on the bottom of the fraction. (Write it on the board). Now for the top of the fraction. How many do we have? We just counted 12, so that’s the numerator. (Write it on the board).
We can use this candy bar to make more than one fraction.
Slide 7: If we eat one piece, what fraction of the bar is left?
Slide 8: Let’s see. There are still 12 pieces total, so that’s our denominator. (Write it on the board). But our numerator has changed. Now how many are there? There are 11 left. So what’s the fraction left? 11/12.
Slide 9: Can we make fractions out of other things?
Slide 10: discuss how there are 5 cows on the page, and one of them is brown. 1/5 of the cows are brown.
Slide 11: Is there anything else that we can make into a fraction?
Slide 12: Cacao beans. Explain how 1/8 of the beans are falling out of the tree.
Slide 13: So, you can make fractions out of anything!
Activity:
Model how to use manipulative:
For example, if I found these leaves on the ground, I can make a fraction out of them. Put them on the board and show how to make a fraction. Model finding the total, and then the number that are different (example: 3 of the 9 leaves are orange). Give students the thought process behind finding a hidden fraction in a set of objects.
Since we just learned that we can make fractions out of anything, let’s try to make some.
(Pass out bags of objects- one per student).
 Slide 13:Find the hidden fraction in your set of things.  Teacher may want to suggest ways to look at fractions (by color, by type of object, etc.)
            Check for understanding:
            As students make their hidden fractions, walk around the room and see if students are understanding the concept.
Independent practice:
Slide 14: Draw a picture of the fractions on your worksheet.
Pass out worksheet and ask students to draw objects of their choice to illustrate the fractions.
Closure: Lead a class discussion about the importance of fractions and the ways we see them in everyday life. So now that you know how to make anything a fraction, see how many fractions you can find around you every day! 
Accommodations
            Visual learners- Power Point visuals, charts, drawing assessment
            ELL students- Modeling, pictures to match the words, hands-on activities
Resources
Power Point presentation
Projector
Computer
Manipulatives
Worksheet
Reflection
Step 1: (Instruction and Management) What went well? What should be improved?
Step 2: (Student Learning) What did the children learn? How do you know?
What have you found helpful when teaching fractions?

Division Using Arrays (Lesson Plan)

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This lesson plan uses arrays to explain division. If you don’t have the “Array A Day” worksheets, you can use regular graph paper to help you draw arrays. 

Division Using Arrays
Context
Name: XXXXXXX                            Grade level: 3rd                     Group size: whole class
Date: March 10                                   Length: 20 minutes                 Sequence: introductory
Subject/topic: Division using arrays
Purpose
Standard/core: Standard 1, Objective 3a

Demonstrate the meaning of multiplication and division of whole numbers through the use of a variety of representations (e.g., equal-sized groups, arrays, area models, and equal jumps on a number line for multiplication, partitioning and sharing for division).

Learning goal: Students will know how to see a division problem in an array.
Major concepts: Arrays can be divided into groups of a certain size, or into a certain number of groups.
Assessment
Given a blank array worksheet, students will be able to divide the array into groups of a size and a number of groups.
Management
Self starter: N/A
Expectations: raise your hand to talk
Procedures: Watch the teacher and do what the teacher does on your own paper.
Fast finisher: draw more problems on the back of your worksheet
Instructional Strategies
Anticipatory set: “We have been building arrays with multiplication problems, but is there a way to divide an array?”
Tell objective: “We are going to learn what how to break up or divide an array into groups. Division is easier than you think!”
Instructions:
Input: “Let’s say we have a problem that looks like this… (write “18 divided by 3”)When we first look at a division problem, there are two parts we need to identify. The first number tells us the number of groups we have. There are 18 dots. So draw in 18 dots.”
           
Modeling: Write out the problem. Identify and label the parts. Draw in the dots (3 rows of 6 in each) on the array sheet.
           
Check for understanding: “Which one of these positions tells us how many we have? Show me with your fingers which spot has the total?”
                       
Input: “The second spot tells us how we are going to group the dots. This says 3, so we want 3 groups. How can we make 3 equal groups?”
           
Modeling: Circle the dots so there are 3 groups of 6 dots each.
           
Check for understanding: “Show me with your fingers how many groups we have. How many dots are in each group?” Watch to make sure students have the correct numbers.                     
Input: “Now where do we write our answer? On the line. The answer is 6, so we write that on the line. Now what’s cool about this? Look at your picture and see if we can group them another way, maybe using the number 6. Look! We can also make 6 groups of 3 each!”
           
Modeling: draw circles around groups 3 each. There should be 6 total groups.
           
Check for understanding:  “So, How many equal groups can we make with this problem? Show me with your fingers.”
Guided Practice: done as teacher does it on the overhead.
Independent practice: Have students do their own problem using a new worksheet (20 divided by 5)
Closure: “So now that we know what to do when we look at a division problem, we won’t be as scared, huh? We can use our array sheets to solve the problem.”
Resources
Array-a-day worksheet (2 copies per student)
Overhead worksheet, pens
Reflection
What went well?
What didn’t?
Improvements for next time?
Anyone else have good ideas for teaching division with arrays?

Geometry: Intro to Angles (Lesson Plan)

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I love teaching geometry. It’s the most fun of the math categories, in my opinion, since there’s so much geometry around us in the classroom every day! This is one way to introduce the basic types of angles. I’ve also used Bendarooz (wax sticks) to teach angles, but this lesson plan was from before I discovered those.


Context
Name: XXXXX                                  Date: March 25, 2009                         Grade level: 3rd           
Subject/topic: Angles                          Length/minutes: 20-30 minutes          Group size: whole class
Sequence: Introductory
Purpose
Standard/core: UtahStandard 3, objective 1, indicator d
Standard 3 Students will describe and analyze attributes of 2-dimensional shapes.
Objective 1Describe and compare attributes of 2-dimensional shapes
d.      Identify right angles in geometric figures, or in appropriate objects, and determine whether other angles are greater or less than a right angle.
Learning goal: Students will be able to identify right, obtuse and acute angles.
Major concepts:
Right angle: an internal angle which is equal to 90°
Obtuse angle: an internal angle which is greater than 90°
Acute angle: is an internal angle which is less than 90°
Angle: Two rays that share the same endpoint
Assessment
Given a worksheet with pictures, students will be able to identify angles with 100% accuracy.
Management
Self starter: none
Expectations: Sit and raise hands (no calling out); Students will focus on the topic; No sharpening pencils, getting out of seats going to the bathroom during the lesson.
Procedures: come back to desks when activity is over; raise hands to speak.
Fast finisher: make a list of things that have right angles.
Instructional Strategies

Attitude Orientation: (transition from lines lesson) We learned yesterday about lines, rays and points.  What happens when a line shares a point? Well…

Tell objective: “Today, are going to learn the about different angles.”
Schema Orientation: When you have two rays that share the same endpoint form an angle. How do you say “angle” in Spanish? (ángulo)
There are three basic kinds of angles…
Right angles:
            Put up word card that says “right angle” so students can see how the term is spelled.
            Draw a picture of a right angle.
Explain that when you draw a right angle, you can put a square I the corner to show that it has 90 degrees. You haven’t learned about degrees yet, but just know that there are 90 degrees in a right angle.
Have students stand up and make a right angle with their arms.
–          put one arm out sideways
–          then put your other arm straight up
Obtuse angles:
            Put up word card that says “obtuse angle” so students can see how it’s spelled.
            Draw a picture of an obtuse angle.
Explain that obtuse angles have more degrees than a right angle. They have to have more than 90 degrees to be obtuse angles.
Have students stand up and make a obtuse angle with their arms.
–          put one arm out sideways
–          then put your other arm leaning to the other side
Acute angles:
Put up word card that says “acute angle” so students can see that it’s an acute angle (not a cute angle).
            Draw a picture of an acute angle.
            Explain that acute angles are smaller than right angles, so they have less than 90 degrees.
Have students stand up and make a right angle with their arms.
–          put one arm out sideways
–          then put your other arm across the body to the side of the first arm
Activity: Now we’re going to go on an angle search. Pass out note cards and have students draw right angles in the corners.
Have students go around the room and use their note card to see if angles in the classroom are greater or smaller than the right angle on their note card.
Model how to compare the note card angle to something in the classroom such as a book, or edge of other supplies.
Check for understanding: Let the students have a few minutes to explore the angles in the classroom. Guide the class by having each student find a right angle, then an obtuse angle, and finally an acute angle. Have students find an angle and call on students to show the class their angle.
             
(Independent practice: Have students practice drawing angles.)
Assessment: pass out worksheet that asks students to label different angles as right, acute an obtuse.
Closure: Lead a class discussion about where you can see angles in everyday life.
Accommodations
            Visual learners- Power Point visuals, picture of the angles, drawing assessment
            ELL students- Modeling, word cards, picture of the angles
            Kinesthetic learners- use arms to make angles
           
Resources
Word cards
Notecards
Worksheet
Reflection
Step 1: (Instruction and Management) What went well? What should be improved?
Step 2: (Student Learning) What did the children learn? How do you know?

Best Practices- 1

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I have asked experienced teachers for their advice and tips to new teachers. Here were some suggestions:

1.       Have an opening to every class- having the same one/ having a routine gets kids focused.
2.       Use a grade-appropriate nonfiction book to know how much content to teach (ex: science).
3.       Stretch in the middle of the day to let kids get their wiggles out, and blood circulating. 
4.         Fluency buddy tests- every day, have students get with a partner and do a one minute fluency test. Don’t keep track of word count, but get students used to reading out loud for a minute.
5.       Use Promethean Board to do grammar worksheets as a class. Students can edit sentences and choose correct words with Promethean pens.
6.         After each daily journal entry, have students put a star/other symbol to tell teacher and student entries apart.
7.         Have students sign usage contracts before they use special equipment (especially if it will be in the classroom all year).
8.         Have students color in and write fractions for quart jar and clock amounts. (Core: This helps students learn that there are 4 cups in a quarter and that an hour can be broken into 15 minute segments.)
9.         Teach north, south, east and west by changing directions to pass in papers (“Pass your papers to the North today.”).
10.     Count down until the class should be silent. “I want silence in 5…4…3…2…1… quiet.”
11.     Save online activities/web pages to a class website so frequently used pages will be easy to get to.
12.    Have a box or crate set aside for library books. Then when your class goes to the library all books are together for turn in.
13.    Word of the week: a word to focus on; up on a chart for the entire week; after each week, the word goes on the word wall.
14.    Sanitation Duty- each week, a student is assigned to be on sanitation duty. They collect all of the trash cans and put them in the hallway for the janitor at the end of the day.
15.    Rotation game- Give each student a worksheet and have them leave it on their desk. Then each student brings their pencil as they rotate around the room and answer the questions on the worksheet.
16.    Good news- each student gives a piece of good news on their assigned day of the week. This helps address the state core (oral language).
17.    Classroom electrician- in charge of turning on/off the lights when needed.
18.    New students: have old students tell the new students the rules (this is a good review for old students).
19.    Editing – have students edit their work from the beginning of the year. This shows improvement and improves editing skills.
20.   Wait time for questions- wait a few seconds before calling on a student; allow other students time to think about the question. Tap your leg 5 times to count 5 seconds before calling on someone.

Thank you to my teacher friends who helped me put this together!

My Teaching Philosophy Statement

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I have often been asked how I feel about a certain aspect of teaching, or to express my philosophy of teaching. It’s hard to write into one sentence, or even a small paragraph, because there are so many aspects to education. However, I found it a very helpful and reflective experience to write what I believe about teaching. You should try it- take a few minutes and jot down what you believe! It’s pretty liberating.  My statement isn’t perfect, and it will continue to evolve as I spend more time teaching, but here’s what I’ve got for now:

Personal Philosophy
“A hundred years from now, it will not matter what my bank account was, the sort of house I lived in, or the kind of car I drove. But the world may be different because I was important in the life of a child.”
·    The best classrooms are those with an informed and loving teacher, curious students, supportive parents and administrators and a “safe” learning environment.
·    Teaching is an opportunity to love children and empower them.
·    As a teacher, it is my goal to make each child feel loved and valued, empowered and capable of success. 
·    All children need and have the right to feel appreciated and treasured.
·    All children have the right to know what is expected of them. 
·    Students need to be free to exercise creativity within set guidelines. 
·    Students have the right to ask for help and alternative styles of content presentation. 
·    Students learn the best through positive encouragement and love. When I have shown true interest in the success of students, they want to succeed more.
·    Students have the right to choose aspects of their learning activities. 
·    Students have the right to ask questions without fear of being judged negatively. Teachers should respond respectfully.
·    Parents should support their children and their children’s teachers.
·    Parents have the right to know what is being taught in schools.
·    Teachers have the right to ask other teachers and administrators for help without being judged.
·    Teachers have the final say in deciding classroom policies and procedures. 
·    Teachers have the right to know if parents have concerns about teachers or teaching. These concerns should be addressed quietly and respectfully of all parties involved.
·    Teachers are people too. They deserve respect and understanding that they have lives outside their classrooms.
·    Teachers should be able to show love for their students without fear of accusations (for misbehavior). 
·    Teachers have the right to explore creative teaching methods. 
·    The community has a responsibility to help teachers create the best learning environment for children.
·    It is important to make a positive difference in the life of every student.
·    My objective as a teacher is to provide my students with the intellectual skills to analyze the world around them.

I’m sure I’ll think of things to add as I’m falling asleep tonight, but this is a start. Please share your thoughts with me! I’m grateful to the teachers who have taken the time to share their thoughts and experiences with me in the past, and have helped me learn and grow as an educator.

The Blender

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I absolutely love this poem!
blender poem sticker

Theory: Behaviorist

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All of my education professors recommended gobs of books for us to buy and have in our teacher resource library (like I have money to go out and spend). There was only ONE that I actually read… and then went out and bought (4 copies, actually, for myself, mom and sister who are also teachers, and for my best friend). It’s called The First Days of School by Harry K. Wong and Rosemary T. Wong. If you’re not a spender, check it out from the library or look at a thrift store (I have seen them at thrift stores and been tempted to buy another copy for myself or to give as a gift). But whatever you do, READ THIS BOOK. It’s an easy read (trust me) and you won’t regret it.
Key Ideas
§         The Teacher
o        The first days of school make or break you.
o        Nobody really trains you on how to handle the first day of school.
o        Ask veteran teachers to help you to know what to do or say. What are the school policies?
o        Get to know all of your colleagues.
o        Create good habits and LISTEN to all the advice you get.
o        Be flexible and adaptive.
o        Do research on what you want to know. Then apply the research you found into actions.
o        Be a decision maker.
§         Positive Expectations
o        What you expect to happen, will.
o        Negative expectations can lead to personal and student failures.
o        Students tend to learn as little or much as teachers expect them to.
o        Celebrate the first day of school and make it a positive experience for students.
§      Have a party
§      Hang banners, welcome signs.
§      Greet students at the school door when they get off of the bus. Let them know you are excited to have them there.
§      Greet students as soon as they walk in your classroom. Say your name, grade, and make sure they are in the right place. Then make sure they are able to find their seats right away.
§      Dress professional – students will treat you how they see you.
§      Be inviting, smile, create an environment where students can succeed.
§         Classroom Management
o        MANAGE, don’t DISCIPLINE
o        Make sure everything is organized in the classroom.
§         Students
§         Work
§         Materials
o        Have very little wasted time during the day.
o        Have the class very task-oriented.
o        Make sure the work is ready to go as soon as the bell rings.
o        The room is positive, the teacher is positive. Don’t over-decorate your classroom!
o        Prepare floor, bookcases, walls, desks, student area, teacher area. Make sure everything is organized!
o        Procedures must be rehearsed every day. Explain, Rehearse, Reinforce classroom procedures.
o        Have specific and general rules.
o        Discipline, Behavior, Routine
o        Make sure rules are posted and they can be altered to fit the class.
o        Have a rewards and penalties system.
o        When you see violation of rules, immediately issue the consequence. Do not stop class instruction.
o        Get parents and administrators involved.
o        Have high expectations for classroom rules.
o        Procedures are important for students because they answer questions. “when do I do this” “What do I do for this”…..
*Behaviorists are very task-orientated. Procedures! They are about classical conditioning (Pavlov’s Dogs). Have routines in classroom that the students will know by heart. When bell rings, they know to get to work*
§         Lesson Mastery
o        Have them in engaged working (involved) 75% of the time.
o        Increase student work time.
o        Ask yourself what students need to learn, not what the test needs them to learn.
o        Use lots of verbs when writing assignments and tests.
o        Show examples.
o        Use cooperative learning (group work)
§         The Professional
o        Are you a worker (goals towards making money) or are you a leader (goals for enhancement and progression).
o        We have to choose what our goals are.
o        Continue to education yourself
§         Go to workshops
§         Join support groups
§         Observe and do research
§         Take risks

Application for Teaching
Gave specific examples on how to prepare yourself when school starts, even on what to say as the students walk through the door for the first time. Always improve yourself. The more organized you become, the more task-oriented the class will become.  By setting procedures in the classroom and practicing them every day, it will create a successful environment. Establish and maintain rules.