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Lesson 10: How to Book
Grade Level: 6
Unit: Fractions
Date: Thursday, 11/17/11
Time: 45 minutes
25-30 minutes from Language Arts
=1 hour 10-15 minutes total
Objectives
SWBAT create a graphic organizer (in the form of a How to Book) that contains strategies that will help them solve arithmetic problems that involve fractions.
Prior Knowledge
Students should have learned about and practiced every objective.
Students should be able to fluently add/subtract/multiply/divide positive integers.
Students should have experience factoring.
Students should have a completed Burrito Book.
Materials/Resources
-burrito books
-How to book criteria sheet
-How to book topics
-2 blank 8.5”x11” paper per group (for how to book)
-colored pencils
-pencils
|
Time
5 min
38 min
3 min before break
10-15 min
ds15 min |
Lesson
Introduction Students write in planners: Study for exam Go over objectives: Review Yesterday we went over the How to Book Criteria and you started a rough draft. Today you will finalize your projects. What are some strategies you will use to get the project done? How might you divide tasks? How can you assure everyone will have a role?
Work time: Pass out 2 sheets of paper per student. Make sure students have all supplies. Answer any student questions before they begin. Students work for the rest of the class period.
Mini Conferences: While students are working call students individually to meet with me. We will go over homework assignments they are missing. These will be brief 2-3 minute mini-conferences. Also ask, what do you plan to study?
Class Check-in: Where are you on your projects? How much time do you need? BREAK
Finalize projects: In 10 minutes we will be presenting our projects. In your presentations your group will read the steps of your topics and explain why you chose the illustrations you did.
Present Projects: What do good audience members do? Groups give 1-2 minute presentation on their pages. |
Monitoring Assessment
Students define expectations. Call on 3+ students per question.
Observe. Check in with groups. Answer questions.
Mini-conferences. What do you plan to study?
Check-in with class
Prepare for presentation. Observe progress, answer questions.
Students define expectations
Take notes on student participation/behaviour during presentation. |
Adaptations/Modifications
ESOL I checked on this student's group often to make sure he was participating and understanding.
TAG The Fractions How to Book has fairly open-ended criteria so the students could take the project to any level.
Special Needs As a class, discuss strategies for working together. The benefits of working together are that you have other people to help you/answer questions, and you can choose what tasks to take on.
Literacy As a class, discuss strategies for working together. The benefits of working together are that you have other people to help you/answer questions, and you can choose what tasks to take on.
Other There were 3 students absent the day the project was started. These 3 students struggle with literacy and have a history of missing assignments. Since they missed the drafting process I decided to only assign them one page and I excused them from the other. I asked them to make the cover. I still expected them to follow all the criteria, and I expected them to present. They succeeded.
Reflection
What's next?
Post Assessment
What worked?
The mini-conferences were great. Each student responded positively to the mini-conferences. I briefly talked to every student! I wrote out a slip that told them what work they were missing, if any. The following day I received a huge stack of missing/late assignments. That same day, students who needed more time to catch up approached me and asked for more time. One student asked if I would work with her during lunch. I enthusiastically said “yes.” I felt like my relationship with my students had grown. If only I had been able to meet with the students sooner!
The students had a very limited amount of time to complete the pages, but they did it. They seemed proud of their work. Whenever I came by to check on their progress they were excited to show me, and they were excited to present. All of the groups used the criteria sheet. I can tell because my criteria was met.
What would I change?
I did not think to have the students place their Fractions How to Books on the overhead until the second class. This was a much better way for the students to show their work. Also, I want to create a presentation criteria sheet. The presentations were supposed to be a review of all the topics we covered during the unit, but they were too short. Next time, I may have students teach their topics by presenting an example math problem.
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