Workshop Model Lesson Plan - Weebly
Benjamin Banneker Week Celebration
Elementary Workshop Model Lesson Plan
Was your lesson really ready? What strategies have you employed? Check the list!
|Authentic Assessment |Map SLE’s & Resources |Brain-Based |
| | | |
|Observation Checklist |___________________ |Music-Songs/Art |
|Portfolio |___________________ |Movement/Oxygen |
|Rubric |___________________ |Storytelling |
|Tests and Quizzes |___________________ |Role Play |
|Thinking Map |___________________ |Novelty |
|Graphic Organizer |___________________ |Brainstorming/Discussion |
|Notebook Entries/Logs |___________________ |Technology |
|Oral Presentation |___________________ |Project/Problem Based |
|Project |___________________ |Graphic Organizers/Visuals |
|Other____________ | |Writing/Journaling |
| | |Connections/Emotions |
|Other Resources | |Cooperative Learning |
| | |Collaborative Work |
| | |Reciprocal Teaching |
| | |Meta-Cognitive Strategies |
| | |Mnemonic Devices |
| | |Practice w/ Quick Feedback |
| | |Increased Transitions/Chunking |
| | |Non-Routine (Shake It Up) |
| | |Competition |
Name__________________________________________________ BBD Coloring Sheet[pic]
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Objectives- What will you be teaching? What will students learn? The Learner Will (TLW) persevere in their learning to produce an artifact using creativity in order to connect their learning of Benjamin Banneker and his contributions to our society to mathematics.
Standard(s) CCSS.Math.Content..A.3; CCSS.Math.Content.K.NBT.A.1; CCSS.Math.Content.1.OA.C.6; CCSS.Math.Content.1.OA.D.7; CCSS.Math.Content.2.NBT.B.5: CCSS.Math.Content.2.MD.C.8; CCSS.Math.Content.2.OA.C.4; CCSS.Math.Content.2.OA.C.3; CCSS.Math.Content.3.OA.D.9; CCSS.Math.Content.3.OA.A.4; CCSS.Math.Content.4.OA.C.5; CCSS.Math.Content.4.NBT.A.2; CCSS.Math.Content.5.OA.A.2; CCSS.Math.Content.5.OA.B.3
Practice Standards
Instructional Plan 1: Introduction/Whole Group/Opening
• Revisit the concept within the current unit of mathematical focus for your grade level of students
Ex: If your students are currently working on Multiplying, include multiplication sentences, pictures, patterns, tables, trains, pictures of manipulatives showing multiplication, and encourage students to embed previous skills of adding, subtracting, roman numerals, small word problems, and properties of numbers to complete the 12 numbers on their creative clock.
• Share a Video from the BBD Weebly-About Tab:
Instructional Plan 2: Work Time/Small Group/Independent Practice
• Introduce the Banneker Clock Template and connect your content to examples of how students could create expressions, number sentences, symbols, etc. to create an innovative clock face using mathematics.
• Share Examples of Spotlight on Students on the Weebly or share images of creative clocks from the internet
Instructional Plan 3: Closing/Wrap Up
• Conclude with sharing the PowerPoint Presentation from the BBD Weebly to summarize and bring closure to the lesson:
• Offer students the opportunity to share a closing ticket:
o Example: 3, 2, 1 – Three Things you learned about Benjamin Banneker; 2 Things you reconnect with in mathematics that you may have learned previously; and 1 thing you are still thinking about or you are unsure about that could possibly be an area of growth for then in the future
Resources: BBD (Benjamin Banneker Day)
1) Video from the BBD Weebly-About Tab:
2) PowerPoint Presentation from the BBD Weebly
3) Benjamin Banneker Coloring Picture: available on page three of this lesson plan
4) Benjamin Banneker Clock Template: available on the BBD weebly
5) Past BBD Winners and their work on the BBD Weebly-Student Spotlight Tab
Differentiation/ Modifications
• Allow the coloring sheet to be a way to differentiate or provide modifications
• Use questioning as a tool to extend students thinking with the mathematics
• Encourage students to think in a variety of ways to create the clock representations; request that they use mathematics from the current concepts of focus and reach back to earlier concepts to embed as well
Reflections – To what extent was the lesson effective? Ineffective? What changes would you make?
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