Scieszka, J. (1989) The true story of the three little pigs. New York: Viking.
Saturday, 10 March 2012
HSIE S2: Community
A simple series of lessons on the role of the local council...
English (ESL tutor): using modal verbs. Students ranked the verbs as strong, medium or weak. Teacher pinned a string on the back wall and grouped the words together on a string. Class co-constructed some sentences using pictures on the board and a IWB dice showing different modal verbs - eg. picture of recycling, dice shows 'could.' Students had to make their own sentences using the modal verbs, then cut them up for a friend. Friend had to identify the modal verb as strong, medium or weak and glue them together in their book
Game using verbs. Teacher put up a previously studied passage and drew up a table on the whiteboard: action verbs, thinking verbs, modal verbs, 'to be' verbs.
Google map put up of the local area. Local landmarks noted and sentences written about what people can do there.
Library lesson: Find a picture of Town Hall and local councillors - draw pictures of each and label them.
A poster of what the council does. Powerpoint slides of local council services. small (3x4cm) colour pictures of a range of local council services eg. local swimming pool, parks, road signs, rubbish collection and recycling, preschool, Town Hall. Students begin by choosing three, stick them on their poster and write a caption for each, explaining what it is and who uses it. Heading is Our local council can...
English (ESL tutor): using modal verbs. Students ranked the verbs as strong, medium or weak. Teacher pinned a string on the back wall and grouped the words together on a string. Class co-constructed some sentences using pictures on the board and a IWB dice showing different modal verbs - eg. picture of recycling, dice shows 'could.' Students had to make their own sentences using the modal verbs, then cut them up for a friend. Friend had to identify the modal verb as strong, medium or weak and glue them together in their book
Game using verbs. Teacher put up a previously studied passage and drew up a table on the whiteboard: action verbs, thinking verbs, modal verbs, 'to be' verbs.
Google map put up of the local area. Local landmarks noted and sentences written about what people can do there.
Library lesson: Find a picture of Town Hall and local councillors - draw pictures of each and label them.
A poster of what the council does. Powerpoint slides of local council services. small (3x4cm) colour pictures of a range of local council services eg. local swimming pool, parks, road signs, rubbish collection and recycling, preschool, Town Hall. Students begin by choosing three, stick them on their poster and write a caption for each, explaining what it is and who uses it. Heading is Our local council can...
Saturday, 3 March 2012
Book Detectives
This was a reciprocal teaching technique for guided reading. Students were assigned to three groups.
Materials:
Multiple copies of the same book: enough for one per student in each group. In this class two groups had a Paul Jennings book and one group had Flat Stanley.
Summariser:
Outlines key parts of the story
Question master:
Formulates questions, as though they were formulating a quiz about the book.
Word finder:
Finds at least two interesting or unknown words. Is responsible for looking up words that other group members refer.
Illustrator:
Provides a picture of the passage.
?Story Mapper: Maps the story so far.
Students are assigned one role per lesson. Teacher tells them how many pages to read before undertaking their role.
At this link are some bookmarks which each student can use to remind them of their role: Book Detectives
Multiplication: Grid Method
Just while I remember...
Long multiplication
27
x 43
81
2
1080
2
1161
1
Grid method
Long multiplication
27
x 43
81
2
1080
2
1161
1
Grid method
40
|
3
|
|
20
|
800
|
60
|
7
|
280
|
21
|
800
280
60
+ 21
1161
Maths S2 Number: Dice games
Game #1
Materials:
1 die per student
One set of 15 cards, numbered 3 to 18, per group of 2-3 students. Keep together with a paper clip.
Students divide into groups of 2 or 3. Each group gets 3 dice and a set of cards.
Students take it in turns to roll the dice. They add up the faces of the dice and take the card with that number. Play passes to the left. If the total that the student rolls has been taken, they don't get a card for that round. The winner is the student with the most cards when all cards have been taken.
Good Points:
Other students in the group tend to add the numbers up too, to check whether the right card has been drawn.
Can be changed to 2 dice for multiplication. Dice with more faces can be used for multiplication beyond 6.
Good to have a set of 3 large dice for demonstration of the game, but not essential.
Game #2
Whole class sits in a circle. Teacher holds two large dice, and passes one to the right of her and one to the left. On the count of three, the students roll the dice and add up the total. The first to call out the total holds on to their die, while the other students passes their die along away from the teacher.
Good points:
A good game for the end of the lesson as it can go as long as necessary.
Can be changed to multiplication.
Other students in the class also add the numbers in their heads to see if the students were right. But not all will do this.
Bad points:
Students who are good at adding tend to hog the die whereas students who need more practice tend to get less time with it. Students who are less strong may be less confident in calling out the answer and get 'rewarded' for not trying with not having to try further.
Materials:
1 die per student
One set of 15 cards, numbered 3 to 18, per group of 2-3 students. Keep together with a paper clip.
Students divide into groups of 2 or 3. Each group gets 3 dice and a set of cards.
Students take it in turns to roll the dice. They add up the faces of the dice and take the card with that number. Play passes to the left. If the total that the student rolls has been taken, they don't get a card for that round. The winner is the student with the most cards when all cards have been taken.
Good Points:
Other students in the group tend to add the numbers up too, to check whether the right card has been drawn.
Can be changed to 2 dice for multiplication. Dice with more faces can be used for multiplication beyond 6.
Good to have a set of 3 large dice for demonstration of the game, but not essential.
Game #2
Whole class sits in a circle. Teacher holds two large dice, and passes one to the right of her and one to the left. On the count of three, the students roll the dice and add up the total. The first to call out the total holds on to their die, while the other students passes their die along away from the teacher.
Good points:
A good game for the end of the lesson as it can go as long as necessary.
Can be changed to multiplication.
Other students in the class also add the numbers in their heads to see if the students were right. But not all will do this.
Bad points:
Students who are good at adding tend to hog the die whereas students who need more practice tend to get less time with it. Students who are less strong may be less confident in calling out the answer and get 'rewarded' for not trying with not having to try further.
Tuesday, 28 February 2012
Maths S2 Number: Practicing Adding and subtracting using different strategies
A simple lesson on number, following on from a powerpoint on number (several slides, emphasis on different ways to count on):
- One group doing algorithms from the board. STRATEGY: using written algorithms
- One group working with the teacher doing base 10 blocks: showing the teacher the answer to sums he gives them eg 213 + 38. STRATEGY:
- One group on the computers (2 per computer) playing
- CMIT games: Darts Game, Addition Wheel http://www.curriculumsupport.education.nsw.gov.au/countmein/children.html
- Ambleside games: Addition machine, Subtraction machine http://www.amblesideprimary.com/ambleweb/mentalmaths/additiontest.html
The most popular board game was CMIT Darts Game. The algorithms on the board needed to be complemented by some harder ones for the early finishers.
Wednesday, 22 February 2012
Maths S2: Graphing
Saw an interesting lesson on graphing.
First students completed a game together on the IWB: http://www.bbc.co.uk/bitesize/ks1/maths/organising_data/play/
This was a good introduction to graphs, a subject which the students had not previously encountered.
Then the teacher used the regular whiteboard to conduct a survey of hair colour. (Interesting how many students asserted that the Eurasian kids had brown hair, when several had black hair.) Then they drew this graph in their books. There was a lot for them to learn in this lesson - they picked up on the word 'axis' from their work on the globe, but some had difficulty copying the graph in their books.
First students completed a game together on the IWB: http://www.bbc.co.uk/bitesize/ks1/maths/organising_data/play/
This was a good introduction to graphs, a subject which the students had not previously encountered.
Then the teacher used the regular whiteboard to conduct a survey of hair colour. (Interesting how many students asserted that the Eurasian kids had brown hair, when several had black hair.) Then they drew this graph in their books. There was a lot for them to learn in this lesson - they picked up on the word 'axis' from their work on the globe, but some had difficulty copying the graph in their books.
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