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Lesson Plan – Solo Observation #2 (Math 8:00 – 9:50)Teacher: Ms. Kelsey SorianoDate: Monday November 17, 2014Class: Mrs. Kathleen McKeonLevel: Wailuku Elementary School – 5th GradePurpose: Students are nearing the last few days of this chapter; therefore, we will particularly focus on practicing and perfecting skills in which they have developed over this chapter. In today’s lesson, the primary focus will be to build on students’ understanding of complex word problems and begin working out specific problems from our pre-test. Objectives: Today we will specifically focus on preparing our students to successfully pass the upcoming Chapter Ten Test (tomorrow). We will work on deciphering complex division word problems, perfect the break apart process of division, and continue to develop proficiency in multiplication facts. Common Core Standards: 5.NBT.6 Number & Operations in Base Ten: Find whole-number quotients with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.GLO’s: Self-directed Learner (The ability to be responsible for one's own learning)Community Contributor (Understanding that it is essential for human beings to work together)Complex Thinker (The ability to demonstrate critical thinking and problem solving)Quality Producer (Ability to recognize & produce quality performance & quality products)Effective Communicator (The ability to communicate effectively)Hawaii Content & Performance State Standards: MA.5.2.1 Operations: Apply the inverse relationship between addition and subtraction, and multiplication and division, to solve problemsMA.5.9.1 Patterns: Analyze patterns and functions and use generalizations to make reasonable predictionsMA.5.10.1 Numeric & Algebraic Representations: Use a variety of strategies to solve number sentences with unknownsAssessments: Whiteboards: Students will be asked to solve problems independently. In order for students to advance, they must first receive approval (the correct answer). As students are working this will provide me with the opportunity to see which students are still struggling with the division concept. If needed, I will work with small groups at the ending of class. Group Activity: Students will be separated into groups of three, and will work on correctly completing complex word problems. In order for groups to advance, they must first receive approval (the correct answer). The first group to correctly solve the problem will receive a small incentive. They will also be required to explain the process in which they correctly solved the word problem. Pre-Test Problems: I will chose one question to go over from each section of the pre-test (very similar to the post-test which will be given tomorrow). This will allow students to practice the break apart process and perfect their multiplication facts. Materials/Set-Up: Harcourt Math Textbook, Practice Workbook, and Reteach Workbook. Students will be required to have their math tablets, pencil, red pen, dry erase marker, and whiteboards. I will provide “two-digit divisor” packet for students during our group activity.Procedures: Introduction Check last night’s homework, and then take scores. (8:00 – 8:30)Lesson 10.6 Problem Solving Strategy: We will do the first problem together, and then I will divide the students into small groups (three students each). Then students will be required to work with their group to solve for the other three word problems in our Practice Workbook 10.6. The first group that correctly solves the word problem will receive a special incentive and will be required to explain to the class the process in which they took to solve the word problem. (8:30 – 9:00)Developmental Pre-Test Questions: At this time, I will ask students to quickly return to their seats, as we are moving on to our next assignment for the day. Students will each receive a pre-test, and I will choose certain problems from each section. Together we will discuss the steps that must be taken, then students will independently work on the problem. Prior to announcing the answer, students will be first asked to share their answer with their partner. (9:00 – 9:25)Division Game: At this time students will place their pre-test into their math folders. As we will now go over the directions and rules to our division review game. Students will divide into the same small groups from earlier to each play our two-digit divisor game. (9:25 – 9:40)Concluding I will conclude today’s lesson at least ten minutes prior to recess dismissal. This will allow students to receive their homework assignment and accurately copy their assignments into their planners. At this time, I will also check particular students’ planners to assure all homework was correctly written. (9:50 dismissal) Adaptations and Extensions: Student J: This student is coping with great family difficulties, which unfortunately, has carried over to arising problems in school. We are currently working closely with our school psychologist, councilor, and Student J’s family to assure necessary assistance. Accommodations: preferential seating, extended deadlines, & extra individual assistance.Groups: After careful consideration, I decided to group students according to their understanding of the division break apart process. There are six students who are currently exceeding proficiency (90% and higher). These students will be split into each of the equal groups as a leader to help their peers who may be struggling. Student Y: On Friday (14th) we received a new transfer student from Thailand. Unfortunately, she does not speak any English, although, her math facts are up to par. The language barrier will be the greatest challenge. She will receive extra assistance and extended deadlines. Once ELL testing has been completed, she may receive other accommodations. Management Considerations: Group Management: During our group activities, noise levels will get a little louder than usual. As a signal for students to stop what they are doing, I will ring our class bell. Once I have students’ attention, I will make the necessary announcement. If at anytime voice levels are too loud or I witness behaviors I do not like (excessive talking other than about the assignment, arguing with group members, etc.) I will turn off the classroom lights and students will be required to freeze (stop any and all movements and no talking). “Planner People”: Students who have not completed any of their prior homework will have their name written on the whiteboard, will stay in during lunch recess, and will be required to show their planner to the teacher everyday for one week (given they do not miss another homework assignment). Reflections: Results: All students actively participated in review discussion & division gameOne winner from each group received the incentive (Water Passes)Students were able to effectively use skills learned from chapter 10 to real world scenarios – word problemsStudents perfected both multiplication facts and division skillsFuture Revisions: More time for each group to work out each word problemUnderline important aspects of the word problems which will eliminate the need to repeat the problem multiple times[From p.73 of the 2014-2015 Student Teaching Forms for CT, US, ST]Lesson Plan – Solo Observation #2 (ELA 10:15 – 11:50)Teacher: Ms. Kelsey SorianoDate: Monday November 17, 2014Class: Mrs. Kathleen McKeonLevel: Wailuku Elementary School – 5th GradePurpose: The purpose of this lesson is to introduce and incorporate new grade appropriate vocabulary terms for our students. Also, we will resume grammar lessons in which particularly focuses on nouns, both singular and plural nouns. Objectives: To build a strong foundation for college and career readiness, students must be able to effectively incorporate grade-appropriate vocabulary and correct grammatical usage into all speaking, reading, and writing. Common Core Standards: 5.SL.1 Comprehension & Collaboration: Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.5.L.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.5.L.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases. GLO’s: Self-Directed Learner: The ability to be responsible for one’s own munity Contributor: Understanding that it is essential for human beings to work plex Thinker: The ability to demonstrate critical thinking and problem solving.Effective Communicator: The ability to communicate effectively. Hawaii Content & State Performance Standards:LA.5.1.1 Vocabulary & Concept Development: Use new grade appropriate vocabulary learned through reading print, online resources, and word study. LA.5.4.2 Sentence Structure & Grammar: Form & use the following grammatical constructions correctly when editing writing. (Nouns)LA.5.6.1 Discussion & Presentation: Use speaking & listening skills to fill a prescribed role in all group activities.Assessments: Although, majority of homework and assignments will not be graded, students are still required to complete all work in order to avoid consequences, such as lost of recess, calling home during class, or doing chores around our classroom. Grading Scale:100% - 90% Meets with Excellence89% - 75% Meets with Proficiency74% - 60% Developing Proficiency59% - 0% Well BelowSpelling Test: At the end of each chapter, we will take a spelling test on twenty of our spelling words. Students will be graded based on the percentage of total correct answers. Respond to Reading: Students will be graded based on the rubric below. A passing response will be determined as 75% and above, which is at least three yes answers and one no answer. Therefore, responses with two or more no answers will be considered not passing. Test: At the end of the chapter, students will take a chapter test, which will focus on our vocabulary words and our Literature Anthology story. Students will be graded based on their percentage by calculating their score divided by the total possible. Writing Rubric: (Respond to Reading) [provided in their Yellow Packets]YESNORestated the question accurately(25%)Answered all parts(25%)Answered correctly(25%)Makes sense(25%)Materials/Set-Up: All Wonders worksheets will be provided to students in a combined packet compiled by the teacher (we will refer to this packet as our “Yellow Packet”). Students will also be required to have their Language Arts tablet, a pencil, and possibly a thesaurus, which is found in our classroom under our calendar. Procedures: Introduction:Review Vocabulary: (assigned on Friday: copy definition/example from textbook)Go over definitions with vocabulary list from whiteboard. Have students form a circle around the room and we will share our examples of each vocabulary words with our partners as we skip, slide, and dance to our music. Developmental Word Map: Continuing to focus on our vocabulary terms, we will now transition to doing our weekly word maps. We will first fill in the first four vocabulary words to the appropriate maps. We will work together to finish the first maps (definition, synonym, example sentence, and a sketch displaying our example sentence.)Grammar Lesson: We will review the previously learned concept of nouns. Today we will learn plural nouns and irregular plural nouns. We will examine the process in which must be taken to correctly change a singular noun into a plural noun. Concluding I hope to conclude this lesson at least ten to fifteen minutes prior to dismissal. During this time, I will allow students to begin working independently on their homework. ST will check particular students’ planners to assure all homework was correctly written. Adaptations and Extensions: Student J: This student is coping with a great deal of family troubles, which unfortunately, have now carried over to a few problems within school as well. Nonetheless, I know this student is capable of completing the given work, provided accommodations including preferential seating and extended deadlines. Verbal Reminders: There are a few students (Student K, Student B, and Student P) who may need a few more verbal reminders throughout class to remain on task. These students have preferential seating at the front of the class. Management Considerations: “Planner People”: Students who have not completed any of their prior homework will have their name written on the whiteboard, will stay in during lunch recess, and will be required to show their planner to the teacher everyday for one week (given they do not miss another homework assignment). Reading with Fluency: Majority of our students are struggling to read with fluency; therefore, I will encourage all students to read directions, questions, and answers aloud as much as possible during each lesson. This method will provide students with extra practice to read aloud and fluently. Behavior Checkmark: Although our class does not have any prior behavior incidents, if an incident does occur, I will first give students a verbal warning. If the behavior persists, they will then receive a checkmark towards our quarterly Positive Wildcat Activity. If, by this time the behavior is still distracting other students, I will ask the student to sit next to me (on the ground) at the front of the class. Type to Learn: There is a specific schedule, which we follow on a daily basis. Select students will stay in the first ten minutes of recess (or it could be done during individual work time) to practice typing skills on type to learn program on our classroom computers. Reflections: Results:Students grasped a firm understanding of new grade appropriate vocabulary termsUsed outside sources (thesaurus and dictionary) to identify synonyms & definitionsReviewed grammar lessons from last unit (nouns)Revisions: Allow students more time in class to work on grammar assignmentsImplement noun review as “Do Now” rather than reviewing during class timeMultiple dictionary/thesaurus for every student to have access [From p.73 of the 2014-2015 Student Teaching Forms for CT, US, ST]Lesson Plan – Solo Observation #2 (RTI 12:30 – 1:15)Teacher: Ms. Kelsey SorianoDate: Monday November 17, 2014Class: Mrs. Kathleen McKeonLevel: Wailuku Elementary School – 5th GradePurpose: Response to Intervention (RTI) is specific time dedicated to assist each student in the specific area in which he or she is having difficulty. The students in my class are specifically focusing on reading comprehension and the necessary skills. Objectives: Over the next two weeks we will correspond our lessons with the skills being taught during language arts. These next two weeks we will be focusing on comparing and contrasting. Students will be required to read an approved piece of literature and practice perfecting this reading comprehension skill. Common Core Standards: 5.RL.3 Key Ideas & Details: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text.5.RL.9 Integration of Knowledge & Ideas: Compare and contrast stories in the same genre on their approaches to similar themes and topics.5.RI.1 Key Ideas & Details: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.5.SL.1 Comprehension & Collaboration: Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.GLO’s: Self-directed Learner (The ability to be responsible for one's own learning)Community Contributor (The understanding that it is essential for human beings to work together)Complex Thinker (The ability to demonstrate critical thinking and problem solving)Effective Communicator (The ability to communicate effectively)Hawaii State Content & Performance Standards: LA.5.1.1 Vocabulary & Content Development: Use new grade-appropriate vocabulary learned through reading print and online resources and word study, including meanings of roots, affixes, word originsLA.5.2.1 Understanding Text Structures: Use organizational patterns (e.g., compare and contrast, proposition and support) to access informationLA.5.2.2 Construct Meaning: Make inferences and draw conclusions about grade-appropriate textLA.5.3.4 Critical Stance: Compare a literary element (e.g., characters, setting, plot) as it occurs in two or more texts and explain how effectively it is realized in each textAssessments: Although, there are no assignments or grades given during this period there are still numerous ways we can determine if students are effectively understand material being taught.Daily Work: Each day we will read an approved article. Students will then work independently to answer the corresponding questions. Although, grades will not be given, I do walk around to informally check all responses and to assure completion. Diagnostic Testing: Each quarter students take a diagnostic placement test to reevaluate their progress and determine if they shall remain in the same skill or if they are approved to move up to the next skill.Materials/Set-Up: Students are required to bring their language arts tablets and a pencil to class each day. Wonders materials packets are prepared by the teacher and kept in class. Procedures: Introduction Do Now: Each afternoon, students will be required to read the specific story in our purple do-now packet. We will read together as a class, then go over each question and where to find the answer. Students will be given a few minutes to correctly answer each question before we correct.Developmental Vocabulary: Students will then transition to their vocabulary (salmon colored) packets. Here students will be continuing to build their vocabulary with new grade appropriate vocabulary terms.Yellow Packet: We will first discuss and review what students’ may have learned in previous years of the compare and contrast comprehension strategy. We will then continue to build upon their understanding and form a short anchor chart together as a class. We will then transition to doing a short article that enables us to practice this newly acquired skill. Concluding Listening Comprehension: Once we are finished correcting, students will stack their packets for dismissal. For the last five minutes I will continue reading our novel, “From the Mysterious Files of Mrs. Wheilenburg”. If time permits, I will incorporate our newly learned strategy to this storyline. Adaptations and Extensions: Reading Fluency: All students are required to practice their reading fluency skills by reading loudly, accurately, and with expression. Each day we will read numerous reading materials to improve reading comprehension and reading fluency.Management Considerations: Behavioral Checkmark: Although, we do not have any prior behavior issues, I have noticed students tend to yell answers. I’ve mentioned numerous times to students that those who yell answers without raising their hands will receive a checkmark towards their Positive Wildcat Activity. Participation: There are a few students who are very quiet and avoid participation as much as possible. Each day, I make sure that each student actively participates in each discussion and activity. Reflections: Results:Every student had the opportunity to read fluently and loudlyStudents worked well with their partners to come to an answerStudents were eager to share their findings All participated in classroom discussion – compare and contrast Revisions:Allow students longer periods of time to work with their partnersHave students individually write their thoughts on our classroom anchor chart[From p.73 of the 2014-2015 Student Teaching Forms for CT, US, ST]Lesson Plan – Solo Observation #2 (Science 1:15 – 2:00)Teacher: Ms. Kelsey SorianoDate: Monday November 17, 2014Class: Mrs. Kathleen McKeonLevel: Wailuku Elementary School – 5th GradePurpose: In this chapter we are specifically implementing the scientific method as we investigate and discover cells and how they are connect nature, animals, and human beings. Objectives: Students have gained knowledge each day through reading material and videos. We will continue developing and building upon this knowledge as we implement needed scientific skills. Common Core Standards: 5.RL.1 Key Ideas & Details: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.5.RI.3 Key Ideas & Details: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.5.SL.1 Comprehension & Collaboration: Engage effectively in a range of collaborative with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.GLO’s:Self-directed Learner (The ability to be responsible for one's own learning)Community Contributor (Understanding that it’s essential for human beings to worktogether)Complex Thinker (The ability to demonstrate critical thinking and problem solving)Quality Producer (Ability to recognize & produce quality performance and quality products)Effective Communicator (The ability to communicate effectively)Effective and Ethical User of Technology (The ability to use a variety of technologieseffectively and ethically)Hawaii State Content & Performance Standards: SC.5.4.1 Cells, Tissue, Organs, and Organ Systems: Describe the structures of the human body and how they work together to sustain life.Assessments: Although, activities and assignments will not be graded, to avoid consequences, students are still required to complete all work. Lesson Activities: There will be multiple activities/experiments that we will conduct over the time being. Although, these activities will not be graded, students will still be required to complete the activities and submit them at the end of the chapter.Worksheets: There will be multiple worksheets that we will work together completing during class. Although, these worksheets will not be graded, students will still be required to complete the worksheets and submit them at the end of the chapter. Chapter Test: The test will include all domain specific vocabulary terms and content learned through reading materials and videos provided during the course of the chapter. Fortunately, students will be allowed to use all notes, worksheets, and their science textbook as assistance during the test. Grades will be determined by dividing the total number of questions by the number correct the student receives. A passing score will be 75% (MP/ME) and higher. Project(s): There are multiple projects that students will be required to finish by the end of the chapter. Projects will be graded based on accurate content, all parts of instruction were easily identifiable, and quality/neatness. A passing score will be 75% (MP/ME) and higher. Grading Scale:100% - 90% Meets with Excellence89% - 75% Meets with Proficiency74% - 60% Developing Proficiency59% - 0% Well BelowMaterials/Set-Up: Students will be required to have their Harcourt Science textbook, their science tablets, science folders, and a pencil. Procedures: Introduction Today is a continuation from where we left off on Friday the 14th. Review our vocabulary terms with their partners then together as a class. DevelopmentalQuickly discuss our cell project rubric in which students are working to complete.Watch the video, “Cells, Our Starting Place”Students will take notes during the videoOnce video is finished, students will discuss information they learned from the videoThree students will share their newly acquired informationWe will then transition to independent work time, as students work to complete their cells projectConcludingI hope to finish the lesson at least ten to fifteen minutes prior to school dismissal. This time will be set aside for independent work. Students who are finished early with their review questions will be asked to sit quietly and independently review science vocabulary terms and definitions. This time will also be the opportunity for students who are required to have their planners checked daily to receive teacher approval. Adaptations and Extensions: Student J: This student is coping with a great deal of family troubles, which unfortunately, have now carried over to a few problems within school as well. Nonetheless, I know this student is capable of completing the given work, provided extended deadlines. Student S and Student K: These two students are high needs and require an Educational Assistant at all times. These two students are seated next to each other. They will both receive extended deadlines and assistance completing all work/tests.Student B: This student is also diagnosed with special needs, but is higher functioning than student S and student K. Although, he is expected to follow and stay with the rest of the class throughout the entire lesson. Student B will also receive extended deadlines and special assistance to complete all work/tests. Management Considerations: “Planner People”: Students who have not completed any of their prior homework will have their names written on the whiteboard, will stay in during lunch recess, and will be required to show their planner to the teacher everyday for one week (given they do not miss another homework assignment, thus remaining a planner person for a longer period of time). Reading with Fluency: Many of our students are struggling to read with fluency; therefore, I will encourage all students to read directions, questions, and answers as much as possible during each lesson. This method will provide students with extra practice to read loudly and fluently. Behavior Checkmark: Although our class does not have any prior behavior incidents, if an incident does occur, I will first give students a verbal warning. If the behavior permits, they will then receive a checkmark towards our quarterly Positive Wildcat Activity. If at this time, the behavior is still distracting other students, I will ask the student to sit next to me (on the ground) at the front of the class. Reflections: Results:Students were able to make a connection with material being read to the videoStudents were able to work independently for 10 minutes on their cell projectsVocabulary terms need to be reviewed everyday (complex words)Revisions:Have students discuss vocabulary terms as a class – go over each word togetherInclude a few more students to share their thoughts on the videoContinue to show students previous samples of the cell projectEncourage students to work diligently on their projects during independent time[From p.73 of the 2014-2015 Student Teaching Forms for CT, US, ST] ................
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