week 11- A1

link to my social studies lesson for first grade:)

week 10

here is a link to my teaching philosophy 

week 7 A2

here is a link to my science lesson plan

https://www.dropbox.com/s/xcwismo1uf19je3/week%207%20A2.docx?dl=0

week 7 A1

here is a link to my lesson plan, based off of  earth a space science lesson that I watched.

https://www.dropbox.com/s/23t5v98j63b3h5z/week%207%20A1.docx?dl=0

week 6 A2

Activity- based lesson adjusted to Common Core: RL.1.1, RL.1.2, RL.1.7

Lesson topic: Identifying the key ideas and details from the book ‘Wash and Dry” written by Trish Holland

Grade level: 1^st grade

AIM questions:

1.What learning objectives/main ideas do students need to know (maximum of 3)?

1. How we get clean clothing?

2. my students will know the laundry procedure and will logically be able to retell it, through relating the events in the story.

3. My students will be able to answer the question and understand how the laundry process is different today, then 200 years ago.

2.What common core skills will be introduced or reinforced during the lesson? RL.1.1: Will ask and answer the questions about the key details in the story

RL.1.2: (new) retell the story that we read, including the key details and demonstrate understanding of their central message or lesson

RL.1.7: Use illustration and details in the story to describe its (characters, setting and) events.

3.Which content area standards are addressed in this lesson? Reading standards

4.What academic and content specific vocabulary is introduced in this lesson? They will understand know how in the olden days they washed in a river and made their own soap, and how its slowly changed to when the boy’s great-grandmother’s days and how she had a washing machine with a wringer on top and a mangle. (giant ironing board) until today where we have laundry machines and all the different things to make washing clothing easier.

5.What materials (e.g. Map, Song, and Activity Sheet) will I present to students? I will give my students a paper, with boxes and arrows and they will draw event A and then Event B….

6.How will I open the lesson (motivation) and capture student interest? I will begin by mistake spilling something on my clothing. Then I will ask, what should I do now… my students will answer, wash it. we then will discuss how we have washing machines and in the olden days they didn’t. once I see that my students’ interests have perked up, I will begin reading the book. Before hand, I will tell my students to look out for all the important information in the story.

7.What additional individual/team/full class activities will I use to help students discover what they need to learn (suggest three)? If these are group activities, how will student groups be organized? 1. I will have my students discuss how they wash laundry at home 2. After reading I will have my students draw the events in the story (on sheet that I spoke about above) 3. I will also ask them to ask their grandmothers/ anyone that they know that is old and how they remember doing laundry. 

8.How will I differentiate instruction with multiple entry points for diverse learners? in this lesson I allow for many different types of learners to enter the lesson. 1. I will act out the seen- they will all laugh and think its funny= got their attention. 2.Most children love to share what they know, by opening up my class with a discussion on how I get this stain off of my clothing, I will then allow each child to turn to his partner and tell them of a time that they got had a stain, what was it caused  by and  how they got it…

9.What H.O.T. (Higher Order Thinking) questions will I ask to engage students in analysis and discussion? 1. How do you do laundry in your house 2. Ask them how laundry done differently, and how do we see its easier now a days.  

10.How will I assess student mastery of the skills, concepts and content taught in this lesson? At the end of the lesson, when my students draw the events in the story on the sheet that I hand out, I will see if they understood the important details of the story.

11.How will I bring lesson to closure (summary questions)? I will end my lesson by saying, we are so lucky that we can wash our clothing in our own home and its not such a hassle. Let’s all go home and ask our grandmothers or anyone we know that’s old, how they did laundry when they were young.

12.How will I reinforce and extend student learning? Once they ask their grandmothers how they did laundry, they might begin to realize how the world changed a lot in the past 100 years.

·Classroom application/follow up

·Enrichment activities

·Homework ask about the older generation’s laundry process.

13. What topics come next? Study on some major inventions of the last century.

·Tomorrow? Experiment of a light bulb

·Day after? Learn about light bulb

14.How do I evaluate this lesson? I will preview it.

·Strengths very rich with information and knowledge.

·Weaknesses the kids may not be interested in the book

·Areas to work on helping them understand how the world changed.

605- week 5 a2

https://screencast-o-matic.com/watch/cqnZYs0QIB

605- week 5 A1

Every child has different ways that they are smart in. We as teachers want to help each student learn in the best way possible. It used to be that only if a child had a lot of knowledge was, he/she considered smart, but Howard Gardner, a graduate with his PHD says “Now we know there’s many ways for a child to be smart”.

There are eight different categories of intelligence, known as Multiple Intelligence, they are linguistic, Logical-mathematics, Musical, Spatial, Bodily- kinesthetic, Interpersonal, Intrapersonal and Naturalistic. Teachers who take these different types of intelligences and gear their lessons to all their different types of learners will improve the educational system tremendously. We try to do activities in many ways, because some children learn best when reading, some by dissecting items, some by building a model of the idea being taught. Another advantage of teaching in many ways, is that the students will come out of class and they will really understand and remember what was taught because they did it so many times in so many ways.

In the video they showed how Rebecca young and Urso-Flores, two wonderful 1^st and 2^nd grade teachers, and how they use multiple ways to engage all types of intelligences that their students have. Since not all students read stories well, the students are given a chance to learn the story in other ways and then discuss the story as a class. Students are also given a chance to describe what they read through drawing, acting, dancing, singing or writing what they read about.  When Rebecca Young’s class was studying plants, after they discussed the different parts of a flower, she had her students paint and make a model of what they learned. Through this project the students were able to use their Multiple intelligence to learn this concept.  

How do these teachers know which intelligences their students have and which ones they should incorporate into their classrooms? To know, they put a lot of different choices for the children to do and over time they see which choices they pick. It may take while to find out which intelligence each child has, because sometimes their intelligences aren’t developed yet. Teachers can play with their students during this time in order to see what form of learning each student enjoys.

In the younger grades, the teachers focus on using multiple intelligences when teaching; however. As the grades go up, this important component of teaching is forgotten. At Lake Orian high school the teachers find ways to use multiple intelligences in history, writing and literature. In one history class when they were studying about the 1970s, the teacher Tom, divided his class into groups, each group had to research and present some of the issues that led to social legislation. As they were preparing, he told his students to keep in mind that the class doesn’t know anything about the topic and each group was responsible to give over the information.  After the presentation, Tom and his class discussed the skits that they just watched and then the class wrote an essay on what they learned.

 Although this approach is great, when the class sits down to take a test, they’re not going to know the information. So, although this may be fun, the skits cannot be the only way that they are learning the information, (hence: follow-up essay). We want kids to feel good, but they also must learn. So, we first use their talents and give them the confidence they need to do the work that is required. We are not trying to make dancers or musicians, we are trying to help our students learn content standards and skills for life, through their multiple intelligences.

some ways to add this into your classroom is, projects using the five senses, experiments, songs, skits and even just having your students draw what they read about. 

In closing, using multiple intelligence helps teachers plan for effective teaching and learning, through engaging students into the lesson and dwelling on their strengths. All students are smart, some in different ways.