Jillian Findlay

Learning Style Grid

Big Idea: Stories Have Power

M: Math Lesson R: Reading Lesson S1: Science Lesson #1

S2: Science Lesson #2 W: Writing Lesson Plan

ST – Mastery 35%
Strategies Planned
 Demonstration
o M: subtraction musical chairs game
o R: “Somebody…Wanted…But…So…” reading strategy
o S1: students testing their windmills with a fan
o S2: twinkling star experiment; students demonstrating how their shooting star
spinner has potential and kinetic energy
o W: completing fairy tale anchor chart as a class
 Hands-on experience
o M: money be gone game
o R: rock b-day present; rock paper scissors mystery bags, horse pictures (building
book background)
o S1: building windmills
o S2: building shooting star spinners
 Direct instruction
o R: “Somebody…Wanted…But…So…” reading strategy
o S1: introducing windmill directions/ problem statement
o S2: twinkling star experiment (potential vs. kinetic energy)
o W: introducing organization of a fairy tale/ anchor chart
 Repetition
o M: multiple stations involving students subtracting w/ 2-digit numbers
o R: students learn the “Somebody…Wanted…But…So…” reading strategy then
apply it to the wordless picture book station
o S1: students hear the story of William two different ways: children’s book &
video
o S2: multiple examples/ representations presented of potential vs. kinetic energy

Multiple Intelligences Fostered

 Body/Kinesthetic
o M: subtraction musical chairs game

SF – Interpersonal 35%
Strategies Planned
 Group Collaboration
o M: flip it & subtract it! station; “How Many Blue Birds Flew Away?” book
activity
o R: guided reading stations; wordless picture book station
 Jillian Findlay
Learning Style Grid
Big Idea: Stories Have Power

o S1: building windmills in small groups

o S2: students free to collaborate during individual assembly of shooting star
spinner
 Chances Share & Present Ideas w/ Other Students/ Class
o M: students’ response/ grand conversation to “Shark Swimathon” story; students
share their written subtraction story problem to the class
o R: students will share their chosen wordless picture book and summarize it in
their own words
o S1: individuals will share their initial windmill sketch to their groups; groups will
share their windmill prototypes to the class
o S2: discussions to answer driving question: Do stars really move?
o W: students will share their pre-writes to the class

Multiple Intelligences Fostered

 Musical/Rhythmic
o W: fairy tale poem guessing game
 Interpersonal
o M: math stations in small groups
o R: “suddenly” story game; all reading stations in small groups
o S1: constructing windmills in small groups
o S2: students free to collaborate during individual assembly of shooting star
spinner

NI - Understanding 20%
Strategies Planned
 Inquiry
o S1: students investigate the driving question: How can you create a windmill that
can move when it comes in contact with wind?
o S2: students investigate the driving question: Do stars really move?
 Problem Solving/ Logical Thinking
o M: math stations; students writing their own 2-digit subtraction story problem
o S1: students investigate the driving question: How can you create a windmill that
can move when it comes in contact with wind?
o S2: students investigate the driving question: Do stars really move?
Independent Work
o M: students write their own 2-digit subtraction story problem
o R: “The Day the Crayons Quit” online read aloud & readers response activity
(postcard)
o S1: individual sketches of windmills
o S2: constructing shooting star spinners
o W: students will create their own spin-off of a fairy tale that captures the essence
of an outer space theme.
 Jillian Findlay
Learning Style Grid
Big Idea: Stories Have Power

Multiple Intelligences Fostered

Intrapersonal
o M: students write their own 2-digit subtraction story problem
o R: “The Day the Crayons Quit” online read aloud station
o S1: individual sketches of windmills
o S2: constructing shooting star spinners
o W: students write their own spin-off of a fairy tale that captures essence of an
outer space theme.
Verbal/Linguistic
o M: book response; musical chairs game; all math stations; sharing their story
problems
o R: “suddenly” story game, guided reading groups grand conversations &
exploring questions; “The Day the Crayons Quit” response activity, wordless
picture book discussions
o S1: book response; collaborating with small groups to build windmills
o S2: book response; students explaining how their spinners are an example of
potential and kinetic energy; students discussion of driving question
o W: book response; completing anchor chart as a class

NF – Self-expressive 10%
Strategies Planned
 Open-Ended Discussions
o M: book response
o R: guided reading groups grand conversations & exploring questions
o S1: books response; completing windmill packet reflection questions as group
o S2: book response; discussions about driving question
o W: book response
 Creative Art Activities
o R: “The Day the Crayons Quit” response activity
o S1: constructing windmills
o S2: constructing shooting star spinners
o W: fairy tale writings/ narratives
 Hypothesizing
o S1: students investigate the driving question: How can you create a windmill that
can move when it comes in contact with wind?
o S2: students investigate the driving question: Do stars really move?
 Self-Expression
o R: “Suddenly” story game; “The Day the Crayons Quit” response activity
o W: students will write their own spin-off of a fairy tale that captures the essence
of an outer space theme.

Multiple Intelligences Fostered

 Jillian Findlay
Learning Style Grid
Big Idea: Stories Have Power

 Logical/Mathematical
o M: every aspect of lesson
 Visual/Spatial
o M: multiple representations of subtraction in the real-world
o S2: twinkling star experiment
 Naturalist
o M: “How Many Blue Birds Flew Away?” book activity
o S2 & W: Environmental/ outer space centered