JustAnswer
Lesson Taught by Mrs. Carmine: Re- copied with permission
Title: Code - Breaker
- based on a lesson by Marc Sheehan
Standards/Skills: Addition, Reading and Writing
Objectives: Students will correctly answer 25 two digit addition problems with and without regrouping. Student will also correctly decipher a coded message.
Materials: 2 worksheets per student (problems and code-breaking), pencils, Book on Navajo Code Talkers
Lead-in: Open with a short discussion of the Navajo code talkers of World War II. "The Navajo code talkers took part in every assault the U.S. Marines conducted in the Pacific from 1942 to 1945. They served in all six Marine divisions, Marine Raider battalions and Marine parachute units, transmitting messages by telephone and radio in their native language--a code that the Japanese never broke. "- Marc Sheehan
Show pictures of code-talkers and actual codes from book.
Procedures: Give each child a worksheet containing a set of addition problems which will help the student to "break" a code. (Example: A=3+1=4) When students have completed the addition problems they will then fill out the other worksheet asking them to decode a message. (Example: 5, 7, 1, -- "the")
Closure: After finishing the addition problems and "breaking" the code, students will have the option to put their own message into code for a friend to then ''break".
Assessment: Ultimate assessment will be whether the code was successfully broken (Did they get the message?) Worksheets will be collected and checked. Were problems answered correctly? Is the message correct?
Adaptations: Adam is not yet able to do regrouping, though his worksheet is deliberately designed to look just like everyone else's it contains only problems with no regrouping needed. He will also receive assistance on the worksheet requiring abstract reasoning skills (code-breaking)
Practicum Observation and Activity Log for Teacher Candidate
|Teacher Candidate Name: |
|Course Code and Course Name: |
|Name of School: |
|Classroom Teacher Name & Phone: Mrs. Carmine |
| | |
|Date |Time Spent (Hours: |Activity (What did you do?) |
| |Minutes) | |
| | 1 hour 15 min | Observed "reading time", read with student and worked on sight words |
| | 1 hour | Worked on place value activity with student , accompanied student to library to seek |
| | |out an appropriate library book |
| | 1hour 15 min | Participated in phonics activities with student, Worked on sight words (flashcards), |
| | |observed reading time |
| | 1 hour | Observed math and helped student with math work (simple bar graphs) |
| | 1 hour 15 min | Observed reading time, helped student re-read library book and take AR test, played |
| | |sight word bingo |
| | 1 hour 15min | Observed reading time, read with student, played "short vowel sounds" game |
| | 1 hour | Observed math, accompanied student to library to seek out an appropriate library book |
| | 1 hour 15 min | Participated in "phonics poem" activities" with students, read students AR book with |
| | |him, observed reading time |
| | 1 hour | Observed math, helped student with math work - telling time to 30 minutes, practiced |
| | |with Judy clock |
| | 1 hour 15 min | Observed reading time, helped student re-read library book and take AR test, gave sight|
| | |word test (He got more this time than last time!) |
| | 1 hour 15 min | Observed reading time, read with student, practiced "ow" "ol" words from spelling list |
| | |"grow" and "cold" for example |
| | 1 hour | Taught "I can lick 30 tigers today", accompanied student to library to seek out |
| | |appropriate library book |
| | 1 hour 15 min | (Last day)Participated in phonics songs with class, read AR book with student, |
| | |practiced new sight words and Said goodbye to student and class |
| | | |
| | | |
| | | |
| | | |
|Total Number of Hours: 15 |
|Classroom Teacher's Signature: |
ADHD/LD Student: "Adam"
Age:6
Grade: 1
Disability: ADHD/LD
Strengths: Following Directions, hearing phonemes in words, isolated letter identification, listening comprehension
Weaknesses: sight words, math computation, reading fluency, reading comprehension
Preferred modality of learning: Adam is highly kinesthetic learner
Title: "I Can Lick 30 Tigers Today!"
- based on a lesson by Marc Sheehan
Standards/Skills: Subtraction, comprehension, math operations
Objectives: During the course of the story the number of tigers is reduced (by subtraction) using various excuses, from 30 to 29 to 22, etc. The book can be used as a giant word problem. If the cat (main character) started with 30 tigers and ended with 1, how many tigers were sent away?
Materials: "I Can Lick 30 Tigers Today!" by Dr. Seuss, pencils and paper for activity
Lead-in: Begin by telling the students to pay careful attention to the numbers in the story, that they will be particularly important and give an example such as "If the cat started with 30 tigers and now has 25, how many did he send away?"
Several places in the story are perfect for such questions as the cat sends away the "potential opponents." Other questions that might come up are: "Why does the cat keep sending the tigers away? Why does he want to fight the tigers? "
Procedures: Once the story is complete and the questions answered the students will be sent into their pre-assigned learning groups (at their desks). Within these groups, I will ask that they come up with a word problem of their own. The problem is to be short, no more than 2 or 3 sentences and something that the class can answer. Once all groups are finished working out their story problems, call on a group to read out their question. As they read it out have a student from another group attempt to write the computation on the board. Give guidance as you progress through each group, completing each story problem.
Closure: When finished, collect all story problems and type them up. As extra credit, students can complete the sheet and turn it in for a prize. (e.g. a sticker) This will help strengthen their word problem knowledge.
Assessment: Assessment is ongoing as story problems are completed by the class. Assessment opportunities occur when groups present their questions to the class. Are they correct as stated? Are they understandable? Another assessment opportunity occurs when/if students elect to do the extra credit activity.
Adaptations: Adam will use manipulatives as an aid in planning out his story problems and will be in a peer group setting for aid. (small learning group)
Reflective Analysis
I did my Practicum observations with Adam, a six year old child in Mrs. Carmine's first grade class. Although I was not given access to Adam's IEP, Mrs. Carmine did share his diagnosis of ADHD/LD with me with parental consent. Adam presents with much difficulty being still in any situation. Even when seated he isn't still, tapping or swinging his feet constantly. He is highly distractible and can only focus for a few minutes at a time.
Adam's preferred learning modality, not surprisingly, seems to be tactile-kinesthetic. While observing and working with him I was able to detect strengths in following directions, hearing phonemes in words, isolated letter identification, and listening comprehension. He presents weaknesses in the areas of sight words, math computation, reading fluency,and reading comprehension. I worked with him primarily in the areas of reading, math and phonics in my time with him.
Adam's current class adaptation and modification include a personal behavior modification program involving a "smiley face card" kept on his desk. For every fifteen minutes he remains seated he is allowed to color in a smiley (a timer is set to beep softly from a location near him). If he has at least twelve smileys by the end of the day he recieves a smiley stamp for the back of his hand and is allowed to put a sticker on a reward chart. When the chart is filled he will recieve a small prize. The entire class participates in the reward charts in different ways.
I taught the lesson "I can lick 30 Tigers today" with Adam. The lesson was taught as a whole class activity, not just to the "disabled" student. This lesson taught subtraction math operations and comprehension. The adaptation for Adam within this lesson was the use of manipulatives for subtraction. He was working, as normal, with the students in his pre-assigned math learning group.
The lesson started with the children on the story rug. I introduced Dr. Seuss's story "I can lick 30 Tiger's Today" and encouraged the children to pay particular attention to the numbers in the story as they were going to be very important. Adam was deliberately positioned near me and the book his ADHD causes difficulty in focusing and proximity to the teacher can sometimes help to ameliorate this effect, at least for a few minutes. I also gave the students an example of how we might use the numbers later in the math lesson. (e.g. "If the cat had 30 tigers and now has 26, how many did he send away?')
This portion of the lesson went quite well, although after the first few minutes Adam had the expected difficulty concentrating and sitting still. The students were attentive and interested, questioning the cats' actions. Dr. Seuss is a favorite with this class. Even Adam was interested, just antsy, but that is his usual demeanor. Proximity to the teacher did not really seem to be helpful as a behavioral modification in this instance.
Once the story was finished, I brought the children's attention to the numbers in the story.
I asked the students specifically what they had noticed about the numbers of tigers in the story. I got general answers that indicated that he numbers were going down. I then asked what it was called when "numbers were going down" in math. Several students were able to very quickly relate that it was subtraction. Adam was still somewhat engaged at this point and though not exactly seated, not standing either. He was on his knees and attending to the lesson in fits and spurts, especially when I would put my hand on his shoulder to "bring him back".
After asking Adam to bring me a dry erase marker from across the room in order to give him a chance to move, I gave the children a couple of examples of story problems possible from the book and wrote them out on the white board behind me to make certain they understood. Most of the students caught on very quickly. I then asked them to go to their learning groups where I would explain what we where to do. I had allowed Adam to remain standing during this process, as he showed no inclination to sit back down and was not being disruptive.
Once the students were in their groups (and I had made sure Adam had set his time and remembered his smiley sheet) I explained that each group was to make up their own story problem from the book to share with the class and gave the parameters. "No more than 2 to 3 sentences and it must be something the class can do." Adam had "counting bears" to help him visualize the story problem as well as drawing paper. Of course, the entire group ended up using them but that was fine as it made him feel less different and more a part of the group.
I roamed between groups as they "discussed" their story problems, controlling volume and guiding students toward successful answers when they were getting stuck. The students were in groups of three and four and there were five groups. It took more time for some groups than it did for others, even with the prior preparation and hands-on guidance. Adam did seem to enjoy the group time and though fidgety in his seat and up on his knees at times he did participate and stay in his seat. The manipulatives were helpful to him in creating the story problem, especially with the input of his learning group and teacher guidance.
When all groups were done, we went around the circle having each group share their problem. Each group went to the front of the classroom and read their story problem to the class, while one child chosen from class wrote the problem on the sideboard for the class to solve. This part went fairly quickly and smoothly as the students now had a fairly good understanding of the process from having worked with it in their own groups.
This lesson was quite successful as is. If I were to do it over there is very little I would change. The students were receptive, had the prerequisite skills and caught quickly. I do believe I would allow more time as the lesson proved to be longer than I thought it would be. Adam's accommodations and modifications were, for the most part, successful although teacher proximity did not prove to have the desired affect for long enough to matter. Manipulatives, drawing paper and peer group help were very successful. On this day, his behavior modification plan for staying seated seemed to be working.
The regular education teacher emphasized the need for constant reinforcement of good behavior for Adam during lessons. The "catch them being good" mentality, rather than simply correctly or redirecting already occurring misbehavior. Even a smile or a light touch on the shoulder for encouragement when good behavior is occurring can serve to reinforce.
Adam's special education teacher suggested an additional adaptation for him during the lesson. As well as providing manipulatives, Adam could be allowed the option of drawing out the story problem to aid in visualizing the concepts involved.
In all, my observations and practicum experiences with Adam were positive ones. Having a child in the classroom as severely ADHD as Adam is difficult at best but my mentor teacher handles it well and calmly. Having the opportunity to work with her and Adam has definitely broadened my experience for the better.
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