Multiple Intelligences EDU 611 Cotati Thomas-Crompton

Multiple Intelligences EDU 611 Cotati Thomas-Cromptonhttp://www.biteslide.com/projects/view/IwsJEvYlupY

EDU 611 Lesson PLan Activity 2

Name: Cotati Thomas-Crompton                                    Lesson Plan Activity                     

                                                                                                                                                                            You will be writing two lesson plans.  Click back on the California Common Core Standards.  Pick one Reading standard and one math standard and write a lesson plan for each.

 

California Common Core Standards:  (Cut and paste here)   Understand the relationship between numbers and quantity; connect counting to cardinality		Objective:   By the end of this lesson, students will be able to:   Understand and connect Roman Numerals with given amounts
Resources and Materials:   Roman Numeral Chart 1-10 Small Cup of Gummy Bears Small Dry Erase Boards w/ Marker Small Paper Plate Roman Numeral Matching Worksheet
Assessment What is the tool used? What are you looking for?	A Roman Numeral and Number Matching Worksheet   I will be looking to see if the students can match the Roman Numeral with the Correct amount of Items on the worksheet
Anticipatory Set How will you engage the students?	I will show a Ancient Rome cartoon video clip of how Roman Numeral came into existence.
Procedure   What are the steps of the lesson?	Step 1 would be to show the cartoon video clip about Roman Numerals. Step 2 would be to have an open discussion about how Roman Numerals have the same meaning and value as “Regular Numbers” Step 3 would be to step by step explain the system of the symbols that are used in Roman Numerals. I would have the student write out the Roman Numerals on their Dry Erase Boards. Step 4 would be to have the students practice writing and matching Roman Numerals 1- 5 with gummy bears. This will show them how the Roman Numerals are connected to the same given amount as “Regular Numbers”. Step 5 would be to go further ahead and discuss how the symbols of the Roman Numerals change between 6-10. Step 6 would be to have the students practice along with the teacher by practicing writing and matching out the Roman Numeral numbers 6-10 with gummy bears. Step 7 would be to have a guided practice number matching activity between both Numbers and Roman Numeral Numbers. Step 8 would be to have the student independently practice matching the Roman Numerals with the number amount of items on their Roman Numeral and Number Worksheet.
Differentiated Instruction for Students How will you assist students at varying ability levels?	Extensions of the lesson for those who understand the concept: For those who un understood the concept, I would give them an extended activity and have them unscramble the Roman Numeral Cut Outs and arrange them from least to greatest.       Remediation of the lesson for those who haven’t fully grasped the concept:   For those students who did not fully grasp the concepts, I would have them focus on numbers 1-5 in small groups of 2’s and re-teach the lesson activity.

 

EDU 611 Lesson Plan Activity 1

Name: Cotati Thomas-Crompton                                    Lesson Plan Activity                     

                                                                                                                                                                            You will be writing two lesson plans.  Click back on the California Common Core Standards.  Pick one Reading standard and one math standard and write a lesson plan for each.

 

California Common Core Standards:  (Cut and paste here)   Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 2 reading and content choosing flexibly from an array of strategies		Objective:   By the end of this lesson, students will be able to:   Understand scientific terms and definitions related to the Life Cycle of Frogs Frog spawn Mass Cell
Resources and Materials:   Dictionary Writing paper Pencil Life Cycle Drawing Handout Colored Pencils
Assessment What is the tool used? What are you looking for?	The tool will be a drawing of the life cycle of a frog.   I will be looking to see if the students remembered the new terms that were used in the lesson.
Anticipatory Set How will you engage the students?	I will show a cartoon video clip of the life cycle of a frog I will have a Live Frog as a visual Aid for the students
Procedure   What are the steps of the lesson?	Step 1 would be to show the cartoon video clip of the cycle of a frog. Step 2 would be to have an open discussion about the student’s prior knowledge about frogs. Step 3 would be to have the student’s follow along with the teacher and read a short reading about    the life cycle of frogs. Step 4 would be to have the students point out 3-4 words that are unfamiliar about frogs Step 5 would be to have the students group into 4’s and use their dictionary’s to look up the definition of those unfamiliar words. Step 6 would be to have each group of students to share the definition of the new words/term and define them. Step 7 would be to discuss the different terms in relationship to the frog. Step 8 would be to have each student fill in the names of the new words/terms onto their life cycle of a frog drawing. Step 9 after filling in the names of the terms on the drawing, the students will color in the images of the cycle.
Differentiated Instruction for Students How will you assist students at varying ability levels?	Extensions of the lesson for those who understand the concept: For those who understood the concepts, I would have them revisit the reading and choose additional 3-4 terms to define the meaning of.         Remediation of the lesson for those who haven’t fully grasped the concept:   For those who may have not understood the lesson, I would have them choose only one new word/term to define. I would have them focus on learning the meaning of that 1 new term and describing that 1 new term to the class.