Kate Lord: 5th Grade Teaching Portfolio


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Kate Lord: 5th Grade Teaching Portfolio

  1. 1. COPYRIGHT © 2008 Katherine E. Lord ALL RIGHTS RESERVED Student Teaching Portfolio WinchesterThurston School: Grade 5 September– November2008 Kate Lord
  2. 2. COPYRIGHT © 2008 Katherine E. Lord ALL RIGHTS RESERVED CONTENTS: •Part One: Persuasive Essay Lesson •Part Two: Advanced Reading Group •Part Three: Divisibility Lesson
  3. 3. INTRODUCTION Toward the end of my student teaching, I was invited to compose a Language Arts lesson and was given the freedomto select a topic of my choice. Throughout my experience at Winchester, I was exposed many times to the school’s motto: “Thinkalsoof thecomforts andrights of others”. Inspired by this phrase, I created a lesson that introduced the procedures of the five paragraph persuasive essay and implemented a mockscholarship contest. Going beyond the objectives listed in the lesson plan, a main goal was to bring the student’s attention to the actions of their peers and also bring awareness to their own actions as they were consciously being observed by others. Language Arts The Persuasive Essay
  4. 4. PERSUASIVE ESSAY WRITING The “Caught Being Good” Scholarship Contest   Taught by Kate Lord November 10th through 14th , 2008     RATIONALE The purpose of this unit is to introduce the all attributes of 5 paragraph persuasive essay including, terms, writing process, and purpose.   OBJECTIVES Knowledge- Recall terms associated with the persuasive essay   Comprehension- Classify a statement to be fact oropinion and determines underwhich supporting topic the statement should go.   Application- Constructs a 5 paragraph essay using all writing tools, as explained in class.   Create- Expresses fact successfully within the 5 paragraph essay using detailed examples and transitional phrases.   MATERIALS The “Persuasive Essay” handout, “Bridging the Gap” handout, “Tree Diagram” worksheet, “Graphic Organizer” worksheet, “Caught Being Good” assignment slip, Essay Rubric, Scholarship and “You’ve been Spotted” certificates. Language Arts LESSON PLAN
  5. 5. PROCEDURE Motivational Activity: To begin, introduce the new unit to the class by defining the word persuasive. Explain that we will be talking about how to write a 5 paragraph persuasive essay.   Sequence of instruction (will span 3 days): Begin day one, by reading aloud the persuasive writing handout (see attached). Students should highlight important terms and points forlaterreference. Briefly go overthe “Bridging the Gap” hand out (see attached) and transitional phrases when appropriate.   Once the students are familiar with the concept, introduce the assignment (see attached). Inspired by the school’s motto, students will choose a classmate whom the feel “thinks also of the comforts and right of others”. Students will compose a persuasive essay about this outstanding peer. A “scholarship” of chance coupons will be awarded at the close of the unit.   As a class, discuss the procedure of the tree-diagram(see attached). Students will use this to organize theirthoughts in the early stages of writing. Once students understand, allow themto workindividually with the tree diagram, brainstorming ideas about their candidate. Instructor should observe and field any questions at this time.   On day 2, introduce how to use the graphic organizer (see attached) with the class. The purpose of this diagramis to prepare the students to write in paragraphs as they expand their thoughts into sentences. Once students understand, allow themto workindividually with the graphic organizer, building upon theirinitial ideas from the tree diagram. Instructorshould observe and field any questions at this time. Packets should be collected at the end of the period and checked forunderstanding.   On day 3, Students who are clear about the process thus far, may handwrite a rough draft in theirwriting journal and then type a final draft. No proof reading is necessary. Those who need clarification can be conferenced with before they proceed with drafting their essay.   As essays aregraded, keepatallyforthosewho werewritten about. (Scholarships areawardedforthestudent(s) withthe highest gradeandforthestudent(s) most writtenabout).
  6. 6. CHECKFORUNDERSTANDING Take advantage of opportunities to review terms and ask questions. “What should we include in a closing paragraph?”, “Who can give an example of a fact?”, etc.   Observe independent workand intervene as necessary- encourage other students to answerthe questions of their peers.   Before students begin to draft their essay, collect packets to read over each student’s progress and comment or conference as necessary.   ASSESSMENT Essays will be graded using the attached rubric. Scoring is based upon the brainstorming process and inclusion of specific attributes of a 5 paragraph essay as discussed in class.   CLOSING Once the essays are graded, take time to award students in front of their classmates using the attached certificates. To encourage discussion and boost self-esteem, the “you’ve bee spotted” certificate can also be used forthose who were written about at least once.   OPTIONS FORDIFFERENTIATION Extra Help: Encourage students to askquestions. Students can be assisted individually as necessary.   Advancement: Students in need of more of a challenge can edit their composition with a goal to utilize more advanced or creative vocabulary.   Physical challenge: In the future, if motor skills are affected, this particularstudent’s brainstorming can be dictated to the instructor or anotherstudent to be written down in the graphic organizer. This student may also compose theirfinal draft using a method that is more favorable to the student.   NATIONAL STANDARDS   NL-ENG.K-12.12 APPLYING LANGUAGE SKILLS Students use spoken, written, and visual language to accomplish theirown purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). NL-ENG.K-12.4 COMMUNICATION SKILLS Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and fordifferent purposes    PA STATE STANDARDS   1.6.5. GRADE 5 D.
  7. 7. Due to the student’s unfamiliarity in persuasive writing, preparation was extensive. I knew that in orderfortheir final essays to be a success, we would need to spend ample time covering the material as a class. The information you are about to see, was organized into packets foreach student . I was careful not to reveal too much at the beginning as I did not want the size of the project to overwhelmthem. As we read overthe research , I instructed the students to highlight noteworthy information. In addition, the pace of the unit was based on the students comprehension of the material during which, I answered questions throughout and made myself available forindividual conferencing. Language Arts LESSON MATERIALS
  8. 8. THE PERSUASIVE ESSAY Persuasive writing attempts to convince the readerthat the point of view orcourse of action recommended by the writer is valid. To accomplish this, the writermust determine their position and support their stance with strong facts and examples. The persuasive essay is five paragraphs in length and is organized in a particular way; as I will explain. First, thinkthrough yourposition. Clearly define it. Compose a strong “topic sentence” that will begin your essay and declare yourposition. This sentence should be fact based and should not be based on opinions or emotions. On a separate sheet of paper, brainstormideas that support yourfeelings about the topic. Highlight the three that you feel are the strongest. These will become your“supporting topics”. Each of these will be the focus of a paragraph in youressay. Just as you did before, make a new brainstorming list for each of yoursupporting topics. Again, highlight the three that are the strongest. These are your“supportingideas” and will be used to defend yourstance. Thinkabout how you are going to end the essay. What effective way can you clarify yourstated position? How can you clearly summarize the supporting ideas? Write down these ideas to formyour “closingparagraph”. Do not introduce any new points at this time.   TIPS TO SUCCESS: •Take time to formulate the sentences and organize ideas. If the reader loses the logic of you position, you have lost the advantage in a persuasive essay. •Be sure to vary sentence structures so that the essay is not one long list of reasons. •Be sure that the supporting paragraphs explain your ideas. Giving examples is a good technique of support. •Do not resort to name-calling. This is never effective. •To promote understanding, be sure that there are transitions between paragraphs. Lookto your“Bridging the Gap” handout for ways to use transitional phrases. •Go backand reread the essay when you are finished. Try to thinkof it through the eyes of someone who takes the opposite position. Make any changes necessary. •Be sure that there are no spelling, punctuation, capitalization, tense, or other errors that could distract the reader away fromthe strength of yourposition.
  9. 9. BRIDGING THE GAP How transitional phrases can help make the connection Using transitional words and phrases can help papers read more smoothly.  They provide logical organization, understandability, and improve the connections between thoughts.   Transition words indicate relationships, whether within a sentence, paragraph, orpaper. This list illustrates "relationships"between ideas, followed by words and phrases that can connect them.   Inyourwriting, considerusingsomeof thewords orphrases listedbelow, to helpblendyourthoughts into sentences and yoursentences into well writtenparagraphs. To put two thoughts into one sentence: also, again, as well as, besides, coupled with, furthermore, in addition, likewise, moreover, similarly   For demonstrating the results of action: accordingly, as a result, consequently, forthis reason, for this purpose, hence, otherwise, so then, subsequently, therefore, thus, thereupon, wherefore   For making broad statements: as a rule, as usual, forthe most part, generally, generally speaking, ordinarily, usually     Used when giving an example to support a thought: chiefly, especially, forinstance, in particular, markedly, namely, particularly, including, specifically, such as, for example, for instance, forone thing, as an illustration, illustrated with, as an example, in this case   To demonstrate an important point: above all, chiefly, with attention to, especially, particularly, singularly   For making well, exceptions: aside from, barring, besides, except, excepting, excluding, exclusive of, other than, outside of, save   Used when rephrasing a sentence orsummarizing a paragraph: in essence, in otherwords, namely, that is, that is to say, in short, in brief, to put it differently   For comparing and contrasting thoughts or scenarios: contrast, by the same token, conversely, instead, likewise, on one hand, on the other hand, on the contrary, rather, similarly, yet, but, however, still, nevertheless, in contrast   To wrap up a paragraph orpaper: afterall, all in all, all things considered, briefly, by and large, in any case, in any event, in brief, in conclusion, on the whole, in short, in summary, in the final analysis, in the long run, on balance, to sum up, to summarize, finally
  10. 10. ASSIGNMENT The “Caught being good” Chance Coupon Scholarship* Winchester’s school motto is: Thinkalso of thecomforts andrights of others. Among your5th grade classmates, who best represents the lowerschool in this way and why? *Thechancecouponscholarshipwill beawardedto the highest gradedessaybasedontherubric provided.   Rough Draft Due: Friday, November7th Final Draft Due: Monday November 10th Thefollowingdiagramwas usedintheearlybrainstorming stages. Its purposewas to organizethestudents thoughts and visuallydemonstratehow eachpoint was connected.   TREE DIAGRAM Organize YourThoughts and Plot Key Essay Points
  11. 11. TERMS: Topic Sentence/Opening Paragraph: Yourtopic sentence will reveal yourposition in a fact based statement. The remainder of this paragraph will include yourthree supporting topics, thus, supporting yourstance. Supporting Topics: Together, three supporting topics create the body of youropening paragraph. Individually, each one becomes the topic sentence for its own paragraph. Supporting Ideas: Each supporting topic paragraph should be defended by three supporting ideas. Supporting ideas are your“soldiers” within yourargument therefore, before you begin writing, make a list of all ideas and choose your strongest points. They are spread throughout youressay to defend your stance. Closing paragraph: Your closing paragraph is a time to summarize and restate yourthoughts, putting an emphasis on important points. Yourclosing paragraph is not a place to introduce new ideas. AftercompletingtheTreeDiagram, students wereencouraged to transfertheirideas onto this graphic organizer. The purposewas to preparethemforwritingparagraphs andhelp themvisualizetheroleof thetransitionalphrase.   Graphic Organizer: page 1
  12. 12. Graphic organizer: page 2   Graphic organizer: page 3
  13. 13. I felt that it was important to recognize students who were written about. As I was grading their finished work, I recorded each student who became the subject of their peer’s essay. It was interesting that during the process, the students became very private about who they had chosen to write about. To save anyone the embarrassment of sharing what they felt was private, I decided to sparkconversation amongst them. I made sure that each student ,who was written about at least once, received the following certificate: Naturally, each was curious about who had written about themand I encouraged themto askaround and find out. It was my hope that they would share with each otherwhat they wanted to and on theirown terms.   During a short 20 minute period on the last day of my placement, I revealed the winners of the scholarship. Four students received certificates fortheirhigh scores and two students were recognized for “thinking also of the comforts and rights of others”. The certificates were signed by my self and my two cooperating teachers, Kay Simon and Brian Swauger. I called the students up one by one to receive a certificate and 25 chance coupons as their classmates and teachers applauded theirefforts.
  14. 14. In creating the assignment portion, I was curious to see if the students would take the question I was asking to heart orif they would simply write about theirfriends. At this time, I was keen as to who was friends with whom and was pleased with the outcome. Many gave my provocation some serious thought and wrote about someone unexpected. I enjoyed reading what the students had to say about theirpeers and believe that the writing prompt made a significant impact on the students as a community. Language Arts STUDENT WORK
  15. 15. The author of the following essay received a certificate for highest score. Afterseeing this student struggle in many subjects, I was proud to recognize herachievement. I hope that though this experience, she attained the encouragement to keep trying her best.
  16. 16. When I first approached Kay , my cooperating teacher, about my intentions to teach a persuasive essay unit, she guided me in the brainstorming process with suggestions. As the unit closed, It was clearthat the lesson that I had created surpassed her expectations and did more than instruct the students “how to…” To accompany this lesson, Mrs. Simon chose to write an observation. Language Arts OBSERVATION
  17. 17. Observation: page 1   Observation: page 2
  18. 18. Observation: page 3   Observation: page 4
  19. 19. Observation: page 5
  20. 20. INTRODUCTION At the start of my placement, the 5th grade began reading The Puppeteer’s Apprentice by D. Anne Love. Aftera few chapters, the abilities of the students revealed the need to divide the class into two groups. Confident in my teaching ability, Kay approached me about leading an advanced reading group forthose who were able to coverthe material at a quickerpace. Forthe remainderof the book, I led a group of 7 students forwhomI prepared supplementary lessons to enhance the existing material. Such a responsibility went with little supervision as I demonstrated the qualities and characteristics necessary forthe task. Language Arts The Puppeteer’s Apprentice
  21. 21. The Puppeteer’s Apprentice by D. Anne Love Adapted for Advanced Reading Group   Taught by Kate Lord October 2nd through October29th , 2008     RATIONALE The purpose of this unit is to practice reading skills, comprehension, and expand vocabulary as well as explore such advanced creative writing processes such as characterdesign and post-editing.   OBJECTIVES Knowledge- Recall vocabulary definitions and events as they occurred in the reading   Comprehension- Explain particular events as they occurred in the chapter   Application- Participate in class read-aloud, vocabulary, and chapterquestion activities   Create- Compose sentences using newly acquired vocabulary terms. Design a charactersketch base on the bookdescription. Re-write a portion of the story in the form of a “lost chapter”   MATERIALS The Puppeteer’s Apprentice by D. Anne Love, Puppeteer’s Apprentice workbook, pen/pencil, highlighter, homework journal. Language Arts LESSON PLAN
  22. 22. PROCEDURE (Begins a new chapter) Motivational Activity: Discuss necessary vocabulary words forthe upcoming chapterby reading the word and definitions (see example handout) in class. Defining the word with examples should be done at this time. Continue to reinforce vocabulary by playing “Around the Word” (see game rules).   Sequence of Instruction: Once these activities are complete, read the chapteraloud in class. Students should take turns reading. Allow them to read as little or as much as they like-with some guidelines- seems to take the pressure off of those that are uncomfortable.   CHECKFORUNDERSTANDING During the read aloud, askquestions to challenge thinking orsparkreflection and clarify unusual phrasing such as old English terms ormetaphors.     ASSESSMENT When the chapter is completed, the students should independently answerthe chapter questions that were read at the beginning of the chapter. Forthis advanced group, have the students write down a page numberthat corresponds with theiranswer. These questions will be collected and checked forcomprehensive understanding of the chapter.   COMPLEMENTARY ACTIVITIES CharacterDesign: The purpose of this activity is to encourage students to use the literature as a resource to defend their thinking and can occurat any time during the reading. Students will choose a characterfromthe book to design and quote passages to support their decisions. The Lost Chapter: The purpose of this activity is to encourage critical thinking and support and advanced level of comprehension and should occurupon completion of the book. Students will select a chapterof the book that they wish to change. In addition, students will express how theirchanges would impact the rest of the book.   OPTIONS FORDIFFERENTIATION Extra Help: Allow the students to have theirvocabulary definitions out while playing the game. Students should go backto re-answer chapterquestions that they answered incorrectly.   Advancement: Have the students experiment with including emotion and different voices as they read. Chapter questions and vocabulary can be adapted to be more challenging.   Physical challenge: If motorskills are affected, vocabulary and question exercises can be adapted to be more discussion based. The vocabulary game will also support this student in this way. If eyesight is affected, photocopy the chapters and workbookto enlarge the font.
  23. 23. NATIONAL STANDARDS NL-ENG.K-12.1: READING FORPERSPECTIVE Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and forpersonal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.   NL-ENG.K-12.12: APPLYING LANGUAGE SKILLS Students use spoken, written, and visual language to accomplish theirown purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).   PA STATE STANDARDS   1.1.5. GRADE 5 C.   1.1.5. GRADE 5 F.   1.1.5. GRADE 5 G.     1.1.5. GRADE 5 H.   1.6.5. GRADE 5 D   AROUNDTHE WORD How to Play   Sit in a circle. Student may keep theirvocabulary definitions in front of them- or, formore of a challenge, tell the students to put everything away.   Begin with any student. Give this first student a vocabulary word and askhe/she to use it in a detailed sentence. When finished, askthe person to their left if they “agree” or“disagree” with the sentence. Encourage themto elaborate if the definition or usage is incorrect.   If thestudent believes that thesentenceis correct, thenthesecond student is givenanew word. Confirmthat theresponseis correct andreadthedefinitionto thegroup.   If thestudent feels that thesentenceis incorrect, askthestudent to re-usethewordinasentence. Whenfinished, askthestudent to theirleft if theyagreeordisagree, etc.   Continue in this manner until all words are used.   Point system: Fora competitive edge, students may keep score. If the word is used correctly, add one point. If a word is used incorrectly, deduct one point.   Extra practice: As the game is played, askthe students to highlight the vocabulary word if they use it incorrectly. They must use the word in a sentence forhomework.   Assessment: Homeworksentences will be collected and checked forunderstanding.    
  24. 24. The following selections represent student workcompleted forthe supplementary lessons that I composed forthis advanced group. In creating these lessons, my objective was to challenge the students in unique and interesting ways. I was concerned that the students would begin to feel that their abilities were a burden to thembecause it caused themto do additional work. The experience was a success because I created an environment that they looked forward to. I allowed theirmature behavior to influence ourmeetings by giving them more of a say as to what they wanted to get out of ourtime together. The students were excited to read and completed my assignments whole-heartedly. Language Arts STUDENT WORK
  25. 25. CHARACTERDESIGN PROJECT FromBookto Film         Dear Student,   The book“The Puppeteer’s Apprentice” by D. Anne Love has become very popularwith children your age. Due to this success, it has been adapted for the big screen! We would like to begin casting the parts of Mouse, Simon, and the Puppeteer as soon as possible and want yourinput.   As you read the book, how did you imagine Mouse’s appearance? What did the PuppeteerorSimon looklike? Are there other characters fromthe bookthat we should considerincluding in the film? Please submit yourdrawings for consideration so we can continue to produce this next blockbuster! And remember, details, details, details!     Sincerely,   Steven Spielberg   
  26. 26. Afterasking this student for “more effort” on many assignments, I was proud to see the many passages that the had copied and highlighted to accompany his sketch.
  27. 27. CLOSING PROJECT The Lost Chapter Now that we have finished the book, you are aware of all of the twists and turns within the story. In youropinion, is there anything that you would have done differently if you were the author? Forthis final project, you will choose a point in the story that you would like to change and compose a lost chapter.   Remember that any changes that you make will affect the rest of the book. How much will yourchapterchange the book? Will the ending be the same ordifferent?     Brainstorming…   Step One: Chose the chapterthat you would like to re- interpret. In the space below, briefly explain what happens in the chapterand what you would have done differently. _____________________________________________________ _____________________________________________________ _____________________________________________________     Step Two: Briefly explain what events occurin the chapterbefore? How will your changes affect the preceding chapter? ____________________________________________________ ____________________________________________________ ____________________________________________________ Step Three: Briefly explain what events occur in the chapterimmediately after. How will yourchanges affect the following chapter? ____________________________________________________ ____________________________________________________ ____________________________________________________ Step Four: Briefly explain how yourchanges will affect the rest of the book. ____________________________________________________ ____________________________________________________ ____________________________________________________ Step Five: Now you are ready to compose your lost chapter. Remember to include the chapter that you are changing and how it will affect the rest of the book. You composition should be typed and at least one page in length.
  28. 28.  
  29. 29.  
  30. 30. During the course of my Advanced Reading Group experience, I was observed by Sharon Schurman, my University Supervisor. On this particularday, we had planned to play “Around the Word”, which was the vocabulary game that I had created. Sharon had an opportunity to see the rapport that I had formed with this group of students and the level of responsibility that I had taken on. Once the lesson had concluded, we were able to meet fora few moments. As she handed me herobservation, Sharon admitted with a smile, “I was struggling to find something to pickon.” She complimented me several times before and afterthat day on the many qualities that she saw in me as a professional. Language Arts OBSERVATION
  31. 31. Observation: page 1   Observation: page 2
  32. 32. Observation: page 3   Observation: page 4
  33. 33. Observation:   Page 5
  34. 34. INTRODUCTION Throughout my 5th grade placement, many of the relationships that I had with the students were strengthened through the Mathematics curriculum. In general, Math was a challenging subject forthe class as a whole and I tookthis as an opportunity to gain theirtrust, respect, and show the students that Math concepts can be represented in many different ways. I have chosen to showcase this lesson as it represents how I am able to begin a lesson through the use of interesting and fun motivational activities. This lesson in particular, required a strong rapport with the students, which I had attained early in my placement with 5th Grade. Mathematics Divisibility Lesson
  35. 35. Divisibility Pairs with Unit 4 Lesson 4 of Houghton Mifflin   Taught by Kate Lord October 2008   RATIONALE The purpose of today’s lesson is to define divisibilityand practice the “rules of divisibility”, emphasizing their importance.   OBJECTIVES Remember- Identify the rules of divisibility   Understand- Express the importance of divisibility and how it applies to real life Apply- Demonstrate priorknowledge of number operations such as addition and multiplication.   Analyze- Determine if any rules of divisibility apply to a given number. Evaluate- Assess a number’s divisibility by a given factor using the rules given.   Create- Create ways to rememberthe rules without using a “hint card.”   MATERIALS Instructional: 20 chance coupons and 30 “Divisibility Rules Hint Cards” (see attachment) to accommodate 15 students. Students: Textbooks, workbooks, pencil and paper. Mathematics LESSON PLAN
  36. 36. PROCEDURE Motivational Activity: To begin, announce to the class that they are going to play a game. Split the class up into two groups. (The goal is to demonstrate the importance of divisibility) Continue to formteams until one student remains. Explain to the students that it would be unfairto play a game with uneven teams. Since the “remainder” can’t be divided in two, we will play later. As the students return to theirseats, tell the students that you have 20 chance coupons (this was their reward system). For“being good sports”, give each student 1 coupon and cut the remaining 5 coupons into 3 pieces. Give them out…if they want them.    Sequence of Instruction: After the coupons are distributed, write the situation out mathematically: 15 divided by 2 and 20 divided by 15. Instruct the students to open their books. Aska student to read the definition fordivisibility and factor from the book. Askanotherstudent to rephrase the definition in their own words. Talkabout it; askquestions to checkfor understanding.   Distribute the “Divisibility Rules Hint Cards” to the students. Call on students to read each rule aloud. Read the word problem that is given in the book. Encourage the students to solve the problem togetherusing the rules. Prompt them with questions orclues as they go.   Next, write the numbers: 725, 240, 536, 360, 382, and 590 in the board. Using the rules, eliminate numbers until only one is left. Askthe students to worktogetherin their groups to solve this problemwhich is in theirbook. Come backtogetherand solve the problemas a class. CHECKFORUNDESRSTANDING •Askquestions and askstudents to re-phrase definitions to checktheirlevel of understanding. Encourage students to explain theirreasoning. • During the final exercise, walkaround the roomto observe theirthinking and see theirwork. Answer questions at this time. •The homeworkassignment will be collected and checked.   ASSESSMENT At the end if the lesson, assign corresponding page 25 in their workbook   CLOSURE At the end if the lesson, return to the scenario that began the lesson. Askstudents to determine how many teams we would have needed and how many chance coupons I should have had, using the divisibility rules. In addition, invite the class to create a way that they will remember the divisibility rules.  
  37. 37. OPTIONS FORDIFFERENTIATION Extra Help: Group workis utilized within this lesson to support those who learn best fromtheirpeers.   Advancement: Some rules have a relationship to each other such as, 3 and 9. Give themthe rule of 9 and askif the numberis divisible by 3. How do they know?   Physical Challenge: At the beginning, the division of the class can be omitted, orthe physically challenged students can be the remainder…depending on the student’s sensitivity. USE OF TECHNOLOGY- Fun divisibility game: http://www.oswego.org/ocsdweb/match/dragflip.asp?filename=slanedivrules   Game matching divisibility rules with theirfactors: http://www.quia.com/mc/11125.html   NATIONAL STANDARDS NM-NUM.3-5.2: Understand the effects of multiplying and dividing whole numbers; identify and use relationships between operations, such as division as the inverse of multiplication, to solve problems;   NM-PROB.PK-12.3: Apply and adapt a variety of appropriate strategies to solve problems;   NM-PROB.CONN.PK-12.1: Recognize and use connections among mathematical ideas;   PA STATE STANDARDS 2.4.5. GRADE 5 B.   2.5.5. GRADE 5 E.   2.5.5. GRADE 5 F.
  38. 38. During my experience with 5th grade, I had many opportunities to plan lessons using the Houghton Mifflin Mathematics curriculum. I often went beyond the suggestions of the textbook, utilizing various manipulatives and creating additional worksheets as needed to support the students. My extra effort personalized the lesson, making connections with current events, school, and community. As I collaborated with Mr. Swauger, the importance of making each lesson memorable was reinforced as he connected algebraic orderof operations to a story about his “dearAunt Sally”. Mathematics LESSON MATERIALS
  39. 39. Lesson 4.4 taken fromHoughton Mifflin Mathematics textbookGrade 5
  40. 40. For this particularlesson, one objective was to create a way forthe students to memorize the rules of divisibility. I spent a bit of time researching creative limericks and phrases, but came to the conclusion that if we really wanted the students to own this information, they needed to learn it in theirown way. I created “hint cards” forthe students on heavy cardstock. These cards could be kept on theirdesks orin their books in the early stages. At the end of the lesson, part of theirassignment was to create a way that they could rememberthe rules. They were invited to share their ideas with others as a way of supporting their peers.
  41. 41. The dynamics of the 5th graders often expressed need fordifferentiation in Mathematics. Brian Swaugerand I collaborated throughout my experience, creating ways to meet the needs of every student. Teaching strategies needed to remain flexible at all times to accommodate the students abilities. Lesson planning was not based on a time table, but ratherthe demonstrated comprehension of the material. Theirworksent a clearmessage of this understanding and often times conveyed a need forclarification. Mr. Swaugerand I focused much of ourlesson planning on responding to these needs. Mathematics STUDENT WORK
  42. 42. Houghton Mifflin Curriculum Accompanying workbook: page 25
  43. 43. Forthis lesson, I was observed by Sharon Schurman, my University Supervisor. Once the lesson concluded, there was time for herto critique my teaching style. I found it humorous that she was convinced along with the students that the game was unable to be played. I clarified (as I had at the end of class) that there was neverreally a game forthat day. The “flop” was part of the introduction to the concept of divisibility and how it can be applied to a real life. Mathematics OBSERVATION
  44. 44. Observation: page 1 Observation: page 2
  45. 45. Observation: page 3 Observation: page 4
  46. 46. Observation: page 5
  47. 47. COPYRIGHT © 2008 Katherine E. Lord ALL RIGHTS RESERVED THANKYOU Requests forfurther documentation or interview arrangements can be made by contacting: Kate Lord 4601 Bayard Street Apt. 806 Pittsburgh, PA 15213 412-877-2530 kate.lord@live.com