“shop „til you drop” grade shopping...
TRANSCRIPT
Standard Five │ ED315 Evidence
Kathryn Rank
ED315/FA09
Lesson Plan ONE
“Shop „til you Drop” 5th Grade Shopping Project
Goals TEACHER
Standard 1: I will be engaging students in an activity that links prior learning to performance.
Standard 4: I facilitate student discussion of the “how to” of understanding how the act of purchasing works.
STUDENTS
Students in Wisconsin will draw on a broad body of mathematical knowledge and apply a variety of mathematical skills and strategies, including reasoning, oral and written communication, and the use of appropriate technology, when solving mathematical, real-world and non-routine problems.
A.8.4 Develop effective…written presentations that include
the conventions of mathematical discourse (e.g., symbols, definitions, labeled drawings)
clear organization of ideas and procedures
understanding of purpose and audience
Students in Wisconsin will use numbers effectively for various purposes, such as counting, measuring, estimating, and problem solving.
B.8.7 In problem-solving situations, select and use appropriate computational procedures with rational numbers such as
creating, using, and explaining algorithms.
Pre-assess Revisit prior learning of subtraction, using money. Examples on white board.
Objectives
Students will show the application of their prior learning by constructing a satisfactory,
real-world project.
Materials Needed
white tag board
magazines, catalogs, sale flyers, etc.
scissors
glue
black Sharpie® markers
“Shop „til you Drop” work chart
pencil
templates for poster
Different color scrap paper (colored construction paper)
Total Time Needed Approximately 20 to 25 minutes will be needed for the lesson. The rest of the time (20
minutes) will be “free time” for the students to start their projects and ask any necessary
questions.
5-10 minutes for pre-assess/refresher
Standard Five │ ED315 Evidence
10-15 minutes for explanation and expectations of project
5 minutes to go over any lingering questions
20 minutes to get the project started
Procedures
Introduction Over the past couple school days, you have been studying subtraction while dealing with
money. Today, and over the next couple days, we are going to apply what you have learned by
using subtraction in a real-world setting.
TEACHER: Pick a store you shop at. Raise your hands. What do we do when we go to ___ and
buy…what are we going to buy?
STUDENTS: ______!
TEACHER: Okay! What do we do when we go to ____ and we pick out a/n ____?
STUDENTS: We give the cashier money for the ____ and she gives us change back.
TEACHER: What is change?
STUDENT/TEACHER: The “change” is an answer to a subtraction problem that was done by
the cash register. Show example.
Engagement If I had $40.00 and the ____ cost $29.99, what is my change? How do I set up this
problem? Student help.
TEACHER: This is the type of work you are going to be doing for our shopping project. You
are going to be given “money” and you will go shopping and try to spend all of your money.
Steps for instruction (demonstration, participation, practice)
Explanation/Demonstrate
HAND OUT CRITERIA and WORK CHART
In order to be successful in this project, I have created this sheet of criteria or
expectations that you need to accomplish in order to be successful. Please be sure to follow
the steps to success. Let‟s go over it and you can ask questions if need be
Here is my example of my project. I did a few extra things to make my project stand out,
which is something I encourage you to do. I love scrap-booking, so this is something that I
added to this project. Discuss what I have all included in my project.
YOU WILL NOT GET TO THIS STEP TODAY. TODAY WE ARE WORKING ON FINDING
ALL THE ITEMS AND DOING THE CORRECT STEPS FOR SUBTRACTION.
Are there any questions at this point?
Let‟s get started!
Standard Five │ ED315 Evidence
Release students by row: Get a few magazines you want to use for your project.
Use your work chart, and start looking through magazines. Please be mature
while looking through the magazines. If you cannot handle the pictures
and you choose inappropriate items, you will be asked to complete an
alternative assignment.
Use work chart to calculate how much money you have left after each
purchase. Remember you must have at least 5 items and use as much
money as possible!
You will not finish in the entire project class. You should have a good start on the work
chart. You will be given time to work on this project in class on Tuesday and Wednesday.
KEEP IN MIND Your projects will be show-cased in the hallway for everyone to see. It
is very important to do your best on this project, so you can show others what you have
learned. Editing, proofreading, and self-evaluating are important to do as you are working on
this project.
Ask yourself, “Does this make sense?” “Does this look okay?” “Would Miss Katie and Mrs.
Calouette approve of this work?”
Questioning Where do we use this technique of finding change (asked in the introduction)?
Why is it important to use what you have learned in math class for a project like this?
We all learn at different rates, but why is it important for us ALL to know the concept of
adding and subtracting money?
Strategies for students requiring additional assistance This project can be easily adapted to fit the needs of all students. I know in this class
there aren‟t any students with exceptional needs. However, if I would need to alter this
project, I would keep the same criteria, but I would possibly lessen the amount of money
that needs to be spent. I could also provide the student with some extra assistance, while
the other students are working on the project. The extra assistance can be subtle, so it
doesn‟t seem that I am focusing on only one student.
Closure The project will NOT be finished during this class. Have students look to the board one
more time and go over what we must do in order for subtraction work to be satisfactory.
SHOW ALL STEPS!
Close the class by giving students direction on where they can safely keep their projects,
and reminding them that they are going to have class time to finish them.
Standard Five │ ED315 Evidence
Assessment
This project is due the following week, so I will be able to assess these projects. I have
created criteria and a rubric to use for correcting (attached).
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Cooperating Teacher Signature: __________________ Date: _________________
Additional Cooperating Teacher Comments:
Standard Five │ ED315 Evidence
Kathryn Rank
ED315/FA09
Lesson One Self Assessment
1. Describe the most effective elements of the lesson. What worked best
in your lesson? Explain. (Consider the materials, your delivery, etc.
Also, consider the five education abilities, Wisconsin Teacher Standards and social interaction skills.)
This lesson was an application lesson of the previous lesson the students were working
with. The lesson, “Shop „til you Drop,” was implemented in a 5th grade classroom. The
lesson objectives were for students to apply their previous knowledge of subtracting
money to create a shopping list. They started with $300.00 and had to show their
subtraction steps each time they purchased an item.
In order to prepare for this lesson, a letter was sent out to the parents for the
students to bring in old magazines and newspaper ads, so we would have enough
materials for everyone. I also created a direction sheet for the students that included
the criteria of the project. This was useful for students because they could check back
on what had to be done for a successful completion of the project. The students were
given a work chart so they could organize their work.
To introduce the project, I did a review of how to subtract decimals (money). We went
over a few review problems. Then we thoroughly went over the criteria and made sure
they understood each direction. I had created my own example, so I used my example to
show students how I wanted things. I also left the example for the students to look
back on as they continued to work on the project over the next few days. I also
discussed appropriateness of material in magazines (example: hunting guns not
appropriate for school). I think it was helpful for the students to see my example. I also
think it was effective to give them their criteria sheet to use as a guide.
The implementation of this lesson was successful, which communicates how it relates to
Wisconsin Teaching Standard Five. As a teacher in this class, I knew the obstacles I
may encounter with a project that required students to be getting out of their seats
searching for magazines, looking through magazine ads, cutting out of magazines, gluing,
configuring their totals, etc. This awareness allowed me to devise a plan that included
my constant movement around the room, which helped students stay focused on the
instructional objective and also allowed them to ask any questions if necessary. It is
difficult to be in all places at one time in order to monitoring students, but in the
beginning of the lesson, before the students got to work on their projects, I made it
explicitly clear that they were to stay on task and get their projects started and
possibly finished (with the next two days that Mrs. Calouette was allotting them for the
project). To help with individual motivation, I created an environment that was orderly,
and I also stated that if the students worked hard on the project, they could get it
finished and they wouldn‟t have to take it home as homework. This gave students the
Standard Five │ ED315 Evidence
motivation to work productively and finish their projects (within the days allotted for
the project).
Through the completion of this lesson, I also showed connection to Wisconsin Teaching
Standard Eight. As I was monitoring student progress, I had to take into account the
broad range of abilities and the barriers that impede learning. One of my students has a
vision problem, so his poster didn‟t look perfect like some of the girls in the class, but
for him, his poster was done very well. This is something that I discussed with Mrs.
Calouette about and the student was assessed accordingly. Since I‟m not in the
classroom everyday, it was hard for me to judge student work. Just to look at a poster
and say it‟s not up to my standards isn‟t sufficient because it may very well be the
student‟s best work. To overcome this obstacle, I talked with Mrs. Calouette and she
assisted me with the assessment part of this lesson.
It is evident that I incorporated the Alverno Education Ability of integrative
interaction. I was able to walk around the room and hold conversations with the
students concerning the items they were choosing and why they chose them. This
allowed me to get to know the students a little better (shows rapport with students). I
am always interested to hear about the students‟ life stories, for example, what they
like to do when they‟re not at school. Knowing this type of personal information is as
important as knowing their level of learning ability. As I walked around the room I was
asked questions in which I responded appropriately.
I taught this lesson a total of three times to three sections of fifth grade students.
During each section, I was able to make minor improvements to my lesson, which shows
my connection to the Wisconsin Teaching Standard Nine. I was able to self-evaluate
my performance and execute it more efficiently the next time. It was helpful because I
was able to briefly talk with Mrs. Calouette between each performance, so I was able to
take her comments and use them to improve my lesson each time.
2. Describe how successful the lesson was in terms of student learning. Did
students meet the stated objective? On what are you basing your
judgment? What were your assessment methods and the results of
them?
As I was assessing the students‟ projects, I found that most students followed the
criteria and understood the learning that was needed for this performance assessment.
The objective for this lesson stated “Students will show the application of their prior
learning by constructing a satisfactory, real-world project.” As I was monitoring
progress around the room and as I introduced and reviewed with the students, I got a
lot of comments on how students went shopping with their parents. Students also made
connections as to how the project was similar to these types of interactions. This type
of conversation for this lesson showed me that the students personally connected to
the project. By making these connections, they were able to create meaning. Some
conversations I heard were of students talking about what they wanted for Christmas,
Standard Five │ ED315 Evidence
their birthday, or simply just their wish list.
As I corrected the projects, I could see certain students artistic (or lack of) abilities
shine through. Most students just chose five items, like stated in the criteria, but some
chose more. I could tell the students that worked hard to meet the objective, but I
could tell that some other students didn‟t have the understanding of subtraction to be
100% successful in the performance. I had to be careful of bias while grading these
assessments because as I don‟t know the everyday work effort and output of the
students. I made sure to discuss with Mrs. Calouette of the normal work effort of each
student before assessing their projects.
I wish I would have been there during the couple work days. I would have been checking,
more thoroughly, the students work to make sure they understood the steps in
subtraction. Obviously, since they had just learned subtraction with decimals and I went
over more than a few review problems on the board, there were still some
misconceptions on how to subtract.
My assessment method was a performance assessment graded using a rubric, based off
of a set of criteria. The students had to create a poster from the items they collected
in newspaper ads and magazines. They were to have a picture of each item, along with
the price. They were to show their work on the work chart provided during each
“purchase” and tape their work to the back of their poster. Most students successfully
completely the performance assessment, but I could definitely see differences in
quality of work. If it were my own class, I would have some students redo some of their
subtraction work because it seemed to be a rush job and the steps weren‟t clear. A
couple of the students clearly did not follow criteria, projects were folded, rolled, or
crumpled, so I would have them stay in for recess a day and work on redoing their
projects with them.
I have included a couple pictures of their posters, including my own.
Standard Five │ ED315 Evidence
3. What did you find most difficult about teaching this lesson? Explain.
What changes would you make if you could do this lesson over or re-
teach this lesson?
It is difficult because I can‟t be there all the time. I started the lesson, but the other
two work days allotted for the lesson would have been good opportunities to monitor
students working on their project.
Overall, the lesson went well. In the beginning (first lesson) I rushed and was a bit
unclear, so I had to restate a few things many times. But as I taught the other sections
of 5th graders, I got more comfortable and clearly stated my expectations. In the
second sections, I also took more time reviewing subtraction problems (5 or 6 problems
instead of 2).
If I could redo this lesson, I would take more time explaining and possibly make an
overhead transparency and go through the example steps in the chart as a class. Then
the students could fully understand their work chart.
4. What WI Teaching Standard and Education Ability is reflected in this
lesson and how?
Stated in #1.
5. What was student response/reaction? Based on that, did you modify your
original plan? If so, how did you adapt the plan and why?
The students were confused at first about the work chart. I thought the work chart would
be easy to follow, so I wasn‟t planning on going over the chart in depth. However, the
students seemed confused about it, so we ended up going over it thoroughly in class before
we started the project.
One of my students has vision impairment. I went over to his desk and discussed with him
alternatives to using the work chart (i.e. lined paper) and made sure he had the tools so he
could complete the project successfully.
6. To follow up on this lesson, what would you teach next?
How to follow directions…
On a more serious note, it seemed that the students were having a tough time with keeping
the numbers original. For example, a lot of students would see $14.99 and write down that
the item cost $15.00. The rounding is correct, but in this situation, we wanted to know exact
Standard Five │ ED315 Evidence
amounts. I would possibly teach rounding decimals next if it were my classroom. I do believe,
however, that the students already learned about rounding decimals. I would possibly
incorporate a mini-lesson on when it is appropriate to round decimals regarding money and
when it is not.
Standard Five │ ED315 Evidence
2009FA 10
Lesson Plan and Observation Assessment Form – ED 315
Observation _1_
PLANNING AND PREPARATION
Standards 1,7 (Conceptualization, Diagnosis)
Knowledge, Skills, Dispositions Evidence
Uses teaching resources and curriculum materials that are
appropriate in representing the ideas and concepts Plans instruction appropriate to students’ stages of development and
learning styles
Links new ideas to familiar ideas and makes connections to students’
experiences
Provides opportunities for active engagement, manipulation and
testing of ideas and materials
Knows how to enhance learning through the use of a variety of
materials
Values flexibility in the teaching process by monitoring and
adjusting plans and adapting instruction when necessary and
appropriate
Chooses appropriate teaching strategies, learning experiences, and
materials to achieve different instructional purposes and to meet
student needs
Varies his or her role in the instructional process in relation to the
content and purposes of instruction
Plans motivational instruction by relating lessons to students’
personal interest
Seeks to find ways to meet the needs of diverse learners
Katie used examples of subtraction problems that the
students helped her to make. Her lesson was detailed
and had an instruction/goal sheet, computation sheet
and a rubric. Katie modeled the project by making her
own poster to show the students what was expected.
Students were engaged in the project because
shopping is something they love to do.
____No Evidence ____Minimal Evidence ____Sufficient Evidence __X_ Extensive Evidence
Standard Five │ ED315 Evidence
2009FA 11
CLASSROOM ENVIRONMENT
Standards 2,3,5 (Coordination, Integrative Interaction)
Knowledge, Skills, Dispositions Evidence
Shows respect for the diverse talents of all learners
Uses knowledge about human motivation and behavior to
develop strategies for organizing and supporting individual and
group work
Is committed to the expression and use of democratic values in
the classroom
Organizes, allocates, and manages the resources of time, space,
activities and attention to engage students in productive tasks
Knows how to help students work productively and
cooperatively with each other
Uses strategies of effective classroom management to promote
positive relationships, cooperation, and purposeful learning in
the classroom
Respects students as individuals with differing personal and
family background and various skills, talents and interests.
Katie discussed a variety of different items that the
students could shop for. She also discussed items that
were/weren’t school appropriate. She had the class go
up to get materials in an organized manner. Katie was
in constant movement around the room. Students were
allowed to socialize but she kept them working.
____No Evidence ____Minimal Evidence ___ Sufficient Evidence __X_ Extensive Evidence
INSTRUCTION
Standards 4, 6, 7 (Communication, Coordination, Diagnosis, Integrative Interaction)
Knowledge, Skills, Dispositions Evidence
Uses different representations and explanations of concepts when
necessary to accommodate students who approach learning from
different conceptual frameworks
Uses teaching approaches that address different learning styles and
performance modes
Uses instructional strategies that promote student learning for a range
of student abilities
Encourages discussion
Elicits samples of student thinking orally and in writing
Values the development of students’ critical thinking, independent
problem-solving, and performance capabilities by using varied teaching
and learning strategies to engage students in active learning
Katie explained the lesson in 3 different ways (written, oral and
visual aid). Katie encouraged students to ask questions and
discussed options with them.
She prepared the students for what they were doing step by step.
She also gave them an expectation of what they should have done
by the end of the class.
Katie was able to work with all students and was aware of
personal space. Students responded to her as an instructor by
Standard Five │ ED315 Evidence
2009FA 12
Modifies explanations when necessary to assist students’ understanding
Organizes, prepares students for, and monitors independent and group
work
Recognizes the importance of verbal and nonverbal communication
Is a thoughtful and responsive listener
Communicates in ways that demonstrate a sensitivity to cultural and
gender differences
Models appropriate communication strategies in conveying ideas and
information
Supports learner expression in speaking and writing, and other media
Knows how to ask questions and stimulate discussion in different ways
asking her questions and sharing stories with her.
____No Evidence ____Minimal Evidence ___Sufficient Evidence __X_ Extensive Evidence
ASSESSMENT
Standards 8,9 (Diagnosis, Integrative Interaction)
Knowledge, Skills, Dispositions Evidence
Knows how to select and construct assessment strategies and
instruments
Uses appropriate assessment techniques to enhance his or her
knowledge of learners, evaluate students’ progress and
performances, and modify teaching and learning strategies
Solicits and uses information about students’ experiences,
learning behavior, needs and progress from cooperating teachers
and the students themselves
Evaluates the effect of class activities on both individuals and
the class as a whole, collecting information through
observation of classroom interactions, questioning, and analysis
of student work
Uses classroom observation and information about students as
sources for evaluating the outcomes of teaching and as a basis for
reflecting on and revising practice
Katie spent a lot of time evaluating the finished projects. She tried
to understand the students’ abilities within the class work time.
As she evaluated the projects, she asked questions about the
students. We discussed individual needs of individual students.
As Katie used her rubric to evaluate the posters, she made several
comments as to how she determined their grades.
____No Evidence ____Minimal Evidence ____Sufficient Evidence __x_ Extensive Evidence
Standard Five │ ED315 Evidence
2009FA 13
PROFESSIONALISM
Standard 10 (Communication, Integrative Interaction)
Knowledge, Skills, Dispositions Evidence
Relates professionally and effectively with the cooperating teacher and faculty
Dresses professionally and consistently portrays a professional demeanor
Is enthusiastic about teaching Seeks out the cooperating teacher to support his/her development as
a learner and a teacher
Katie is very easy to talk to. She presents her ideas clearly and
asks for suggestions on how she can improve. She is very open to
constructive criticism.
Katie always comes to class dressed appropriately and students
respect her as an instructor.
____No Evidence ____Minimal Evidence ___ Sufficient Evidence _X_ Extensive Evidence Summary Statement and Areas to Concentrate on Improving:
Katie did a wonderful job teaching her lesson. As she taught the second and third lesson, she became more
comfortable in the classroom. Katie is a quick learner when it comes to noticing what is working and not
working with the students.
School: Raymond School Grade/Subject: 5th
grade
Cooperating Teacher: Elaine Calouette Number of Students: 3 classes (16, 16, & 18)
Student Name: Katie Rank Date: 10/12/09
Supervisor: Ms. Calandra Lockhart