Video Lesson
_______________________________________________________________________________ Grade Level: 1st
Instructor: Jamie
Ferguson Grade Level: 6th
Lesson Title: Finding
Area of Triangles
Date:
April 8, 2013
Curriculum Area: Math
Estimated
Time: 1 hour
Standards Connection:
CCSS.Math.Content.6.G.A.1 I: Find the area
of right triangles, other triangles,
special quadrilaterals, and polygons by composing into rectangles or
decomposing into triangles and other shapes; apply these techniques in the
context of solving real-world and mathematical problems.
Learning Objective:
The
students will apply the formula ½ (Base*Height) to finding the areas of all types of triangles.
The
student will recite multiplication table facts quickly when asked during the
game Around the World.
Learning Objective stated in ‘kid-friendly’
language:
Today
we will be reviewing how to find the area of a triangle using the formula 1/2
(base* height).
Evaluation of Learning Objectives:
The students will complete a maze completed by finding the area of triangles when given the worksheet.
Engagement: Around
the World
Today
we are going to be practicing finding the area of a triangle. You find the area
by multiplying ½ base times height so I think we should review our
multiplication times tables. To do this, we will be playing the game Around
then World. Wait for students to call out, they may say “oh! I’ve played
that” or “what? I’ve never heard of it” We can’t start playing until
everyone is quiet. Now I know some of you have played before/now since no one
has played before listen while I explain the rules.
I have
a list of multiplication times tables in my hand. We will start over in this
corner with student 1 and student 2. I am going to use you both as the
example. When it is your turn you will stand up, both of you stand up, and I
will ask the multiplication question, for example what is 2 x 2. The first
person to answer will be the winner and the student who did answered second
will sit back down in their seat. The winner will move to the next desk and a
new competitor will stand up. We will keep doing this all the way around the
room, with the winner moving on each time.
Now in
order for this to work, you will need to be really quiet when it is not your
turn. If you are talking I won’t be able to hear who answers first and we won’t
be able to pick a winner. If there is a tie, I will ask another question to the
same students.
The game will begin and the rules
stated will be followed. If the class gets out of hand the game will end
immediately, but if it continues to go well it will continue until each student
has had a chance to participate. A winner will be chosen at the end of the
game.
All
right well it looks like ____ is the winner of this game! If you didn’t win,
don’t be upset because we may be playing it again soon, and if we have time at
the end of our lesson we can play again.
Learning Design:
1. Teaching
The students should be familiar with the process of finding the area of
a triangle. To review the steps I will create a triangle on the Promethean
Board and walk them through the steps of finding the area. I want the students
to see the relationship between the area of a rectangle (bh) and the area of
triangles (1/2 bh).
Raise your hand if you can tell
me what the formula is for finding the area of a rectangle. Wait and call on a student yes! Base
times height write formula on the
Promethean board. Now Lets look at a rectangle. Raise your hand and tell me
what you notice about this rectangle. Students
should notice that it is made up of two triangles. If they do not notice,
mention it to them and see if they also recognize that. Now since we know a
rectangles formula is base times height, and a triangle is ½ the size of a
rectangle, who can guess what the formula is for finding the area of a
triangle? Thumbs up if you know the formula. Call on a student to share the formula with the class. Awesome! Write the formula on the Promethean board.
All right now lets look at the
steps to finding the area of a triangle. I will direct their
attention to a poster hanging from the board, which reads “Step 1. Identify the
base and height Step 2. Multiple base times height Step 3. Multiple by ½ Step 4. Check your work!
As a group lets use the steps to finding
the area of a triangle to solve this problem, and you should not be using a
calculator, I want you to be thinking about your multiplication tables. Two
example problems will be on the board. One will be base:4 height:5 and the
second will be base: 7, height: 3. as a class we will go through step by step,
checking off the steps on the poster once we have completed them.
All right, now I want us to
practice at your table group. I will need four people in each group and you
will each be responsible for one portion of the worksheet. I will pass out an
index card with a number on it. That number corresponds to the step number you
are responsible for. Students will be
familiar with this method of group work, it was introduced in the lesson Friday.
Each
person at the table will be responsible for working 1 step of the problem. I
want you to work together as a group. Assign
the students the step they are responsible for by handing them a note card,
which states their step. They can refer to the poster for help if they need it.
Each worksheet will have 4
problems to solve so each of you will have a chance to work the different
steps. Students will rotate index cards
after completing each problem. I will walk from table to table to help answer
questions and make sure students are rotating cards, and taking turns answering
the different parts.
2. Opportunity for Practice
I will pass out worksheets for the table groups to complete as a group.
Each student is responsible for his or her step in the problem solving. No
calculators are needed, only pencils and one sheet of paper. I will walk around
the class to make sure students are staying on task. Each table will have two
problems to solve about multiplication, and two problems to solve using
addition. After 10-15 minutes I will direct attention back on me and work two
of the problems on the board.
3. Assessment
Now that you have had a chance to work in a group I want to
see you practice it on your own. I am passing out a worksheet that you need to
do by yourself. It is a maze. Begin at the box under the large
arrow. Find the area for the triangle shown and follow your choice to the next
box. Continue through the maze until you reach the “END” box. *You may only
choose paths with arrows that point away from the box you are currently on. You
can talk quietly at your desk and I will come around and answer any questions
that you have.
4. Closure
Students will finish at different times and the lesson will come to
conclusion when the bell rings.
If the class finishes early we will play Around the World until the
bells rings
If students finish before their classmates they will be encouraged to
write down 1 thing they learned in class, and one thing they still wonder
about.
Materials and Resources
·
List of Fraction Times Tables
·
Area of a Triangle Poster
·
Pencils, binder paper
·
Group Work worksheet (attached)
·
Assessment worksheet (attached)
·
Index cards
Differentiation Strategies
Lower Level- While students are working on their
individual assessments, I will walk around and guide them to the correct step
Students in Ms. Greene’s class who may need to use
a calculator may do so with her permission.
 |
| Feedback from lesson by Dr. Rogers |
 |
| continued |
 |
| Student work from the opportunity for practice |
 |
| Key to the assessment maze |
Lesson Title:Dusty
Locks and Three Bears opinion writing
Date:
March 12, 2013
Curriculum Area: Language
Arts Estimated
Time: 30 minutes
Standards Connection:
ALEX:
Language Arts Write opinion pieces, in which they introduce the topic or name
the book they are writing about, state an opinion, supply a reason for the
opinion, and provide some sense of closure. [W.1.1]
a. Write simple poems addressing a topic. (Alabama)
Learning Objective:
The
students will respond to Dusty Locks and the Three Bears by creating an opinion
on whether or not Dusty Locks is a protagonist or a villain. The students will create their opinion
after sharing ideas in a group and provide a sentence supporting their thought
in their reading response journals for a completion grade.
Learning Objective stated in ‘kid-friendly’
language:
After
we read about Dusty Locks and the Three Bears you will have to decide whether
or not you think Dusty Locks was good character or a bad character. Once you
decide you will write in your reading response journals saying “ I think Dusty
Locks was ____bank___, because ___blank___.
Evaluation of Learning Objectives:
Students
will be evaluated based on their ability to take form an opinion and provide
support for their opinion. If the student is able to state whether Dusty Locks
is good or bad and provide a reason why, they will receive full completion
credit after having their journal checked by me.
Engagement:
“This
year you have been reading a lot of fairy tales! Now in those fairy tales there
are good characters and there are bad characters. Lets make a list of good
characters we remember from some books we have already read. Text-to-text connection Raise
your hand and I will write the character’s name on the list. Call on
student’s who have their hands raised. When they name a character ask them why
they think the character is good. Model the sentence structure of “I think____
because _____”. Continue this for 2 good characters and repeat using bad
characters. Who can remember some of the naughty characters from other
books? Raise your hand and I will add them to our list. Repeat with two
characters, each time asking the student why and modeling “I
think___because___”.
Excellent
list! Now if you didn’t get a chance to share that is okay, you will have a
chance a little later on. How many of you have read or heard the story of
Goldie Locks and the Three Bears? Give me thumbs up if you have heard it
before. Students will gives thumbs up. Very good, well how many of you
have heard the story Dusty Locks and the Three Bears? Students will giggle,
having not heard it before. Well, we are going to read it together and
while I read I want you to be thinking if Goldie Locks is a good character or a
naughty character.
Learning Design:
1. Teaching
After reading the story Dusty Locks and the Three Bears I will ask them
about the characters. What a great story! I really like the way this
author told the story of Goldie Locks and the Three Bears! Now, while we were
reading I wanted you to be thinking about whether Dusty Locks was a good
character or a naughty character. Turn to your neighbor and ask them if they
though Dusty Locks was good or naughty and then ask them why they thought that.
Students will turn and talk during which
time I will partner with McKenna to make sure she is remaining on task and
engaged. After ample amounts of
sharing time I will redirect the group. Alright, I want to hear what you
thought. Choosing names from the equity
sticks jar I will select 3 students to share. Okay Keziah tell us what you
thought and why. Make sure to not agree
with students who find her naughty but instead praise their reasoning. Very
good. Now if I had just said I think she was good would you be able to know why
I thought that? Why or why not? Lets
students respond, leading them to realize you need evidence. Boys and
girls, good writers don’t only form and opinion, they include why they think
what they do. So we are going to have a chance to write about what you though
about Dusty Locks and why you thought it. I will write our sentence on the
board and you will go ahead and get started in your reading response journals.
I know we normally do book bags after group time, but today we will go straight
to journals. So caring committee, please pass out the reading response journals
and the rest of you can go to your seat to get started.
2. Opportunity for Practice
Students will have the chance to write in their journals independently
using the model “I think Dusty Locks was____ because _____”. During this time I
will walk around conferencing with students to check progress and answer any
questions. Paying special attention to Diego and McKenna. They will have a
chance to work on their journals and after writing their opinion sentence
provide an illustration in their journals too. (a
practice they are familiar with being a part of reading response journals)
3. Assessment
As students complete their work they will bring it to be checked to Mrs.
Self or myself. Students who do not finish in the appropriate amount of time
will have extra class time to finish their work later. Because this is practice
the assessment will be based on the completion of the assignment. If students
do not complete the assignment during reading response time, they will have
time during writing journals.
4. Closure
Students will bring their journals to the group time rug. I
am going to choose three people to share what they wrote and the picture they
drew. Using equity sticks select
students. After each one shares ask the students, What was ___student’s name’s opinion of Dusty Locks?
And Why did they think that? After each
students shares the time will be over and they will transition into book bags.
Materials and Resources
·
Dusty Locks and the Three Bears,
by: Susan Lowell
·
Reading Response Journals
·
White board and pen
Differentiation Strategies
Lower Level- While students are working on writing
their responses I will take the time to conference with McKenna and Diego and
make sure they are on task and engaged.
This lesson was observed by Dr. Rogers, and her feedback was recorded in the above included documents.
_______________________________________________________________________________
Instructor: Jamie Ferguson Grade Level: 2nd
Lesson Title: Using Questioning Strategies
to Gain Comprehension Date:
December 11, 2012
Curriculum Area: Comprehension Estimated
Time: 30-45 minutes
Standards Connection:
CCRS 2-Comprehension [Rl. 2.1] Ask and answer such questions
as who, what, where, when, why, and how to demonstrate understanding of
key details in a text.
Learning
Objective:
The students will construct five comprehension
questions while reading the story The Lorax.
Learning
Objective stated in ‘kid-friendly’ language:
2nd grade friends, a great way to keep
track of what you are learning when you read a story is by asking questions. We
will work together, in small groups and then individually, creating questions
about the story The Lorax. You will have an opportunity to record questions you
have about the story in your questioning journal. I want you each to write down
at least five questions you think of while reading.
Evaluation
of Learning Objectives:
Students will be considered proficient if they are
able to individually construct five questions while reading the story The
Lorax. Questions will be given credit if they are relevant to the content of
The Lorax.
Example:
Why did all of the trees get cut down?
Non
Example: Why is the Lorax orange?
Engagement:
Boys and
girls today we are going to listen to one of my favorite stories by Dr. Seuss!
Raise your hand if you have heard of the story The Lorax. Wait for student response. I love this story! I need all of my
second grade friends to join me on the carpet and show me good listening
position. Students will come to the rug
and sit crisscross with their hands in their lap. Very well done! Now, everyone listen up!
We will be listening to the story read out loud and I will be flipping the
pictures in this book so I need you to keep your eyes on me and the your eyes
listening. Turn on the youtube video for
the audio of the story being read aloud. http://www.youtube.com/watch?v=soRbNlPbHEo the
audio should help the students remain engaged. Once the audio ends hold the
students’ attention. Give me a
thumb up if you liked the story. See
responses. Now give me a thumb
up if you thought the story was a little bit long. Most students will say yes. Sometimes friends, I have a hard time
remembering what is happening when a story is so long. Nod your head if you
also have a hard time staying focused when you are reading a long book. Notice students’ responses. Well I have
plan for staying focused while I read a story. Would you like to hear it? Yes! Good! I stay focused by asking
questions.
Learning Design:
1.
Teaching
When
I want to make sure I am soaking up all of the details from a story I will ask
questions while I read. Now when we ask questions while we read it is important
that we make sure our questions are about what is happening in the story. A
good example of a question I might ask while reading the story is, “will the
Lorax and his friends come back if new Truffua Trees grow?” while I am speaking I will write this question on a sticky note and
place the note on the corresponding page in the book. Now that I wrote the
question down I can be thinking about it and looking for answer while I keep
reading. Some questions we ask while we read have nothing to do with the story.
That would be a non-example of good questioning. Who can raise a hand and think
of a non-example. Call on a student to
provide a non-example. Ex. Do you think the Lorax eats pizza? Friends, if
we look at the question Billy asked, does that help us understand the story any
better? No! See The Lorax has nothing
to do with pizza, although it would be funny if it did! But we should only
write down questions that have to do with the story. Now that we have talked
about good questioning, lets take a look at the story again and think about
some good questions we could ask. Begin
reading from the first third of The Lorax. As you read stop at each page and
think of a ‘good question’ to write down on a sticky note and place in the book
margin. While reading provide a non-example too and allow the students to catch
your mistake. (I would like to know if the Swomee-swans like to swim in the
ocean or just in the lake. Start to write
this down as a question, then ask the students Does this count as a good
question? Yes or no Does my questions
stay on topic? Am I asking about something going on in the story? No. It
doesn’t have anything to do with the story so it isn’t a good question.) Continue reading and writing down questions
with the students until you have read a third. Friends, it seems like you
understand how to write down good questions. If you are every having a hard
time thinking of a question to write start by asking “who, what, where when,
why” because those are great questioning words that will be able to help you
think of good questions to ask while you read. In a moment I want you all to go to your table to read the
next section of the book with your table group and as a group write down good
questions like we have just been doing together. Dismiss students by table group and have caring committee pass out
copies of The Lorax and sticky notes to each table.
*table groups will be arranged by reading
level. Strongest readers at table 1 will be encouraged to write down more
questions while they read. On track readers at table 2 will be monitored
closely during the group work. Struggling readers who find The Lorax to be at a
frustration level will listen to the story read aloud, on audio book, and pause
the recording while they write down questions. Audio books of The Lorax have
been loaded on the class’ Nooks.
2.
Opportunity for Practice
Each table group will begin
working on the assignment. Students are seated at their tables with their
materials (which were passed out by the caring committee). Before we begin working I want to remind my friends
of five things. First, make sure everyone is following along in his or her own
book. Second, take turns reading aloud for your group, you should switch every
time you turn a page. Third, make sure you are writing down your questions
while you read on the sticky notes at your table. Fourth, remember to include
your good questioning words like who, what, where, when, and why. And finally,
stop when you get to page 48.
As students begin to work walk to
each table and remind them:
Table 1: I want
this group to really be focusing on asking different types of questions on each
page, and if you are able, write down answers you find to questions too.
Table 2: Make sure everyone gets a chance to read and is
writing down the questions you come up with as a group.
Table 3: Everyone should be able to following along with the
book and the audio book. If you have a question you want to talk about with
your group and write down, just pause the tape.
Spend time listening in and
evaluating questions students are creating. If you notice a question is wrong,
or off topic, provide the student with feedback. As groups begin to finish you
can more them onto the next part of the assignment.
3.
Assessment
I see
most groups are starting to finish working. I want each of you to finish
reading the book on your own and then to create five questions from the end of
the story. I will be passing around a worksheet called Questioning Journal and
I will have you write your questions there. You should be able to do this on
your own so I shouldn’t hear you talking to your neighbor. When you finished
writing your questions place your worksheet in the Finished Folder (sitting on
my desk). Once you have finished you may continue working on our math worksheet
from yesterday.
You can begin to walk around and
pass out the worksheet. At table three add instructions, each of your nooks has the audio book downloaded
on it. Put your headphones in and listen to the end of the story and then
create your questions.
4.
Closure
Once the final worksheet has been
turned it clap to gain students’ attention. I am so proud of how quietly you all worked today and how well you were
able to stay on task. Now that you all know how to ask questions while you read
I think it will help us stay focused during your personal reading time. I will
place sticky notes in our classroom library too so you can make sure to write
down questions while you read in your next book.
Materials and Resources
·
Classroom
copies of The Lorax, by Dr. Suess
·
Sticky Notes
and pencils (enough of the classroom)
·
6 Nooks
with audio book The Lorax loaded
·
Questioning Journal Worksheet (attached)
Differentiation Strategies
Higher
Level- Students are challenged to create more questions from the material and
encouraged to identify answers to their questions from the text too.
Lower Level- Student for whom The
Lorax is on a frustration level will be allowed to use audio books. This keeps
the focus of the lesson on questioning, rather than reading. Using the audio
books and nooks will allow the students to practice questioning without the
distraction of struggling with the reading material.
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