Ed 411: Teaching Children Mathematics Fall 2012

INSTRUCTIONAL PLANNING TEMPLATE: ED 411 Culminating Performance Assessments: Leading a whole class discussion & assessing students Your name: Title of lesson/activity: Teaching date(s) and time(s): Kristen Welton Musical hyperbole March 27, 2013 Overview Students will be continuing to edit their poems by adding hyperbole into their poems. They will listen to music and find hyperbole in the songs. After they have studied hyperbole they will add it to their own poems.

Overview: Provide a short description (23 sentences) of the lesson/activity. Be sure to include a description of the mathematical task. Estimated time for lesson/activity: Context of lesson: Sources: List the source(s) you used in the creation of your lesson plane.g., Everyday Math Grade level and school:

35 minutes Students have been writing their own narrative poems. Ann Arbor Curriculum

4th grade Burns Park

Learning Goals Learning Goals List the learning goal(s) you have for your students. Use measurable behaviors that can be linked to the assessments. Students will be able to revise and proofread a poem by incorporating onomatopoeia, repetition, hyperbole, and personification. Connection to Standards State the content expectations from the Common Core State Standards that you address in your lesson. Connection to Activities

W.PR.04.04 revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve sequence and flow of ideas (e.g., arranging paragraphs, connecting main and supporting ideas, transitions).

N/A

Ed 411: Teaching Children Mathematics Fall 2012

Anticipating student ideas: Explain what you think will be students prior knowledge about the content, including the alternative ideas or challenges you anticipate students might face and how you plan to work with each of these challenges during the discussion. Also explain your ideas about how students are likely to respond to the tasks in the discussion and how you might use these likely responses to focus students on the intended content. Making the content accessible to all students: Describe how you will help ALL students engage productively in the lesson. This includes identifying assumptions made during the lesson about students prior experiences, knowledge, and capabilities; making the representations, explanations, and/or vocabulary accessible and meaningful to all students; and making connections to students personal, cultural, and social experiences during the lesson, if appropriate.

Attending to the Learners Students will have prior knowledge about revising writing. They might have some prior knowledge about hyperbole. Since they might not I will go through the definition of hyperbole before we start listening to songs. Students might have some trouble listening to songs and finding the hyperbole in them. Therefore, after listening to the songs I will give them a few minutes to find hyperbole before sharing out to the class.

Students will listen to songs and read them on a sheet of paper. They will get some time to work independently. If they have trouble we will be sharing out ideas to the class so that they can hear what they should have noticed. Students add hyperbole to their own poems. They can add an exaggeration that makes sense to them and fits into their poem.

Assessments Type of Assessment: End-of-discussioncheck Learning-Goals Connection I will collect students rough draft at the end of the narrative poems. To assess the days work I will collect the students music that they found hyperboles in.

Material s:

Instructional Sequence ***You need to bring a copy of the problem and end of discussion check for each student in your class***

Ed 411: Teaching Children Mathematics Fall 2012

Tim e

Main components

Communicate HOW, not just WHAT, you plan on teaching, and provide enough specificity that someone else could teach from your plan. This includes scripting the key questions you plan to ask.

Steps Describing What the Teacher and Students Will Do:

(including management considerations)

Notes and Reminders

4 min

Set-up:

What will you say and do to engage the students in the problem? Being explicit about norms, directions, and language is one way to attend to students cultural/linguis tic resources and attend to the learning of all students. 25 min

I will discuss that hyperbole is an intentional exaggeration. I will pass out the lyrics to three songs: Today was a Fairytale A Year without Rain Firework Good Feeling I will play the first song to the whole class.

Pass out lyrics to songs and download songs on phone to play for the class.

Independen t work on problem:

Describe what you will be attending to and recording in your notes while monitoring.

Students will listen to the first song. They will be given a few minutes to underline where there is a hyperbole. We will share examples as the class. I have an overhead of the songs that I can underline so that students can see a copy at the front of the class. We will repeat these steps for the next three songs (possibly less if we run out of time). I will model putting hyperbole in a narrative poem. Students will put hyperbole in their poem. Students will add hyperbole to their own poem. They will turn in the lyrics to songs where they highlighted where the song uses a hyperbole.

Have overheads of the song lyrics.

5 min

Conclusion:

(Describe an aspect of the mathematics or the nature of the discussion you would like to be able to use to conclude the discussion. You may need to conclude with a different statement if the discussion does not go as planned.)

Students should turn in song lyrics with hyperboles underlined.

1 min

End-ofdiscussion check

I will assess student work by looking at students worksheets with song lyrics. Secure Student found at least 2 places where

What task do

Ed 411: Teaching Children Mathematics Fall 2012

Tim e

Main components

Communicate HOW, not just WHAT, you plan on teaching, and provide enough specificity that someone else could teach from your plan. This includes scripting the key questions you plan to ask.

Steps Describing What the Teacher and Students Will Do:

(including management considerations)

Notes and Reminders

you plan to use to assess some aspect of their mathematical learning from the discussion? What will you say and do to get students working independently on the problem? What will you say to students to ensure that you get data that you can use to assess individual students mathematical learning?

the artist used hyperbole. Developing Student found one example of where the artist used hyperbole. Beginning Student did not find any hyperboles.

Learning goal for self:

State at least one learning goal that you have for yourself, with regard to your teaching. In other words, what are you working on to improve your teaching practice?

Reflection on Planning I want to make sure students are recording where there is hyperbole in the song and not just listening to the songs.

Preparing to teach this lesson:

Describe the things you did in preparation to teach this lesson. For example: practiced the activity with the actual materials, answered the worksheet questions myself, thought through timing, researched materials, etc.

I will circulate around the room as students are finding hyperbole in the songs. This way I can make sure students are still working and thinking while listening to songs.