Emma's+Page

=Welcome to Every Day Math!= ===Hi! My name is Miss Ridzon and I am co-teaching your student's 3rd grade class! For our Every Day Math lesson we will be learning about temperature. It is important to know what the temperature is so that we know what to wear when we go outside. An important part of temperature is that it constantly changes. We will be focusing on the daily temperature and if it is warmer or colder than the day before. By understanding the daily temperature compared to the day before, we will know how we should dress when we go outside. Regular discussions with your child about the weather will be very beneficial. Ask them if today feels warmer or cooler than yesterday?===

CENTRAL CONNECTICUT STATE UNIVERSITY  === Template ===


 * ** Student Teacher : Emma Ridzon ** || ** Grade Level: 3 ** || ** Date of Lesson: February 22, 2011 ** ||

** Content Standards/Relationship to Standards: ** State the appropriate curriculum standard(s) and how this lesson aligns with the standard’s outcomes. 3. Draw Representing and interpreting data. 3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. //For example, draw a bar graph in which each square in the bar graph might represent 5 pets.//

** Learner Background: ** Discuss prior learning that has occurred that will support the lesson’s learning objective and how this lesson supports subsequent lessons.

What is the intended learning outcome of this lesson? Be sure it is observable and includes clear criteria. // *NOTE – cooperative learning lessons must include a social skill objective in addition to the academic objective // || ** Objective(s) for most/all students ** Students will be able to identify common characteristics of specific seasons and be able to match all items on the worksheet correctly. || ** Modification/Accommodations of Objective ( IF needed) ** || The students will be given a worksheet that has specific weather temperatures and articles of clothing. || ** Modification/Accommodations of Assessment ( IF needed) ** ||
 * ** Student Learning Objective(s): **
 * ** Assessment: ** //State the specific strategy(ies) and tool(s) used to collect the data for each SLO. (Examples: essays, projects, quiz, exit slip, worksheet, etc)// || ** Assessment tool(s) for most/ all students **


 * Classroom Learning Environment: ** Cite positive strategy(ies) that will be utilized to support student learning and increase student engagement throughout the lesson **based on your evaluation from previous lessons.** Be sure to include response strategies for off-task behavior and/or conflict. Provide detail for each checked items.


 * || Standards of Behavior ||
 * || Routines ||
 * || Procedures ||
 * || Group Work ||
 * || Transitions ||
 * || Other ||
 * || Instructional Arrangement ||


 * Instructional Model/Strategy ** : Explains how you will best facilitate student learning through a specific model of instruction. Be sure to include a rationale for the chosen model(s). You may check more than one.
 * || Direct Instruction ||
 * yes || Cooperative Learning – specific strategy ||
 * || Inquiry ||
 * || Concept formation/Concept Development ||
 * yes || Discussion ||
 * || Other ||


 * ** Materials/Resources: ** //Materials/resources used in each learning activity including modifications for individual students in order to facilitate learning// || ** Materials/Resources for most/all students ** || ** Modification/Accommodations of resources ( IF needed) ** ||

// Briefly describe how you will initiate the lesson by: // // 1) motivating learners to focus on expectations for learning and **behaviors;** // // a) **__what__** they will be doing and learning in the lesson; // // b) //__ how __// they will demonstrate learning; and // // c) **__why__** it is important ////. // || To begin the lesson we will talk about the temperature and how it feels today. Then we will talk about what we wore to school and why. We will also discuss why we dress differently in the summer. I will tell the students that it is important to understand temperatures and at what temperatures it would be cold and at what temperatures it would be hot. I will introduce them to the lesson on the Smart Board and let them know we will be working as a team to understand the temperature. I will show them that it is important to understand temperatures to know what they should wear each day. ||  ||   || // A. //// Describe sequentially how you will: // 1) //develop the lesson;// // 2) model and guide practice; // // 3) engage students in learning experiences to enable them to meet learning //// outcome(s); //  B // . Identify the instructional grouping you will use in each phase of instruction (whole group, small group, pairs, individuals, etc) // || First, I will get the students engaged by asking a student to call (860) 524-8123 to get the temperature for the Hartford area. The student will write the number on the board and we will discuss the temperature and how it feels. I will develop a few charts on the Smart Board for the different seasons and various temperatures. The charts will include seasonal clothing and seasonal temperatures. The charts will be disorganized and through discussion, it will be the children’s responsibility to move the clothing to the correct categories. I will start the conversation as a whole group discussion and then break the children into small groups to work together on the Smart Board. ||  ||   || // Briefly discuss how you will enable learners to __demonstrate__ both their __learning__ and __understanding of the__ //**__ purpose __**** of the learning **//. // // Elements of closure may include questioning, application, analysis, evaluation, and relevancy // || The students will complete a worksheet matching season clothing to the correct temperature. The will be asked to work individually on their worksheet. To keep the students engaged I will tell them that every day we will call the number during the morning meeting to find out the temperature. From here, I can introduce them to greater than and less than inequalities. At the end of the year we will be able to construct a graph on the Smart Board showing the changes in temperature throughout the seasons. ||  ||   ||
 * ||  || ** Modifications/ **
 * Accommodations ~ **// Note specific modifications and accommodations for students with specific needs **based on your evaluation from previous lessons.** // || ** Differentiation **// ~ Note specific strategies to be employed during lesson to address differentiated learning needs (ex: styles, modalities, interests, readiness, etc) **based on your evaluation from previous lessons**. // ||
 * **// Initiation //**
 * // 2) explaining //**// : //
 * **// Lesson Development //**
 * **// Closure //**

** Reflection on Practice - **

1__. Student Achievement__ – Evaluation of student learning **based on collected data for each SLO for each group of learners.**

2. __Meeting the Needs of Your Learner__ - Explain 1) how the implemented differentiation and/or modification/accommodations facilitated learning for each group of learners; and 2) based on your analysis what would continue or change for the next lesson ?

3. __Classroom Learning Environment__ – Discuss 1) how your strategies and techniques supported student learning; and 2) based on your analysis what would continue or change for the next lesson ?

4 . __Teacher Efficacy__- How effective were you in delivering meaningful instruction? Cite specific evidence for at least 3 of the following: 1) usage of model(s), 2) initiation, 3) learning experiences, 4) guided practice, and/or 5) assessment. Based on your analysis what would you continue or change about your teaching for the next lesson?