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Success Criteria (what you expect students to say, write or do by the end of the lesson to confirm that they have or are in the process
of achieving the lesson expectations)
Recording Devices (how you will Grouping Strategies: Student Grouping Process:
collect the evidence of the assessment (how you will group students)
criteria) Small Groups
Whole Class - Create groups in advance
Observation/Anecdotals taking into consideration
Rubric
Pairs
Individual who works well together
Checklist
and individuals with
Assessment Strategies ( what you
behavioral challenges
will invite the students to do to demonstrate Accommodations Modifications (changes to expectations
their learning) (instructional changes) according to IEP)
Work Buddy
presentations Increase time/amount
individual Conferences Decrease time/amount
demonstrations Mini-lessons
tests Conferences
graphic organizers Study Plan
self-assessment Extensions
peer assessment Scribe
discussion Modify choices
graphic organizers
Sharing thinking on paper
Materials: (Student Materials ,Teacher Resources)
Multiple Intelligences:
- Chart paper
Bodily Kinesthetic - Sticky notes
Verbal/Linguistic - Cubelinks and patterning shapes
Logical/mathematical - Dice and worksheet
Musical - Pencils, markers
Visual/spatial
Interpersonal
Intrapersonal Classroom Management Notes:
Naturalist - Remind students of marble jar
- Students on carpet for minds on and closure
cmarkskrpan 2017
Ask students what does the word pattern mean? Where do we see patterns?
Explain what each station will look like and what the expectations are. Remind
students to allow each person a chance to participate and work nicely as a team.
Teachers will walk around for support if needed. Each station will last 5 minutes
and when the timer goes (or bell rings) you move to the next table. Tables will be
numbered and you move to the next number (1 go to 2, 6 go to 1).
1) What do you notice? (input output AND growing pattern with different
colors) Students complete the next 2 terms.
- Chart paper with sticky notes for students to record observations
- Show an input output chart
5) 10 X 12 = 400
- TRUE or FALSE and prove it!
6) Dice game
- Students will each get a copy of a few rows of the game to complete at the
table
- Step 1: roll the dice to find the rule
- Step 2: roll the dice to get your first number
- Step 3: apply your rule to complete the rest of the boxes
CONSOLIDATION/REFLECTING/CONNECTING/CLOSURE (sharing/summarizing the learning)
8 mins - Students gather back on the carpet
- Offer students to share one thing the learned or found interesting
- Wrap up what students learned/gathered from this lesson
emphasizing the more you practice the more you get better and
confident
- End with a riddle: what gets sharper the more you use it? Your brain!
Teacher Reflections:
cmarkskrpan 2017