My lesson is based on the Five Step Lesson Plan and Farrah Shipley’s strategy of using three small Xs taped on the floor as prompts for class/yes, micro lecture and teach/okay as I begin my WBT teaching.
FIRST X (Class/Yes) Teacher: “Class, Class, Class” Student: “Yes, Yes, Yes”
SECOND X (Micro Lecture) 1- Question
Teacher: “Today’s question is “What is a word family?” I want you to ask your neighbor “What is a word family? Students: “What is a word family?” 2- Answer Teacher: "Word families" (gesture) are sets of rhyming (three fingers on both hands and the first finger wiggles) words or words that sound alike like. Tell your neighbor what a word family is.” Students: "Word families" are sets of rhyming words or words that sound alike”. Teacher: Tell your neighbor “I LOOOVE (fist pound heart) word families!” (use gesture for word family) Student: “I LOOOVE word families!” Teacher: I want you to teach your neighbor what a word family is (allow students to ask each other 3 or 4 times). THIRD X Teach/Okay (MOVE BACK TO FIRST X) Teacher: “ Classity, Class” Students: “Yesity, Yes” (SECOND X) 2nd part of micro lecture Show students the Power Pix with the picture of the word family and talk about how the gesture ties in with the picture and word at the bottom—families of people often share a last name and word families share sounds like “at”. Talk to your neighbor (with a full turn toward your neighbor) about what you see on the power pix. (THIRD X) Teacher: “Clap, Clap…TEACH” Students: “Clap, Clap…Okay” Praise, Prompt and Leave (GO BACK TO SQUARE 1) Class/Yes 3. Extend with examples THIRD TIME AT 2nd X. Look at the power pix; notice there are people in a family (like the three bears) and our gesture is showing how tall the three members of the family are (gesture a three stair step motion). Talk to your partner about why the power pix has a family on it when we’re talking about word families. Teacher: “Mirrors and words. Word families" are sets of rhyming words or words that sound alike (using gestures). Students: "Word families" are sets of rhyming words or words that sound alike (using gestures) Teachers: Tell your partner: “LOOK, the words (gesture fist) all end with “at”. Students: Tell your partner: “LOOK, the words (gesture fist) all end with “at”. Mirror Off--- Teacher: Now I want all of my peanut butters to always stand and teach and jellies answer with big gestures…make a complete turn and face your partner. 3rd TIME AT 3rd X Teacher: Clap, Clap—TEACH Students: Clap, Clap---OKAY Peanut butters stand and teach with BIG gestures. Jellies participate with gestures. Teacher: Switch Students: Uh, oh…Switch Jellies stand up and they become peanut butters and vice versa. Peanut Butters participate with gestures. 4- Test Teacher: “We’re going to play Oh Yeah/No Way! When I ask a question you answer by saying either “Oh Yeah” (with gesture) or “No Way” (with gesture) and finish with my hands in my lap.” Students: “We’re going to play Oh Yeah/No Way! When I ask a question you answer by saying either “Oh Yeah” (with gesture) or “No Way” (with gesture) and finish with my hands in my lap.” Teacher: “Is /cat/ a member of the /at/ family?” Students: “Oh, Yeah”. Teacher: “Is /hat/ a member of the /at/ family?” Students: “Oh, Yeah”. Teacher: “Is /pig/ a member of the /at/ family?” Students: “No way!” Teacher: “Is /fat/ a member of the /at/ family?” Student: “Oh, yeah”. Teacher: “Is /hit/ a member of the /at/ family?” Students: “No Way!”
Teacher: “Is /splat/ a member of the /at/ family?” Students: “Oh, yeah!”
5-Critical thinking 1st X Teacher: ““Class, Claaaas…CLASS!” Students: Yes, Yeeees…YES!” 2nd X Micro Lecture Teacher: “We’re going to practice oral writing using the genius ladder! Tell your neighbor with BIG gestures. Mirror and words.” Students: “We’re going to practice oral writing using the genius ladder!” Teacher: “Tell your partner, “I’m feeling sooooo smart! Like a genius” Students: “Tell your partner, “I’m feeling sooooo smart! Like a genius” Teacher: “We’re going to write some sentences using the “at” family.” Students: “We’re going to write some sentences using the “at” family.” Teacher: “The cat sat.” Students: “The cat sat.” Teacher: “Oh, NO! That’s a baby sentence. It just has three words.” Students: “Oh, NO! That’s a baby sentence. It just has three words.” Teacher: “We’re NOT babies. We use spicy words!” Students: “We’re NOT babies. We use spicy words!” Mirror off. Teacher: “Let’s spice it up with an adjective or two. The ______ cat sat. Raise your hand if you want to tell me a spicy sentence.” Student raises hand and teacher says “All eyes on Johnny.” Students: “All eyes on Johnny.” Teacher and students “Way to go Johnny way to go! Woot! Woot!” Student: “The black cat sat.” Teacher: “10 finger woo for Johnny.” Students: “10 finger woo!!!” (Johnny smiles) Teacher: Mirror: “Now lets extend the sentence with some adders. Mirror with words.” Teacher: “An adder is a group of words (gesture words) that tells (gesture tells) us more (gesture more) about where our cat sat---it extends (use gesture) our sentence.” Students: “An adder is a group of words (gesture words) that tells (gesture tells) us more (gesture more) about where our cat sat---it extends (use gesture) our sentence.” Teacher: Tell your neighbor, “Oh sweet mama we’re making sentences like 2nd graders NOT baby sentences.” Students: “Oh sweet mama we’re making sentences like 2nd graders NOT baby sentences.” Teacher: “Talk with your partner and come up with a 2nd grade adder to tell us WHERE the cat is. Use SPICY words! Use ADDERS! Use some /at/ family words. Make it looong.” Students: “Talk with your partner and come up with a 2nd grade adder to tell us where the cat is. Use SPICY words. Use ADDERS. Use some /at/ family words. Make it looong.” Mirrors off. Teacher: “Raise your hand if you and your partner want to tell the class your 2nd grade sentence with spicy words and adders.” Two students raise their hands. Teacher says “All eyes on Johnny & Susie.” Students: “All eyes on Johnny and Susie.” Teacher and students: “Way to go Johnny and Susie, way to go. Woot! Woot!” Johnny and Susie say together: “The fat cat sat on the rat’s hat.” Teacher: “ Class” Students: “Yes” Teacher: “Lets give Johnny and Susie a rolling 10 finger woo!” Students give Johnny and Susie a 10 finger woo! Johnny and Susie proudly smile. Teacher: “Mirror and Words. Now we need to add another sentence to make it Genius (gesture for brain) writing.” Student: “Now we need to add another sentence to make it Genius (gesture for brain) writing.” The lesson would continue as above as the teacher and students construct another sentence. Throughout the lesson I would utilize the scoreboard to give tallies on the smile and frown sides to motivate the students during the lesson. Depending on the level of my students, I might take multiple days to teach all five steps of the lesson.
Kathy, This looks like a wonderful lesson for your class! Farrah's strategy of the X marker will be a helpful reminder to revisit each step. Here are 25 points and a 5 point bonus!
Step 1 Question: How do we add fractions with like denominators?
Step 2 Answer: We add fractions with like denominators by adding the numerators and leaving the denominator what it is. (Make an addition sign by crossing your forearms perpendicular when you say “adding”.)
Step 3 Expand: Work sample fraction with like denominators addition problems on the board. Use “Help me!” as a cue for students to tell you the next step. Use “Teach, Okay” to have students teach each other how to add fractions with like denominators using several examples. After several minutes, have them switch roles.
Step 4 Test: Students respond with their Smart Cards to the following questions: Is this the gesture for adding? When we add fractions with like denominators, do we add the numerators? When we add fractions with like denominators, do we add the denominators? Does 1/3 plus 1/3 equal 2/6? Does 1/4 plus 2/4 equal 3/4?
If 90% of the class responds correctly, use the QT test with the following True/False statements. *When adding fractions, we only add the numerators. When adding fractions, we add the numerators and the denominators. 2/5 plus 2/5 equals 4/10. 1/3 plus 1/3 equals 2/3. 1/4 plus 1/4 equals 1/8. 2/5 plus 1/5 equals 3/5.
If at least 90% of the students passed the QT test then go on to step 5. If not, return and reteach Step 3.
Step 5 Critical Thinking: Students complete one or more of the following exercises. Write a paragraph that could be used in a textbook, describing how to add fractions with like denominators. Write a letter to your cousin Egghead describing how to add fractions with like denominators. Use examples and labeled diagrams that even Egghead could understand. Use Sockless Hand Puppets, then the Air Blackboard, then Props, then Action Figures to explain how to multiple fractions to your neighbor.
At the end of the lesson, post a Power Pix titled “Adding fractions with like denominators” on the Power Pix wall.
Cheryl, You have covered the 5 steps well. You might consider adding in some more Brain Toys on step 3 (Expand) to give them more practice before moving to step 4. Great job, here are 25 certification points!
I tried to post this in one comment, but it was too large. This is part one. Reconstruction Amendments Five Step Lesson Plan (Part 1) Please note the following abbreviations: H/E-Hands and Eyes, C/Y-Class/Yes, T/O-Teach/Okay, MW-Mirror/Words Step 1: Question What are the basic provisions of the 13th, 14th, and 15th Reconstruction Amendments to the Constitution of the United States? Post this question on the board and have students tell each other how excited they are to learn about these 3 amendments. T/O
Step 2: Answer C/Y, MW- 13th, 14th, 15th Reconstruction Amendments-Using Vocabulary Candy tell students, Reconstruction is the time period that came after the Civil War. T/O
C/Y The 13th Amendment abolished slavery. (Gesture: Show the number 13, then cross arms in an X then open them as if breaking free from chains.) Ending slavery was the first step toward equality for African Americans. T/O
C/Y, MW-13th, 14th, 15th Amendments-The 14th Amendment granted citizenship. (Gesture: Show the number 14, then give a firm handshake with your own hands.) A person must be free before they can become a citizen. T/O
C/Y, MW-13, 14th, 15th Amendments-The 15th Amendment gave voting rights to black men. (Gesture: Show the number 15, then while holding one hand palm-side up, write one your hand/cast your vote, and drop the ballot in an air voting box.) A person must be free before they can become a citizen and must be a citizen before they can vote. T/O
Step 3: Expand C/Y, H/E Show students the first part of the Reconstruction Amendments Power Pix (13th Amendment). Even though Abraham Lincoln's Emancipation Proclamation ended slavery at the end of the Civil War in 1863, the question of slavery had still not be resolved when the war ended in 1865. T/O
C/Y Since many southern states were rebellious, the U.S. government required each state to add the abolition of slavery to their state constitutions. BUT (said with emphasis), there was no law preventing states from revising their constitutions. So, that is why the 13th Amendment was passed in 1865. T/O
C/Y, H/E Reveal the second part of the Power Pix (14th Amendment). The 14th Amendment was passed in 1868 and was a step up from Amendment 13. American leaders in Washington D.C. felt people born in the U.S. should be declared a citizen. T/O
C/Y Amendment 14 gave full citizenship to anyone born or naturalized in the U.S. This amendment says that everyone born in the U.S. regardless of skin color, race, or religion was legally an American citizen. T/O
C/Y, H/E Reveal the third and final part of the Power Pix (15th Amendment). The 15th Amendment was a milestone of 1869. The 15th Amendment prohibits or bans the government from not allowing a person to vote based on a citizen’s race, color, or previous servitude. African American opinions were finally heard and counted through the power of the vote. T/O
C/Y Unfortunately, with every law passed, some individual states created new codes and laws that prevented full equality to African Americans, but these three amendments were the first steps toward equality. This equality would not be fully achieved for decades to come. T/O, C/Y
Reconstruction Amendments Five Step Lesson Plan (Part 2) Step 4: Test Explain to students that they will be agreeing or disagreeing with a set of statements by playing Yes/No Way. Ask students to help come up with a gesture for "Yes" and "No Way." For example, they might make a big check as they say, "Yes" and a big X as they say, "No Way."
1. The Reconstruction Amendments are the 10th, 11th, and 12th Amendments. (No Way.) 2. The 13th Amendment abolished slavery. (Yes.) 3. A person does not have to be a citizen of the country in order to vote. (No Way.) 4. The 15th Amendment allowed African Americans to vote. (No Way.) 5. African Americans were allowed to vote before slavery was abolished. (No Way.) 6. The 14th Amendment gave citizenship to all persons born in the United States regardless of race. (Yes.) 7. These three amendments banned slavery and granted citizenship and voting rights. (Yes.)
After each statement, have volunteers stand up and use C/Y and a Because Clapper to explain their answers. The class responds with Ten Finger Woos.
Q/T Test-If 90% of students answer correctly, give the Q/T Test by having students use Smart Cards.
1. The Reconstruction amendments include the 13th, 14th, and 15th Amendments. (True) 2. With the passing of the 13th Amendment, African Americans were no longer considered slaves. (True) 3. Black American men were allowed to vote in the early 1900s due to the 15th Amendment, which granted them suffrage. (True) 4. The 14th Amendment granted freedom of speech to all persons. (False) 5. These three amendments did not help African Americans achieve equality. (False)
If at least 90% of my students passed the QT Test then go on to step 5. If not, return and reteach Step 3 with new material.
Step 5: Critical Thinking Students complete one or more of the following exercises: •Using the 13th, 14th, and 15th Amendments, complete each sentence type in the Genius Ladder. Students can complete this orally with a partner, and then add their best/favorite of the three amendments to their ISN (Interactive Student Notebook). •Talk to your neighbor and compare and contrast the 13th, 14th, and 15th Amendments. •Play What Am I? with your neighbor. For example, students will use the Because Clapper to describe either the 13th, 14th, or 15th Amendment and finish by saying, "What Am I?" The other student will answer, and then they will switch roles. •Use Sockless Hand Puppets, then Props, then Air Whiteboard to explain the 13th, 14th, and 15th Amendments.
Melinda, It might be helpful in step 2 for the students to revisit the previous amendments as they are teaching the new ones (repetition helps them retain the information). For example, when you introduce Amendment 14, have them review #13, and then add #14 to it. You described wonderful gestures! They tied directly to the amendments. These will really help your students remember the content! This was a great post! Here are 25 certification points and a 5 point bonus!
Inventions/Adaptations Step 1 Question: What are the inventions/adaptations that allowed settlers to settle the Great Plains? T/O Step 2 Answer: The inventions/adaptations are railroad, sod houses, windmill, steel plow, wheat farming, dry farming, barbed wire, and beef cattle raising. (Using gestures) T/O/ Sw Step 3 Explain: Show examples of each of the inventions and discuss how they helped settlers. Students will draw images of each invention/adaption in their notebooks as they are taught throughout the lesson. Railroad enabled settlers to get to the Great Plains faster and to carry more of their personal belongs. T/O, Sw, S+-, Air Blackboard Sod houses were used because there were few trees, but plenty of sod. So, settlers cut out bricks of sod and made their houses. They were cool in the summer and warm in the winter. Settlers had to contend with bugs, snakes, and other rodents. T/O, Sw, S+-, Air Blackboard Windmills were a necessity. After the house and fields were plowed, settlers dug a well and put up a windmill. The windmill used the wind to generated energy to pull the water from the ground. This made life much easier than having to catch rainwater or haul water for miles from the nearest creek. T/O, Sw, S+-, Air Blackboard Steel Plows were a necessity to cut through the matted roots of sod. The plow was pulled either by a horse or mule to plow the field for harvest. T/O, Sw, S+-, Air Blackboard (This is a good time to review rule 1.) Wheat farming was used because growing wheat does not require a lot of water. Remember the Great Plains is dry with little rainfall. T/O, Sw, S+-, Air Blackboard Settlers also used a technique called dry farming where they planted seeds deep into the soil to keep in as much moisture until they can germinate. T/O, Sw, S+-, Air Blackboard Steel barbs twisted together called barbed wire, was invented to keep cattle on ones land. Wood was not available so out of necessity, barbed wire was invented to solve the fencing problem. T/O, Sw, S+-, Air Blackboard Beef cattle raising was preferred because beef cattle requires little maintenance. The cattle roamed the pastures eating the tall grasses and were corralled when it was time to take them to market to sale for beef. T/O, Sw, S+-, Air Blackboard Step 4 Test: Students will respond with “yes” or “no way” (with emphatic gestures) to the following questions: • Were wooden fences used on the Great Plains? • Was Beef cattle raising preferred on the Great Plains? • Was cotton planted on the Great Plains? • Were Windmills used to get water from the ground? • Did settlers live in sod houses? • Did the railroad make travel to the Great Plains easier? If 90% of the class answers correctly, use the QT test with the following True/False statements. • Windmills drew water from the ground. • Dairy cattle were raised on the Great Plains. • Wheat was harvested on the Great Plains. • Settlers lived in wooden houses. • Barbed wire was invented because wood was scarce. • Dry farming is a special farming technique farmers used on the Great Plains. • Settlers preferred the covered wagon to the railroad to move to the Great Plains. If at least 90% of students passed the QT test then, go on to step 5. If not, return and reteach Step 3 with new material. Step 5 Critical Thinking: Students will complete one or more of the following exercises: • Use Air Blackboard and then Props to explain the inventions/adaptions of the Great Plains to your neighbor. • Choose two of the inventions/adaptations and write a paragraph telling how and why settlers used them to settle the Great Plains. • Use each invention/adaptation in an Air Sentence using the Because Clapper to your neighbor. Then switch. At the end of the lesson, post a sheet of typing paper with the word “inventions/adaptations” on the Power Pix Wall.
Debora, This was an interesting lesson using the 5 steps! Since you are introducing so many facts in step 3, you might consider changing up the brain toys, or adding even one new one to help keep them focused. You had one small error (wind to generated. Here are 20 certification points and a 5 point bonus!
Step 1: (Question) Class? (Yes?) How do we take notes when we read non-fiction?
Tell your partner how excited you are to learn how to take notes when you read non-fiction! (Teach/Okay)
Step 2: (Answer) Classity Class? (Yessity Yes?) Mirror (class mirrors). We will use four methods to take notes when reading non-fiction including: sketching, bullets, boxes, and timelines, to hold onto what we learn. (Using gestures for each)
Class/Yes, First we will use sketching. (Use gestures) Teach/Okay
Class/Yes, Next we will use bullets. (Use gestures) Teach/Okay
Class/Yes, Then we will use boxes. (Use gestures) Teach/Okay
Class/Yes, And finally, we will use timelines. (Use gestures) Teach/Okay.
Class/Yes, Mirror with words: The four ways we will take notes include sketching, bullets, boxes, and timelines. Mirrors off. Teach/Okay.
Step 3: (Expand) Class/Yes. (Teacher will show the students a short non-fiction passage on the Smart Board) Read this passage to your partner using mini gestures. Teach/Okay.
Class/Yes, Partner A, read the passage to your partner using HUGE gestures. Teach/Okay. Switch! (Partner B reads with huge gestures).
Class/Yes, When we sketch notes, we first re-read the passage, and then sketch it part by part, showing the movement of the passage. We often label these sketches. Teach/Okay. On your Air Whiteboard sketch the main idea of this passage. (Show the Power Pix of Sketch)
Class/Yes, When we use bullets to take notes, we list important details and look to see how they go together. Teach/Okay. On your real whiteboard, list three important details with a “bullet” next to them. (Show the Power Pix of “Bullet”)
Class/Yes, When we use boxes to take notes, we put a box around the information that “pops out”, or around something we have a question about. This is usually done along with the bullets. Teach/Okay. With your sockless hand puppet, partner A will teach your partner what part of the passage you think you should put in a box. Teach/Okay. Switch. (Show Power Pix of “Boxes”)
Class/Yes, When we use timelines to take notes, we show the events happening in order. Teach/Okay. Partner B, use your Action Figures to show your partner the sequence of events in this passage. Teach/Okay. Switch. (Show Power Pix of “Timeline”).
Class/Yes, Mirror. The four ways we will take notes include sketching, bullets, boxes, and timelines. Mirrors off. Teach your partner the four ways we will take notes when we read non-fiction passages. Teach/Okay.
Have the students give examples of times they could use each of the note taking strategies. Have students share if they have ever used any of these strategies. Class/Yes, Tell your partner why we use these strategies using the “Because Clapper”. Teach/Okay.
*Repeat the steps above until the students have a firm understanding.
Step 4: (Test) Class/Yes, we will now check for understanding by playing our favorite game Yes/No Way! If you agree with my statement hold up your green card. If you disagree, hold up your red card.
1.Bullets are never used with any other note taking strategy. 2.Timelines can only be used if the passage is very short. 3.Sketching means to draw a picture of your friend. 4.Boxes can be used easily with bullets when taking notes. 5.We will use four ways to take notes when we read non-fiction passages. 6.When you sketch a note, you should also put labels.
If at least 90% of the students answer the “Yes” or “Nor Way” questions correctly, we will move to the QT test. If not, we will return to step 3 and revisit the information in a new way.
Class/Yes, that was awesome! Give yourselves a 10 finger whoooo! That was great (point on Scoreboard).
Now we will play QT. Place your heads on your desks, and give me a thumbs up for true answers and a thumbs down for false answers. Teacher: QT, Class: Cutie! Teacher notes levels of understanding on a seating chart quickly as game progresses.
1.I could use a timeline to record the events in the settlement of Jamestown. 2.Sketching should only be used if the passage is about animals. 3.Using bullets helps keep notes organized. 4.Using boxes helps my information “pop” out for me when I review it. 5.If I read carefully one time, I don’t really need to take notes when I read non-fiction. 6.Re-reading should be done with each note taking strategy.
It at least 90% pass the QT test, then we will go on to step 5. If not, I will reteach step 3 with new materials.
Step 5: (Critical Thinking) 1.Write sentences comparing and contrasting the four methods to take notes when reading non-fiction. 2.Choose one method and tell me about it by completing each of the sentence types on the Genius Ladder. 3.Using props, teach your partner about the four methods we will use to take notes when we read non-fiction passages.
Michelle, Great 5 Step Lesson on taking notes when reading non-fiction. I really like the variety in the critical thinking assignments for Step 5! Here are 25 points for you!
Step 2 Answer: Standard form is a way to write numbers using digits. (Gesture: write in the air, then count on fingers to show digits are numerals ranging from 0-9.)
Step 3 Explain: Show examples of numbers written in standard form. Show non-examples of numbers written in standard form. Ask students to point to examples of numbers written in standard form around the room. Ask students to write their personal student number in the air and then on their whiteboards in standard form. Ask students to write their partner’s student number in the air and then on their whiteboards in standard form. Ask the students to write our room number, their age, the number of students in the school, etc. in standard form in the air and on their whiteboards. Repeat with non-examples as necessary.
Step 4 Test: Students respond “Yes” or “No Way” with gestures to the following questions: (Point to or write out examples.) Is the daily decimal written in standard form? Is the number of the day written in standard form? Are the dates on the American History Timeline written in standard form? (Write a number in word form on the board.) Is this number written in standard form? (Write a number in expanded form on the board.) Is this number written in standard form? Are the numbers on the calendar written in standard form?
If 90% of the class answers correctly, use the QT test with the following True/False statements: Numbers written in standard form always include spelled out words. Numbers in standard form only use numerical digits. Numbers written in standard form include addition signs. Numbers written in standard form have no spelled out words. Numbers written in standard form have no addition signs. The student numbers on your nameplates are written in standard form.
Step 5 Critical Thinking: Students complete one or more of the following exercises: 1. Write a paragraph to your first grade reading buddy to help them understand what a number written in standard form is and what it is not. 2. Create a scavenger hunt for at least five examples of numbers written in standard form around the classroom. Have your partner complete it.
Step 1: Question: What are the five senses? Step 2: Answer: The five (hold up five fingers) senses are used my scientists (twittle fingers) to make scientific observations. Step 3: Explain: The five senses (five fingers) used by scientists to make observations are see (point to eyes), hear (point to ears), smell (point to nose), taste (point to mouth), and touch (hold hands up and out and wiggle fingers. Expand: (Give examples) 1. For example (example popper), (zoop) a scientist can use their eyes to see (point to eyes) that a drink (pretend to drink) is hot because (because clapper) steam is rising (motion rising) from the top. 2. For example (example popper), (zoop) a scientist can use their hands to touch (stretch hands out and wiggle fingers) a rabbit and feel that it is soft (pretend to pet a rabbit). Etc. Step 4: Test: Students vote “yes” or “no” using the Smart Cards upon prompt (vote/unvote). - There are five senses. (YES) - The five senses are see…(YES) - …hear…(YES) - …cow…(NO) - …smell…(YES) - …pizza…(NO) - …car…(NO) - …taste…(YES) - …touch…(YES) If 90% of class answers correctly, use QT (thumbs up/eyes closed). If not, reteach. - I use my elbow to smell. (NO) - I use my eyes to see. (YES) - I use my mouth to taste. (YES) - I use my eyebrows to touch. (NO) - I use my ears to hear. (YES) - I use my nose to taste. (NO) If 90% of class or more pass the QT go on to Step 5. If not, reteach. Step 5: Critical Thinking: (Model first) Students draw a picture of you using one of your five senses. Share with your neighbor describing the senses, why it is one of the five senses, and how you are using it like a scientist. Add a PowerPix of the “Five Senses” on the PowerPix Wall.
Jennifer, This looks like a fun lesson on the senses using the 5 Step Template! There was one small error is step 2: (used my scientists). Here are 20 certification points!
Since I have not made lesson plans using the Five Step Lesson Plan, I duplicated the chart in the book but I can't get it to copy and paste here. Using the chart in the book will help me stay on task as I become familiar with this process. Taking the time to write out the lesson plans will be an invaluable tool for me to use for every lesson.
Say “Class!” Step 1: Question What is a character in a story? Clap twice, say “Teach!”
“Class!” Step 2: Answer A character is a person or animal in a story. Clap twice, “Teach!”
“Class!” Step 3: Expand the Answer Good readers look for clues about what characters do and how they feel. Clap twice, “Teach!”
“Class!” Step 3: Expand the Answer Knowing about characters can help a reader to better understand a story. Clap twice, “Teach!”
“Class!” Step 3: Expand the Answer Hands/eyes
Let’s review some previous stories and discuss the characters in those stories. I will show students a couple of books one at a time and help them recall characters in the books and use the teach/okay with props for each book to review the characters.
Clap twice, “Teach!”
“Class!” Step 3: Expand the Answer This story is mostly about Ana. She is the main character. Clap twice, “Teach!”
“Class!” Step 3: Expand the Answer To help me learn about Ana, I think about what she does and how she feels. Clap twice, “Teach!”
“Class!” Step 3: Expand the Answer One thing she does is take good care of Harry. She feels very happy about doing this. Clap twice, “Teach!”
“Class!” Hands, eyes Today I’m going to read you the story A Hamster for Ana. I want you to listen for other characters in the story.
After students have finished the teach/okay I will read the story.
“Class!” Step 4: Test for Comprehension (The characters in this story are Ana, Ana’s mom, Beth, and Harry the hamster.)
Students will use the Smart Cards for yes/no responses. The characters in this story are: 1. Ana 2. Santa Claus 3. Ana’s mom 4. Mrs. Brown 5. Beth 6. Simon 7. Harry 8. Christine
If at least 80% of the class answers correctly I will move to Step 5. If my count is under 80% I will reteach using a different story.
“Class!” Step 5: Give Critical Thinking Task (All students are given a decodable reader Tap! Tap! Tap! I do have readers at various levels. Once I meet my class and assess, I will assign a book that is appropriate for their level.)
After you read the story Tap! Tap! Tap! I want you to write down the characters in the story using full sentences.
(I will have the sentence frame on the board – The characters in this story are the ______, the ______, and the ____________.)
After students have finished the teach/okay, they will read the story independently and fill out their papers using complete sentences.
Terri, Nice lesson on characters! Don't forget to introduce a gesture when using the vocabulary words "character" and "main character" in step 2. Here are 25 certification points!
My lesson is based on the Five Step Lesson Plan and Farrah Shipley’s strategy of using three small Xs taped on the floor as prompts for class/yes, micro lecture and teach/okay as I begin my WBT teaching.
ReplyDeleteFIRST X (Class/Yes)
Teacher: “Class, Class, Class”
Student: “Yes, Yes, Yes”
SECOND X (Micro Lecture)
1- Question
Teacher: “Today’s question is “What is a word family?” I want you to ask your neighbor “What is a word family?
Students: “What is a word family?”
2- Answer
Teacher: "Word families" (gesture) are sets of rhyming (three fingers on both hands and the first finger wiggles) words or words that sound alike like. Tell your neighbor what a word family is.”
Students: "Word families" are sets of rhyming words or words that sound alike”.
Teacher: Tell your neighbor “I LOOOVE (fist pound heart) word families!” (use gesture for word family)
Student: “I LOOOVE word families!”
Teacher: I want you to teach your neighbor what a word family is (allow students to ask each other 3 or 4 times).
THIRD X Teach/Okay
(MOVE BACK TO FIRST X)
Teacher: “ Classity, Class”
Students: “Yesity, Yes”
(SECOND X) 2nd part of micro lecture
Show students the Power Pix with the picture of the word family and talk about how the gesture ties in with the picture and word at the bottom—families of people often share a last name and word families share sounds like “at”.
Talk to your neighbor (with a full turn toward your neighbor) about what you see on the power pix.
(THIRD X)
Teacher: “Clap, Clap…TEACH”
Students: “Clap, Clap…Okay” Praise, Prompt and Leave
(GO BACK TO SQUARE 1) Class/Yes
3. Extend with examples
THIRD TIME AT 2nd X.
Look at the power pix; notice there are people in a family (like the three bears) and our gesture is showing how tall the three members of the family are (gesture a three stair step motion).
Talk to your partner about why the power pix has a family on it when we’re talking about word families.
Teacher: “Mirrors and words. Word families" are sets of rhyming words or words that sound alike (using gestures).
Students: "Word families" are sets of rhyming words or words that sound alike (using gestures)
Teachers: Tell your partner: “LOOK, the words (gesture fist) all end with “at”.
Students: Tell your partner: “LOOK, the words (gesture fist) all end with “at”.
Mirror Off---
Teacher: Now I want all of my peanut butters to always stand and teach and jellies answer with big gestures…make a complete turn and face your partner.
3rd TIME AT 3rd X
Teacher: Clap, Clap—TEACH
Students: Clap, Clap---OKAY
Peanut butters stand and teach with BIG gestures. Jellies participate with gestures.
Teacher: Switch
Students: Uh, oh…Switch
Jellies stand up and they become peanut butters and vice versa. Peanut Butters participate with gestures.
4- Test
Teacher: “We’re going to play Oh Yeah/No Way! When I ask a question you answer by saying either “Oh Yeah” (with gesture) or “No Way” (with gesture) and finish with my hands in my lap.”
Students: “We’re going to play Oh Yeah/No Way! When I ask a question you answer by saying either “Oh Yeah” (with gesture) or “No Way” (with gesture) and finish with my hands in my lap.”
Teacher: “Is /cat/ a member of the /at/ family?”
Students: “Oh, Yeah”.
Teacher: “Is /hat/ a member of the /at/ family?”
Students: “Oh, Yeah”.
Teacher: “Is /pig/ a member of the /at/ family?”
Students: “No way!”
Teacher: “Is /fat/ a member of the /at/ family?”
Student: “Oh, yeah”.
Teacher: “Is /hit/ a member of the /at/ family?”
Students: “No Way!”
Teacher: “Is /splat/ a member of the /at/ family?”
Students: “Oh, yeah!”
5-Critical thinking
ReplyDelete1st X
Teacher: ““Class, Claaaas…CLASS!”
Students: Yes, Yeeees…YES!”
2nd X Micro Lecture
Teacher: “We’re going to practice oral writing using the genius ladder! Tell your neighbor with BIG gestures. Mirror and words.”
Students: “We’re going to practice oral writing using the genius ladder!”
Teacher: “Tell your partner, “I’m feeling sooooo smart! Like a genius”
Students: “Tell your partner, “I’m feeling sooooo smart! Like a genius”
Teacher: “We’re going to write some sentences using the “at” family.”
Students: “We’re going to write some sentences using the “at” family.”
Teacher: “The cat sat.”
Students: “The cat sat.”
Teacher: “Oh, NO! That’s a baby sentence. It just has three words.”
Students: “Oh, NO! That’s a baby sentence. It just has three words.”
Teacher: “We’re NOT babies. We use spicy words!”
Students: “We’re NOT babies. We use spicy words!”
Mirror off.
Teacher: “Let’s spice it up with an adjective or two. The ______ cat sat. Raise your hand if you want to tell me a spicy sentence.”
Student raises hand and teacher says “All eyes on Johnny.”
Students: “All eyes on Johnny.”
Teacher and students “Way to go Johnny way to go! Woot! Woot!”
Student: “The black cat sat.”
Teacher: “10 finger woo for Johnny.”
Students: “10 finger woo!!!” (Johnny smiles)
Teacher: Mirror: “Now lets extend the sentence with some adders. Mirror with words.”
Teacher: “An adder is a group of words (gesture words) that tells (gesture tells) us more (gesture more) about where our cat sat---it extends (use gesture) our sentence.”
Students: “An adder is a group of words (gesture words) that tells (gesture tells) us more (gesture more) about where our cat sat---it extends (use gesture) our sentence.”
Teacher: Tell your neighbor, “Oh sweet mama we’re making sentences like 2nd graders NOT baby sentences.”
Students: “Oh sweet mama we’re making sentences like 2nd graders NOT baby sentences.”
Teacher: “Talk with your partner and come up with a 2nd grade adder to tell us WHERE the cat is. Use SPICY words! Use ADDERS! Use some /at/ family words. Make it looong.”
Students: “Talk with your partner and come up with a 2nd grade adder to tell us where the cat is. Use SPICY words. Use ADDERS. Use some /at/ family words. Make it looong.”
Mirrors off.
Teacher: “Raise your hand if you and your partner want to tell the class your 2nd grade sentence with spicy words and adders.”
Two students raise their hands. Teacher says “All eyes on Johnny & Susie.”
Students: “All eyes on Johnny and Susie.”
Teacher and students: “Way to go Johnny and Susie, way to go. Woot! Woot!”
Johnny and Susie say together: “The fat cat sat on the rat’s hat.”
Teacher: “ Class”
Students: “Yes”
Teacher: “Lets give Johnny and Susie a rolling 10 finger woo!”
Students give Johnny and Susie a 10 finger woo! Johnny and Susie proudly smile.
Teacher: “Mirror and Words. Now we need to add another sentence to make it Genius (gesture for brain) writing.”
Student: “Now we need to add another sentence to make it Genius (gesture for brain) writing.”
The lesson would continue as above as the teacher and students construct another sentence. Throughout the lesson I would utilize the scoreboard to give tallies on the smile and frown sides to motivate the students during the lesson. Depending on the level of my students, I might take multiple days to teach all five steps of the lesson.
Kathy,
DeleteThis looks like a wonderful lesson for your class! Farrah's strategy of the X marker will be a helpful reminder to revisit each step. Here are 25 points and a 5 point bonus!
Adding Fractions with Like Denominators
ReplyDeleteStep 1 Question: How do we add fractions with like denominators?
Step 2 Answer: We add fractions with like denominators by adding the numerators and leaving the denominator what it is. (Make an addition sign by crossing your forearms perpendicular when you say “adding”.)
Step 3 Expand: Work sample fraction with like denominators addition problems on the board. Use “Help me!” as a cue for students to tell you the next step. Use “Teach, Okay” to have students teach each other how to add fractions with like denominators using several examples. After several minutes, have them switch roles.
Step 4 Test: Students respond with their Smart Cards to the following questions:
Is this the gesture for adding?
When we add fractions with like denominators, do we add the numerators?
When we add fractions with like denominators, do we add the denominators?
Does 1/3 plus 1/3 equal 2/6?
Does 1/4 plus 2/4 equal 3/4?
If 90% of the class responds correctly, use the QT test with the following True/False statements.
*When adding fractions, we only add the numerators.
When adding fractions, we add the numerators and the denominators.
2/5 plus 2/5 equals 4/10.
1/3 plus 1/3 equals 2/3.
1/4 plus 1/4 equals 1/8.
2/5 plus 1/5 equals 3/5.
If at least 90% of the students passed the QT test then go on to step 5. If not, return and reteach Step 3.
Step 5 Critical Thinking: Students complete one or more of the following exercises.
Write a paragraph that could be used in a textbook, describing how to add fractions with like denominators.
Write a letter to your cousin Egghead describing how to add fractions with like denominators. Use examples and labeled diagrams that even Egghead could understand.
Use Sockless Hand Puppets, then the Air Blackboard, then Props, then Action Figures to explain how to multiple fractions to your neighbor.
At the end of the lesson, post a Power Pix titled “Adding fractions with like denominators” on the Power Pix wall.
Cheryl,
DeleteYou have covered the 5 steps well. You might consider adding in some more Brain Toys on step 3 (Expand) to give them more practice before moving to step 4. Great job, here are 25 certification points!
I tried to post this in one comment, but it was too large. This is part one.
ReplyDeleteReconstruction Amendments Five Step Lesson Plan (Part 1)
Please note the following abbreviations: H/E-Hands and Eyes, C/Y-Class/Yes, T/O-Teach/Okay, MW-Mirror/Words
Step 1: Question What are the basic provisions of the 13th, 14th, and 15th Reconstruction Amendments to the Constitution of the United States? Post this question on the board and have students tell each other how excited they are to learn about these 3 amendments. T/O
Step 2: Answer C/Y, MW- 13th, 14th, 15th Reconstruction Amendments-Using Vocabulary Candy tell students, Reconstruction is the time period that came after the Civil War. T/O
C/Y The 13th Amendment abolished slavery. (Gesture: Show the number 13, then cross arms in an X then open them as if breaking free from chains.) Ending slavery was the first step toward equality for African Americans. T/O
C/Y, MW-13th, 14th, 15th Amendments-The 14th Amendment granted citizenship. (Gesture: Show the number 14, then give a firm handshake with your own hands.) A person must be free before they can become a citizen. T/O
C/Y, MW-13, 14th, 15th Amendments-The 15th Amendment gave voting rights to black men. (Gesture: Show the number 15, then while holding one hand palm-side up, write one your hand/cast your vote, and drop the ballot in an air voting box.) A person must be free before they can become a citizen and must be a citizen before they can vote. T/O
Step 3: Expand C/Y, H/E Show students the first part of the Reconstruction Amendments Power Pix (13th Amendment). Even though Abraham Lincoln's Emancipation Proclamation ended slavery at the end of the Civil War in 1863, the question of slavery had still not be resolved when the war ended in 1865. T/O
C/Y Since many southern states were rebellious, the U.S. government required each state to add the abolition of slavery to their state constitutions. BUT (said with emphasis), there was no law preventing states from revising their constitutions. So, that is why the 13th Amendment was passed in 1865. T/O
C/Y, H/E Reveal the second part of the Power Pix (14th Amendment). The 14th Amendment was passed in 1868 and was a step up from Amendment 13. American leaders in Washington D.C. felt people born in the U.S. should be declared a citizen. T/O
C/Y Amendment 14 gave full citizenship to anyone born or naturalized in the U.S. This amendment says that everyone born in the U.S. regardless of skin color, race, or religion was legally an American citizen. T/O
C/Y, H/E Reveal the third and final part of the Power Pix (15th Amendment). The 15th Amendment was a milestone of 1869. The 15th Amendment prohibits or bans the government from not allowing a person to vote based on a citizen’s race, color, or previous servitude. African American opinions were finally heard and counted through the power of the vote. T/O
C/Y Unfortunately, with every law passed, some individual states created new codes and laws that prevented full equality to African Americans, but these three amendments were the first steps toward equality. This equality would not be fully achieved for decades to come. T/O, C/Y
Melinda Sprinkle
Reconstruction Amendments Five Step Lesson Plan (Part 2)
ReplyDeleteStep 4: Test Explain to students that they will be agreeing or disagreeing with a set of statements by playing Yes/No Way. Ask students to help come up with a gesture for "Yes" and "No Way." For example, they might make a big check as they say, "Yes" and a big X as they say, "No Way."
1. The Reconstruction Amendments are the 10th, 11th, and 12th Amendments. (No Way.)
2. The 13th Amendment abolished slavery. (Yes.)
3. A person does not have to be a citizen of the country in order to vote. (No Way.)
4. The 15th Amendment allowed African Americans to vote. (No Way.)
5. African Americans were allowed to vote before slavery was abolished. (No Way.)
6. The 14th Amendment gave citizenship to all persons born in the United States regardless of race. (Yes.)
7. These three amendments banned slavery and granted citizenship and voting rights. (Yes.)
After each statement, have volunteers stand up and use C/Y and a Because Clapper to explain their answers. The class responds with Ten Finger Woos.
Q/T Test-If 90% of students answer correctly, give the Q/T Test by having students use Smart Cards.
1. The Reconstruction amendments include the 13th, 14th, and 15th Amendments. (True)
2. With the passing of the 13th Amendment, African Americans were no longer considered slaves. (True)
3. Black American men were allowed to vote in the early 1900s due to the 15th Amendment, which granted them suffrage. (True)
4. The 14th Amendment granted freedom of speech to all persons. (False)
5. These three amendments did not help African Americans achieve equality. (False)
If at least 90% of my students passed the QT Test then go on to step 5. If not, return and reteach Step 3 with new material.
Step 5: Critical Thinking Students complete one or more of the following exercises:
•Using the 13th, 14th, and 15th Amendments, complete each sentence type in the Genius Ladder. Students can complete this orally with a partner, and then add their best/favorite of the three amendments to their ISN (Interactive Student Notebook).
•Talk to your neighbor and compare and contrast the 13th, 14th, and 15th Amendments.
•Play What Am I? with your neighbor. For example, students will use the Because Clapper to describe either the 13th, 14th, or 15th Amendment and finish by saying, "What Am I?" The other student will answer, and then they will switch roles.
•Use Sockless Hand Puppets, then Props, then Air Whiteboard to explain the 13th, 14th, and 15th Amendments.
Melinda Sprinkle
Melinda,
DeleteIt might be helpful in step 2 for the students to revisit the previous amendments as they are teaching the new ones (repetition helps them retain the information). For example, when you introduce Amendment 14, have them review #13, and then add #14 to it. You described wonderful gestures! They tied directly to the amendments. These will really help your students remember the content! This was a great post! Here are 25 certification points and a 5 point bonus!
Inventions/Adaptations
ReplyDeleteStep 1 Question: What are the inventions/adaptations that allowed settlers to settle the Great Plains? T/O
Step 2 Answer: The inventions/adaptations are railroad, sod houses, windmill, steel plow, wheat farming, dry farming, barbed wire, and beef cattle raising. (Using gestures) T/O/ Sw
Step 3 Explain: Show examples of each of the inventions and discuss how they helped settlers. Students will draw images of each invention/adaption in their notebooks as they are taught throughout the lesson.
Railroad enabled settlers to get to the Great Plains faster and to carry more of their personal belongs. T/O, Sw, S+-, Air Blackboard
Sod houses were used because there were few trees, but plenty of sod. So, settlers cut out bricks of sod and made their houses. They were cool in the summer and warm in the winter. Settlers had to contend with bugs, snakes, and other rodents. T/O, Sw, S+-, Air Blackboard
Windmills were a necessity. After the house and fields were plowed, settlers dug a well and put up a windmill. The windmill used the wind to generated energy to pull the water from the ground. This made life much easier than having to catch rainwater or haul water for miles from the nearest creek. T/O, Sw, S+-, Air Blackboard
Steel Plows were a necessity to cut through the matted roots of sod. The plow was pulled either by a horse or mule to plow the field for harvest. T/O, Sw, S+-, Air Blackboard (This is a good time to review rule 1.)
Wheat farming was used because growing wheat does not require a lot of water. Remember the Great Plains is dry with little rainfall. T/O, Sw, S+-, Air Blackboard
Settlers also used a technique called dry farming where they planted seeds deep into the soil to keep in as much moisture until they can germinate. T/O, Sw, S+-, Air Blackboard
Steel barbs twisted together called barbed wire, was invented to keep cattle on ones land. Wood was not available so out of necessity, barbed wire was invented to solve the fencing problem. T/O, Sw, S+-, Air Blackboard
Beef cattle raising was preferred because beef cattle requires little maintenance. The cattle roamed the pastures eating the tall grasses and were corralled when it was time to take them to market to sale for beef. T/O, Sw, S+-, Air Blackboard
Step 4 Test: Students will respond with “yes” or “no way” (with emphatic gestures) to the following questions:
• Were wooden fences used on the Great Plains?
• Was Beef cattle raising preferred on the Great Plains?
• Was cotton planted on the Great Plains?
• Were Windmills used to get water from the ground?
• Did settlers live in sod houses?
• Did the railroad make travel to the Great Plains easier?
If 90% of the class answers correctly, use the QT test with the following True/False statements.
• Windmills drew water from the ground.
• Dairy cattle were raised on the Great Plains.
• Wheat was harvested on the Great Plains.
• Settlers lived in wooden houses.
• Barbed wire was invented because wood was scarce.
• Dry farming is a special farming technique farmers used on the Great Plains.
• Settlers preferred the covered wagon to the railroad to move to the Great Plains.
If at least 90% of students passed the QT test then, go on to step 5. If not, return and reteach Step 3 with new material.
Step 5 Critical Thinking: Students will complete one or more of the following exercises:
• Use Air Blackboard and then Props to explain the inventions/adaptions of the Great Plains to your neighbor.
• Choose two of the inventions/adaptations and write a paragraph telling how and why settlers used them to settle the Great Plains.
• Use each invention/adaptation in an Air Sentence using the Because Clapper to your neighbor. Then switch.
At the end of the lesson, post a sheet of typing paper with the word “inventions/adaptations” on the Power Pix Wall.
Debora,
DeleteThis was an interesting lesson using the 5 steps! Since you are introducing so many facts in step 3, you might consider changing up the brain toys, or adding even one new one to help keep them focused. You had one small error (wind to generated. Here are 20 certification points and a 5 point bonus!
(This is in 2 posts)
ReplyDeleteStep 1: (Question) Class? (Yes?) How do we take notes when we read non-fiction?
Tell your partner how excited you are to learn how to take notes when you read non-fiction! (Teach/Okay)
Step 2: (Answer) Classity Class? (Yessity Yes?) Mirror (class mirrors). We will use four methods to take notes when reading non-fiction including: sketching, bullets, boxes, and timelines, to hold onto what we learn. (Using gestures for each)
Class/Yes, First we will use sketching. (Use gestures) Teach/Okay
Class/Yes, Next we will use bullets. (Use gestures) Teach/Okay
Class/Yes, Then we will use boxes. (Use gestures) Teach/Okay
Class/Yes, And finally, we will use timelines. (Use gestures) Teach/Okay.
Class/Yes, Mirror with words: The four ways we will take notes include sketching, bullets, boxes, and timelines. Mirrors off. Teach/Okay.
Step 3: (Expand) Class/Yes. (Teacher will show the students a short non-fiction passage on the Smart Board) Read this passage to your partner using mini gestures. Teach/Okay.
Class/Yes, Partner A, read the passage to your partner using HUGE gestures. Teach/Okay. Switch! (Partner B reads with huge gestures).
Class/Yes, When we sketch notes, we first re-read the passage, and then sketch it part by part, showing the movement of the passage. We often label these sketches. Teach/Okay. On your Air Whiteboard sketch the main idea of this passage. (Show the Power Pix of Sketch)
Class/Yes, When we use bullets to take notes, we list important details and look to see how they go together. Teach/Okay. On your real whiteboard, list three important details with a “bullet” next to them. (Show the Power Pix of “Bullet”)
Class/Yes, When we use boxes to take notes, we put a box around the information that “pops out”, or around something we have a question about. This is usually done along with the bullets. Teach/Okay. With your sockless hand puppet, partner A will teach your partner what part of the passage you think you should put in a box. Teach/Okay. Switch. (Show Power Pix of “Boxes”)
Class/Yes, When we use timelines to take notes, we show the events happening in order. Teach/Okay. Partner B, use your Action Figures to show your partner the sequence of events in this passage. Teach/Okay. Switch. (Show Power Pix of “Timeline”).
Class/Yes, Mirror. The four ways we will take notes include sketching, bullets, boxes, and timelines. Mirrors off. Teach your partner the four ways we will take notes when we read non-fiction passages. Teach/Okay.
Have the students give examples of times they could use each of the note taking strategies. Have students share if they have ever used any of these strategies.
Class/Yes, Tell your partner why we use these strategies using the “Because Clapper”. Teach/Okay.
*Repeat the steps above until the students have a firm understanding.
Step 4: (Test) Class/Yes, we will now check for understanding by playing our favorite game Yes/No Way! If you agree with my statement hold up your green card. If you disagree, hold up your red card.
ReplyDelete1.Bullets are never used with any other note taking strategy.
2.Timelines can only be used if the passage is very short.
3.Sketching means to draw a picture of your friend.
4.Boxes can be used easily with bullets when taking notes.
5.We will use four ways to take notes when we read non-fiction passages.
6.When you sketch a note, you should also put labels.
If at least 90% of the students answer the “Yes” or “Nor Way” questions correctly, we will move to the QT test. If not, we will return to step 3 and revisit the information in a new way.
Class/Yes, that was awesome! Give yourselves a 10 finger whoooo! That was great (point on Scoreboard).
Now we will play QT. Place your heads on your desks, and give me a thumbs up for true answers and a thumbs down for false answers. Teacher: QT, Class: Cutie! Teacher notes levels of understanding on a seating chart quickly as game progresses.
1.I could use a timeline to record the events in the settlement of Jamestown.
2.Sketching should only be used if the passage is about animals.
3.Using bullets helps keep notes organized.
4.Using boxes helps my information “pop” out for me when I review it.
5.If I read carefully one time, I don’t really need to take notes when I read non-fiction.
6.Re-reading should be done with each note taking strategy.
It at least 90% pass the QT test, then we will go on to step 5. If not, I will reteach step 3 with new materials.
Step 5: (Critical Thinking)
1.Write sentences comparing and contrasting the four methods to take notes when reading non-fiction.
2.Choose one method and tell me about it by completing each of the sentence types on the Genius Ladder.
3.Using props, teach your partner about the four methods we will use to take notes when we read non-fiction passages.
Michelle,
DeleteGreat 5 Step Lesson on taking notes when reading non-fiction. I really like the variety in the critical thinking assignments for Step 5! Here are 25 points for you!
Standard Form
ReplyDeleteStep 1 Question: What is standard form?
Step 2 Answer: Standard form is a way to write numbers using digits. (Gesture: write in the air, then count on fingers to show digits are numerals ranging from 0-9.)
Step 3 Explain: Show examples of numbers written in standard form. Show non-examples of numbers written in standard form. Ask students to point to examples of numbers written in standard form around the room. Ask students to write their personal student number in the air and then on their whiteboards in standard form. Ask students to write their partner’s student number in the air and then on their whiteboards in standard form. Ask the students to write our room number, their age, the number of students in the school, etc. in standard form in the air and on their whiteboards. Repeat with non-examples as necessary.
Step 4 Test: Students respond “Yes” or “No Way” with gestures to the following questions:
(Point to or write out examples.)
Is the daily decimal written in standard form?
Is the number of the day written in standard form?
Are the dates on the American History Timeline written in standard form?
(Write a number in word form on the board.) Is this number written in standard form?
(Write a number in expanded form on the board.) Is this number written in standard form?
Are the numbers on the calendar written in standard form?
If 90% of the class answers correctly, use the QT test with the following True/False statements:
Numbers written in standard form always include spelled out words.
Numbers in standard form only use numerical digits.
Numbers written in standard form include addition signs.
Numbers written in standard form have no spelled out words.
Numbers written in standard form have no addition signs.
The student numbers on your nameplates are written in standard form.
Step 5 Critical Thinking: Students complete one or more of the following exercises:
1. Write a paragraph to your first grade reading buddy to help them understand what a number written in standard form is and what it is not.
2. Create a scavenger hunt for at least five examples of numbers written in standard form around the classroom. Have your partner complete it.
Meredith Pearson
Meredith,
DeleteThis looks like a great lesson using the 5 Step Plan! Here are 25 certification points!
I taught this lesson today, and it went really well. I'm excited to continue using this format. :)
DeleteThat is great to hear! I shared this will a friend and she is "stealing it" to use with her class!
DeleteWoo!
DeleteStep 1: Question: What are the five senses?
ReplyDeleteStep 2: Answer: The five (hold up five fingers) senses are used my scientists (twittle fingers) to make scientific observations.
Step 3: Explain: The five senses (five fingers) used by scientists to make observations are see (point to eyes), hear (point to ears), smell (point to nose), taste (point to mouth), and touch (hold hands up and out and wiggle fingers.
Expand: (Give examples)
1. For example (example popper), (zoop) a scientist can use their eyes to see (point to eyes) that a drink (pretend to drink) is hot because (because clapper) steam is rising (motion rising) from the top.
2. For example (example popper), (zoop) a scientist can use their hands to touch (stretch hands out and wiggle fingers) a rabbit and feel that it is soft (pretend to pet a rabbit).
Etc.
Step 4: Test: Students vote “yes” or “no” using the Smart Cards upon prompt (vote/unvote).
- There are five senses. (YES)
- The five senses are see…(YES)
- …hear…(YES)
- …cow…(NO)
- …smell…(YES)
- …pizza…(NO)
- …car…(NO)
- …taste…(YES)
- …touch…(YES)
If 90% of class answers correctly, use QT (thumbs up/eyes closed). If not, reteach.
- I use my elbow to smell. (NO)
- I use my eyes to see. (YES)
- I use my mouth to taste. (YES)
- I use my eyebrows to touch. (NO)
- I use my ears to hear. (YES)
- I use my nose to taste. (NO)
If 90% of class or more pass the QT go on to Step 5. If not, reteach.
Step 5: Critical Thinking:
(Model first) Students draw a picture of you using one of your five senses. Share with your neighbor describing the senses, why it is one of the five senses, and how you are using it like a scientist.
Add a PowerPix of the “Five Senses” on the PowerPix Wall.
Jennifer,
DeleteThis looks like a fun lesson on the senses using the 5 Step Template! There was one small error is step 2: (used my scientists). Here are 20 certification points!
Chapter 31 – The Five Step Lesson Plan
ReplyDeleteSince I have not made lesson plans using the Five Step Lesson Plan, I duplicated the chart in the book but I can't get it to copy and paste here. Using the chart in the book will help me stay on task as I become familiar with this process. Taking the time to write out the lesson plans will be an invaluable tool for me to use for every lesson.
Say “Class!” Step 1: Question
What is a character in a story?
Clap twice, say “Teach!”
“Class!” Step 2: Answer
A character is a person or animal in a story.
Clap twice, “Teach!”
“Class!” Step 3: Expand the Answer
Good readers look for clues about what characters do and how they feel.
Clap twice, “Teach!”
“Class!” Step 3: Expand the Answer
Knowing about characters can help a reader to better understand a story.
Clap twice, “Teach!”
“Class!” Step 3: Expand the Answer
Hands/eyes
Let’s review some previous stories and discuss the characters in those stories.
I will show students a couple of books one at a time and help them recall characters in the books and use the teach/okay with props for each book to review the characters.
Clap twice, “Teach!”
“Class!” Step 3: Expand the Answer
This story is mostly about Ana. She is the main character.
Clap twice, “Teach!”
“Class!” Step 3: Expand the Answer
To help me learn about Ana, I think about what she does and how she feels.
Clap twice, “Teach!”
“Class!” Step 3: Expand the Answer
One thing she does is take good care of Harry. She feels very happy about doing this. Clap twice, “Teach!”
“Class!” Hands, eyes
Today I’m going to read you the story A Hamster for Ana. I want you to listen for other characters in the story.
After students have finished the teach/okay I will read the story.
“Class!” Step 4: Test for Comprehension
(The characters in this story are Ana, Ana’s mom, Beth, and Harry the hamster.)
Students will use the Smart Cards for yes/no responses. The characters in this story are:
1. Ana
2. Santa Claus
3. Ana’s mom
4. Mrs. Brown
5. Beth
6. Simon
7. Harry
8. Christine
If at least 80% of the class answers correctly I will move to Step 5. If my count is under 80% I will reteach using a different story.
“Class!” Step 5: Give Critical Thinking Task
(All students are given a decodable reader Tap! Tap! Tap! I do have readers at various levels. Once I meet my class and assess, I will assign a book that is appropriate for their level.)
After you read the story Tap! Tap! Tap! I want you to write down the characters in the story using full sentences.
(I will have the sentence frame on the board – The characters in this story are the ______, the ______, and the ____________.)
After students have finished the teach/okay, they will read the story independently and fill out their papers using complete sentences.
Terri,
DeleteNice lesson on characters! Don't forget to introduce a gesture when using the vocabulary words "character" and "main character" in step 2. Here are 25 certification points!
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