Lesson 1: Pretest and Math Expectations
Grade Level: 6
Unit: Fractions
Date: Wed. 11/2/11
Time: 40 minutes
Objectives
SWBAT identify the classroom expectations.
Prior Knowledge
Students should have completed the unit on decimals to be able to complete the extra credit decimal coloring sheet.
Materials/Resources
Pretest
Mills, Caludia. (2011). Fractions=Trouble. Harrisonburg: RR Donnelley & Sons.
Extra Credit Decimal Coloring Worksheet (2)
pencils, white board, dry erase marker/eraser
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Time 10 min
20 min
10 min
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Lesson Set: Read Fractions=Trouble Pages: 3-6 (stop at 2nd paragraph on page) Summarize what happened between pages: Pages: 19-22
Pretest: Explain the purpose of the pretest. Students have taken pretests before. Ask what they remember about pretests. Affirm and Clarify: -it is not graded -it is important, take your time -it is to help ME know what to teach you. Pass out the pretest. Give students 15 minutes to complete the pretest.
Students take Pretest
Students will finish at different times so write on board: Finished? -Extra credit worksheets (optional) -Work on LA homework -Read silently
Expectations: Show calendar of unit. Give them a brief overview of what we will be doing.
1. If I make a mistake say “No way Bovée!” -Practice: do a simple math problem on the board and make and error, class should respond “No way Bovée”). -Rules: You must always say it nicely, with a smile on your face, and you can only use it during math class.
2. Explain that Think/Pair/Share is similar to what their teacher calls “pivot.” Allow them to guess what it means. Clarify and affirm. (Think/Pair/Share: think about it, share your thoughts with a partner. Be ready to share with the class.) -Practice: Wilson (from Fractions=Trouble) was nervous about the upcoming fractions unit. How do you feel? Why?
3. I use hand signals. Here are some you should know. If I ask a question with my hand in the air, that means I want you to think quietly to yourself, and raise your hand if you would like to answer. If I raise my hands like this (open-palmed, rising from hips to shoulders) that means I want the class to reply in unison. practice -raise hand in air and ask: What does think/pair/share mean? (one person answer) -raise both hands upwards and ask: What do you say when I make a math mistake? (whole class answer
4. Homework: The importance of practice. The more you do it, the better you'll become. Because it is important to practice, you will have homework ALMOST every night. I promise to keep it to a reasonable amount.
There is no official homework tonight. Extra credit due tomorrow. Please come ready to class tomorrow ready to make burrito books. I look forward to the unit!
Closure: You may line up for break if when I call on you, you can name any fraction (½, ¼, 543/123, 1 and ½, etc.) |
Monitoring Assessment Walk around room. Ask rhetorical questions while reading. Do any of you feel this way?
Tell me what you remember about the other pretests you have take.
Thumbs up if you understand and a ready to begin.
What to do when you finish
Practice phrase
1 person summarize the 2 rules.
Students guess what it means. Clarify and affirm.
Practice-relate to set Walk around and observe while they pair. Popsicle sticks to share. Ask who they talked to and what that person told them.
Try it out/practice hand signals.
Call on students who are sitting quietly, work put away, with their hands raised |
Adaptations/Modifications
Read test question word-for-word to any student who asks. Do not clarify. Say, “Do your best” and/or “If you don't know it, give it a try. Otherwise move on.” (Say this with a smile of course).
ESOL NA for pretest
TAG NA for pretest
Special Needs NA for pretest
Literacy NA for pretest
Reflection
What's next?
Burrito Books: Creating a graphic organizer
What worked?
Fractions=Trouble was a great set. I have read aloud to the students in the past, so I knew they liked being read to. I engaged them by asking rhetorical questions or by making funny comments/additions to the story.
Only a few students seemed stressed out by the pretest. Those students raised their hands and said that they “didn't get it.” I reassured them that that was okay. I reminded them that the pretest was not graded it, and that it was just for me. I told them to guess, skip it, or come back to the problem later.
The students who finished the pretest early were happy to do the extra credit worksheet. Very few students turned the worksheet down. Those who did sat quietly and read. I was glad I made an “I'm finished” list on the board. It was nice to be able to point and say “read the board.”
The students were engaged during the explanation of the expectations because I started out with a really fun expectation (“No way Bovée”). I made sure to involve them and engage them. I required their attention and participation. I related my expectations to my set. When I asked a student to summarize or remember one of my expectations, they correctly summarized what I had said.
What would I change?
I teach my lesson twice (to 2 different classes). During my first lesson I read Fractions=Trouble after the pretest. This meant that many of my students had the extra credit worksheet in front of them while I read. This class did not look at me as I read, and they did not laugh at the funny parts in the story. They also did not perk up when I asked rhetorical questions or made funny comments. I realized my error and I recognized that my lesson was missing a set, and that the book would make a good one. The students in the second class all laughed at the appropriate moments and looked at me as I read. Also, the energy was higher later in the lesson when I went over my expectations.
I was unable to show my calendar of the upcoming unit on the projector (there was a substitute that day which meant we did not have a computer to hook up to the projector). I instead gave an oral overview of the unit. I don't think this was effective, and I don't think the students retained anything I told them. I feel that if I had been able to show a visual, they would have understood what I was trying to tell them. I think they would have gotten more out of my overview. I learned that technology can fail, so it is important that I have a backup.
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