EDUC 675 Integrated Unit Plan Liberty University Julie Worthy EDUC 675–B01 Dr. Grania Gothard Holman Integrated Unit Plan Template Page 1 of 20 EDUC 675 INTEGRATED UNIT PLAN Candidate: Julie Worthy Date the Assignment is due: 2-26-12 I. UNIT INFORMATION Subject: Mathematics Grade/Topic: The unit is written for 4th grade. The topic is fractions. State and National Standards addressed by the Unit: State Standards: Texas (4.2) Number, operation, and quantitative reasoning—The student describes and compares fractional parts of whole objects or sets of objects. The student is expected to: (A) Generate equivalent fractions using concrete and pictorial models; (B) Model fraction quantities greater than one using concrete materials and pictures; (C) Compare and order fractions using concrete and pictorial models; and (D) Relate decimals to fractions that name tenths and hundredths using models. National Standards: (4.NF.1) Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. (4.NF.3) Understand a fraction a/b with a > 1 as a sum of fractions 1/b. -Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. -Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. (4.NF.6) Use decimal notation for fractions with denominators 10 or 100. Character Education Goals: Incorporating a Christian vantage point on teaching mathematics is a way of helping students see that God is interconnected in everything. Loop helps to describe in her book on a biblical worldview of mathematics, “God gave us the ability to name and work with quantities—as well as to develop different ways to express those quantities on paper. Fractions are one tool we use to express quantities as portion of other quantities,” (Loop, 2010, p. 79). Teachers need to help students make connection between what they learn in school and how it connects to the world God created. The character education goals are: 1. Harmony is something that students must learn in order to work with other students. When given a task, students have to be able to work together as a team to get a positive outcome. In a number of the lessons, this character trait is learned through the use of small groups. 2. Being helpful is a character trait that can work towards a student’s benefit as well as others in the classroom. Students are encouraged to assist each other when they are having difficulty with problems and Integrated Unit Plan Template Page 2 of 20 EDUC 675 the teacher is busy helping other students. This trait can be something that can go beyond the classroom as well. 3. Honesty is a character trait that is very important for students to understand. When completing assignments or taking their pre- or post-assessments, it is important that they are honest with writing down their own answers. 4. Students within this unit will also learn about being cooperative. When working in groups it is important to be able to work well with other members. This will ensure that there is harmony and that work is being completed. 5. The last character quality that is discussed in this unit is consideration. Each student needs to be respectful and mindful of the other students in the room that are trying to learn. Whether in a small group or working together as a class, students have to be considerate of others in the room. Instructional Goals: The goal of this unit is for students to develop an understanding of: 1. Putting together and taking apart fractions, 2. Ordering fractions and identifying equivalencies, 3. Changing fractions into other forms. Instructional Objectives: Students will be able to: 1. Order fractions from smallest to greatest, 2. Match up equivalent fractions, 3. Convert fractions to decimals (tenths/hundredths), 4. Add and subtract similar and dissimilar fractions. Overview of the Learning Activities: Teachers of diverse classrooms have to use variety when it comes to planning lessons. The Nebraska Department of Education (1996) points to a number of ideas to help within this area. Some of these ideas center on relating lessons to a student’s everyday life, putting students into small groups to complete activities, and the use of modeling to help students understand lesson expectations. Below are some of the examples used in the lesson plans. The learning activities include: 1. There will be portions of each lesson that focus on group work. By working together on assignments, students are working towards fully understanding the character qualities that are brought up during each lesson. It also is a way for students to learn from each other. 2. The use of hands on activities helps to create a fun and exciting environment for students to learn. Some examples would be working with cut up fruit, fractions circles/pieces, Cuisenaire rods, and decimal charts. All of these aspects help to create activities that help learning take place for each individual student. 3. One of the independent activities that was set up in Lesson 2 involves having students come up with as many fraction equivalencies as they can within a given time frame. This activity helps students to practice what they have learned within the lesson. Learning Style Allowances: When trying to be an effective teacher in the classroom, it is important to understand not only each student’s learning style, but also one’s own learning style. “It is also important to know what your own predominant learning style is because when you teach, you may unintentionally favor your learning style and short-change other types of learners in the classroom,” (How to teach effectively, NA, p. 13). By identifying one’s own specific learning style, an educator can be keyed in to knowing what activities and classroom structures should be added into lesson plans. These tie into the idea of effective teaching. Polk (2006) points out those effective teachers have to not only know how to communicate, but they must also be able to model the lesson Integrated Unit Plan Template Page 3 of 20 EDUC 675 in the correct way. Modeling meets the needs of the kinesthetic, auditory, and visual learner. This type of positive classroom environment seeks to help the student to reach his or her fullest academic potential. “Positive teacher-student relationships draw students into the process of learning and promote their desire to learn,” (Rimm-Kaufman, n.d). The three examples listed below are common learning styles and a number of activities that could promote learning in each given area. Learning style allowances include: 1. Kinesthetic learners’ needs are met within each and every lesson. There were hands on activities that were present throughout the lessons. Examples of these activities included: flashcards, fraction pieces/ fraction circles, and the use of fruit during the fruity fractions lesson. Movement is used throughout the lesson as well. Students begin assessments in separate areas of the room and then move into a large group at tables during the lesson. During the character trait aspect of the lesson, students move around the classroom to help imitate what that character trait would look like. 2. Students that are more prone to learning through auditory provisions have their needs met throughout the lesson as well. Teachers present lessons not just through visual aspects but through oral presentation as well. Students get a chance during the lesson to ask questions and talk with their fellow peers about what they are learning. At the closure of the lesson, the teacher asks that students volunteer to give their interpretation of the lesson. The closure portion of the lesson involves helping auditory learners gain clarity on what was taught throughout the class period. 3. Visual learners have a number of different activities throughout the lesson to help them comprehend the material more fully. Through the use of flashcards, worksheets, and pictures of animals/people/lunch items, students are able to visualize the main points that the teacher is trying to get across. Comprehensive List of Necessary Resources and Materials Needed for Implementation of the Unit: There were a large variety of material and educational tools used throughout all five of the lesson plans. Van De Walle (2011) promotes the use of models/manipulatives. They can help to clarify concepts that can be confused when explained in other ways. His chapter on fractions implements a wide variety of hands on activities. One activity may help the lesson to click in one students mind while other students may find that other activities are more comprehensive for them. The important aspect is that a teacher must be flexible when coming up with ways to implement lesson plans. 1. The first lesson uses fraction flashcards and a page of printed pizzas. 2. The second lesson uses fraction pieces, cut out circles, and Cuisenaire rods. 3. The third and fourth lesson use decimal charts and worksheets. The third lesson also adds in pictures of animals and people. 4. The fifth lesson materials encompass the use of fruit, fraction paper, and pictures of lunch items. Each of these items helps to add a greater understanding to the lesson that is being taught. 5. In every lesson, students will use mathematical writing journals, markers, and worksheets. Description of how this Unit Provides Integration / Cross-Curricular Connections Math is a difficult subject. “Research shows that students and elementary school teachers alike have some level of math anxiety,” (Scarpello, 2010, p. 59). With that being said, it is crucial that steps be taken to help make the subject more fun and easy to understand. Scarpello (2010) addresses tips to help the process go as smoothly as possible. He suggests that teachers create environments that make students less apprehensive and more comfortable. A great way to help enact this idea would be to provide connection with other students. It may help to make math more relatable. 1. Within every lesson plan that is provided there is more than just an emphasis on mathematics, there is also a connection with writing as well. Since writing is something that is a vital skill within a student’s future, it is important to integrate it throughout the school day. The writing journals are not only beneficial to the Integrated Unit Plan Template Page 4 of 20 EDUC 675 student, but also to the teacher. If a student is having difficulty with writing, then the mathematics teacher could talk to the English teacher about ways to assist him or her. The writing journal also allows the teacher to see how well the student comprehends the information that is taught within the class period. 2. There are also everyday items that are integrated into every lesson. While this does not constitute subjects in school, it does implement aspects students can identify with. Examples of this would be the lesson on fruity fraction and the lesson on fractions in terms of a pizza. These aspects of the lesson allow the students to see aspects in their everyday life in a new way. They do not simply look at a pizza as food. They are able to see that it can have more than one function. This is the important part about learning 3. The last area of cross curricular connection that is made within the lessons is that of Biblical concepts. The character traits that are listed within each lesson are intertwined with a Bible verse. The teacher is teaching not only math but is also helping students to see that character is something that is important as well. Overview of Formative and Summative Assessments: Assessments throughout a lesson or unit need to be diverse. Arnott (2006) wrote an article about the importance or providing flexibility in all aspects of lesson planning. Students should not always be quizzed or tested using paper and pencil. Teaching is a field that requires creativity. Learning can be something that is fun and challenging at the same time. Assessments can be measured in a number of different ways. 1. Pre- and post-assessments are used within each lesson. This will allow for an understanding of how much the student has learned from the beginning of class to the end of the class. 2. Worksheets are assignment within the lessons. This practice will help to inculcate what is being learned in each lesson. Repetition is something that can help students to understand concepts within a faster period of time. 3. Writing journals are used daily. This will help the educator grasp how much each student is understanding and also areas that need more work. It can also be a gauge by which the educator decides whether to alter future lessons. It is a helpful tool for both the student and the teacher. Integrated Unit Plan Template Page 5 of 20 EDUC 675 II. FIVE LESSON PLANS RELATED TO THE UNIT TOPIC Lesson Plan 1 I. Subject and Grade Level: Mathematics 4th II. Topic: Pizza Order III. Standards: State Standard: Texas (4.2) Number, operation, and quantitative reasoning- The student describes and compares fractional parts of whole objects or sets of objects. The student is expected to: (C) compare and order fractions using concrete and pictorial models National Standards: (4.NF.1) Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. IV. Objectives: Given a quiz on fractions, the student will be able to order fractions from smallest to greatest. The student should be able to answer 4 out of 6 questions correctly. V. Materials: -Fraction Flashcards(Pizza) -Markers -Writing Journals -Blank Flashcards -Pizza Page VI. Character Education Principle: Helpful-“Let each of you look not only to his own interests, but also to the interests of others” (Philippians 2:4). VII. Set: Have students sit within their assigned group, which is comprised of four to five students. Each group will be given blank flashcards. On the board will be a list of simple fractions. The students must be able to draw a picture that depicts the fraction. Make sure that the students use a circle to depict the fraction. When all students have completed their fraction flashcards, ask them to put them to the side. VIII. Instruction: Pre-Test : Distribute two problems to each student. Each question asks for students to order the listed fractions from least to greatest. This assessment will help the teacher to be able to understand how well each student understands fractions and how they compare with other fractions. Put the fractions below in order from least to greatest: 1. 1/2, 2/3,1/4, 1/16 2. 2/8, 2/16, 2/12, 2/2 Instruction: The students will move back into their groups after their individual assessments. The teacher will bring out a picture of a pizza that has been drawn on the board. The teacher will then explain that pizzas are not only good for eating but they can also help us with math. The teacher will draw lines and explain that fractions can be shown by shading in portions of the pizza. Have students work on their own pizzas. There are four on the page. Have each student draw lines and create their own fractions. Teacher Modeling: Integrated Unit Plan Template Page 6 of 20 EDUC 675 The teacher will remind the students of the activity that they did at the beginning of class. They made fraction flashcards in the shape of a pizza. The teacher will then bring out her own cards and display them on the board. The lesson for the day is to be able to put fractions in order from least to greatest. The teacher will work through and explain which number is the smallest and work their way up to the biggest number. Of course, this means that the denominator will have to be similar. Show students how to change all the fractions to a similar denominator. After the fractions are ordered, it is time for the students to work using their own fraction flashcards. IX. Guided Practice: Have the students work on the same assignment that the teacher has modeled. They should work individually with their own flashcards. Monitor their progress throughout this time period. Help students when necessary. If students are struggling have them buddy up with a fellow student. This may help them to understand more clearly. If some students get done with the assignment early, have students take out their math writing journal. Have them write an insert explaining what the lesson was about and how they were able to order the fractions from least to greatest. This exercise will help the teacher to understand how well the students comprehended the lesson and if changes need to be made to the next day’s lesson. X. Independent Practice: Once the students have completed ordering their pizzas; have them add in more fractions. They can use markers and empty flashcards to create more fractions. Practice will be something that will help students to be able to order fractions that have dissimilar denominators without much difficulty in the future. This will also help to broaden their understanding of fractions and their value. XI. Closure: Explain to student that they learned today how to order fractions according to their value. They also learned how to be helpful. When you are in a classroom with other students, it is important to be helpful. This could be anything from helping them pick up their desk before leaving the classroom or even helping other students when they are stuck on a problem and the teacher is unable to be there. Bring out the three pizza flashcards and ask for volunteers to help figure out the correct order. Can one student show what 1/3 looks like on the pizza? Can two others draw 2/3 and 3/6? Have another volunteer figure out what the common denominator would be for these three fractions. As a class, work to order the three flashcards from the smallest to the greatest. XII. Evaluation: Distribute six questions to each student. Each question asks for students to order the listed fractions from least to greatest. Posttest: 1. 2. 3. 4. 5. 6. 1/3, 4/6, 5/9 1/4, 4/16, 3/2 1/5, 6/25, 4/5 1/2, 8/2, 5/2, 3/2 1/7, 3/14, 4/28 2/6, 7/6, 12/6, 14/6 Integrated Unit Plan Template Page 7 of 20 EDUC 675 Lesson Plan 2 I. Subject and Grade Level: Mathematics 4th II. Topic: Equivalent Fractions III. Standards: State Standard Texas: (4.2) Number, operation, and quantitative reasoning. The student describes and compares fractional parts of whole objects or sets of objects. The student is expected to: (A) generate equivalent fractions using concrete and pictorial models; National Standards: Extend understanding of fraction equivalence and ordering. (4.NF.1) Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. IV. Objectives: Given a list of fractions, the student will be able to match them to their equivalent fractions. The student should be able to answer 4 out of 6 correctly. V. Materials: -Fraction Pieces and Fraction Circles -Cuisenaire Rods -Markers -Mathematical Writing Journal VI. Character Education Principle: Honesty-“For we aim at what is honorable not only in the Lord's sight but also in the sight of man” (2 Corinthians 8:21). VII. Set: Have each student sit within groups of three or four. Each table/group will be equipped with fraction pieces and fraction circles. The pieces will be divided into separate piles (1/4, 1/8, 1/2). The students will be given four different fractions to create on their fraction circle. After they have created each of the circles, the students have to match up the circles that are equal to each other. This will set the stage for the lesson. VIII. Instruction: Pre-Test : Distribute a list of four problems and have students match them up according to their equivalent. Draw a picture for each fraction listed and then match them to their equal. 1. 1/2 2. 3/4 3. 9/12 4. 6/12 Instruction: After taking the pre-assessments, the student will go to their arranged seating. In the middle of each table, there will be a box of Cuisenaire rods. The students will be given a key that matches the colors of each rod. There will be a list of fractions that will be taped on the table in front of each student. The teacher will instruct them to take out the appropriate colored rods. The lesson will then transition over to teacher modeling. Integrated Unit Plan Template Page 8 of 20 EDUC 675 Teacher Modeling: The teacher will start by explaining that the circles and rods are two different ways to learn about fractions. They are of course more fun than simply working off of a worksheet because they involve using ones hands. The fractions that are listed on the sheet taped to each student’s desk will be displayed on the overhead projector. The teacher will first imitate putting together a rod that symbolizes 1/2. The next fraction that is listed is 2/4. When putting these rods together side by side, it looks to be equal to that of 1/2. This means that the two fractions are equivalent. The teacher will then write this equivalency on the board. It is now time for the students to enjoy the hands on activity. A helpful reminder for students would be to make sure to have a book or something to put the rods up against when putting them together. This will help when trying to find out whether they are equivalent or not. IX. Guided Practice: Have students work on the remainder of the fractions listed on the paper taped to their desk. Help students when necessary. Make sure that students have an understanding of what they are doing. Once they have completed the task, they can start working with different colored manipulatives in the box on their table. This will expound on the concepts of the lesson. It will also help out when they work on the independent practice section of the lesson. Have students write down their equivalencies in their mathematical writing journal. X. Independent Practice: Have students work on putting together as many equivalencies as they can within a given time period. The student with the most correct fraction equivalencies gets their name written on the board with the number of equivalencies they were able to find. They should work individually during this portion of the lesson. This type of practice will help prepare them for their post assessment. XI. Closure: During the closing part of the lesson, refresh the student’s memory on the topic of today’s lesson. The topic was on fraction equivalents. Having the ability to use manipulatives during this lesson created a hands on activity for students that learn better using their hands. The character trait discussed in the lesson was honesty. When taking pre- and post-assessments, it is always important to do one’s own work. Cheating is something that not only hurts the student, but it also affects others around them. XII. Evaluation: Distribute post assessments to each student. There are six fractions listed on the post assessment. It is the student’s job to match them to their correct equivalent. They may use the fraction pieces and circles when taking the assessment. Posttest: 1. 1/2 A. 4/4 2. 2/8 B. 1/2 3. 6/8 C. 3/4 4. 2/2 D. 2/4 5. 4/8 E. 4/8 6. 2/4 F. 1/4 Integrated Unit Plan Template Page 9 of 20 EDUC 675 Lesson Plan 3 I. Subject and Grade Level: Mathematics 4th II. Topic: Converting Fractions to Decimals (Tenths) III. Standards: State Standard Texas: (4.2) Number, operation, and quantitative reasoning. The student describes and compares fractional parts of whole objects or sets of objects. The student is expected to: (D) Relate decimals to fractions that name tenths and hundredths using models. National Standards: Understand decimal notation for fractions, and compare decimal fractions. (4.NF.6) Use decimal notation for fractions with denominators 10 or 100. IV. Objectives: Given a list of fractions, the student will be able to depict them as decimals. The student should be able to answer 3 out of 5 questions correctly. V. Materials: -Pictures of People/Animals -Markers -Decimal Chart -Worksheet VI. Character Education Principle: Cooperative-“Therefore if you have any encouragement from being united with Christ, if any comfort from his love, if any common sharing in the Spirit, if any tenderness and compassion, then make my joy complete by being like-minded, having the same love, being one in spirit and of one mind. Do nothing out of selfish ambition or vain conceit. Rather, in humility value others above yourselves, not looking to your own interests but each of you to the interests of the others” (Philippians 2:1-4). VII. Set: Have students sit within groups of two or three at tables. Each small group will be given pictures of people or animals. Within their writing journals have the students make a list of the items on one side of the paper. On the other side have the students list other names that the person or animal would be called. For instance, there is a picture of a woman. The students could make a list that says their mom’s name. Other options could be an occupation. Do the same for the animal pictures. A lot of students have pets at home so this exercise should be something that they can easily understand. VIII. Instruction: Pre-Test : Distribute two problems to each student. Each question pertains to their knowledge on fractions and converting them to decimals. This pre-assessment will help the teacher to be able to understand what each student’s knowledge is on fractions and their decimal equivalents. Match each fraction to the correct decimal. 1. 3/10= a. .03 b. .3 c. .003 2. 7/10 Integrated Unit Plan Template Page 10 of 20 EDUC 675 a. .7 b. .00007 c. 7 Instruction: After the pre-assessments, students will gather together at tables in a big group. The students will be asked to bring out their writing journals to discuss the activity that they completed at the beginning of class. Ask for volunteers to share what they wrote down for the different pictures. After a number of students have responded, transition the lesson over to fractions and decimals. Fractions are not only known as fractions, they can also be written in a number of different ways. Just like the picture of the mother can also have a number of different names. While a mom can be known to by some as mom, another person may call her Sherry. A mom just doesn’t have one role she is a lot of different things. Fractions can be transformed into decimals and still be equal. This lesson is about how to solve the problems that are similar to the ones completed during pre-assessment. Teacher Modeling: Pass the pre assessment worksheets out as well as a decimal chart. The decimal chart should depict place value under each box. Have the same questions on the board as well as the decimal chart drawn out as well. Ask a student to read the first number (3/10). The number that the student reads out will probably come out as three ten. When reading it again, remind students that when reading a fraction you add a “th” to the end of the last number. The number would then read three tenths. Direct the students to the decimal chart on the board. There is a tenths place listed after the decimal point. Explain to the students that since this fraction is not a whole number then we look to the right of the decimal when converting it. The number three would then fit into the tenths place on the decimal chart. It is now time for students to complete the last question from the pre-assessment. IX. Guided Practice: Have students complete the second question from the pre-assessment. They should use their decimal chart to help them complete the question. Have them work individually on this assignment. Help students when necessary. If students are struggling to understand, have them work with others in their group but only after trying the question for themselves. If students complete the question early have them write in their mathematics journal. Have students write down what they have learned and how they came to the conclusion they did. X. Independent Practice: Once the students have fixed and completed their pre-assessment worksheet and written in their mathematics writing journal, have them pick up a worksheet at the front of the class. The questions will be mixed up between fractions and decimals. This type of practice will help prepare them for their post assessment. XI. Closure: Explain to the students that they learned how to see fractions as decimals. Much in the way that other things that they see every day have a different name or way of looking at it, fractions have that same quality. It can be seen and written as a decimal. The character trait that they learned about was cooperation. Within their group time, they have to be able to cooperate with one another in order to get their work done. Going back to the lesson, write a number of fractions or decimals on the board. Have volunteers come and solve the problem by writing the answer in the correct form. This would be either fraction or decimal form. Ask one last volunteer if they can explain to the class what they learned from the lesson. XII. Evaluation: Distribute post assessments to each student. There are five questions that are compiled of both fractions needing to be written in decimal form and decimals needing to be changed into fractions. This is a Integrated Unit Plan Template Page 11 of 20 EDUC 675 multiply choice assessment. They may use their decimal charts to help them at any time during the assessment. Once they have completed the questions and turned them in, they are allowed to go play the games that were assigned during computer time. Posttest: 1. 4/10ths a. .4 b. 4.1 c. .0404 d. 4.9 2. .9 a. 9/100th b. 9/10ths c. 9/1 d. 1/9 3. 1/10 a. .01 b. 10.1 c. .1 d. 1.111 4. .80 a. 8/10 b. 9/10 c. .8 d. .80 5. 2/10 a. .2 b. .02 c. .002 d. .0002 Integrated Unit Plan Template Page 12 of 20 EDUC 675 Lesson Plan 4 I. Subject and Grade Level: Mathematics 4th II. Topic: Converting Fractions to Decimals (Hundredths) III. Standards: State Standard Texas: (4.2) Number, operation, and quantitative reasoning. The student describes and compares fractional parts of whole objects or sets of objects. The student is expected to: (D) Relate decimals to fractions that name tenths and hundredths using models. National Standards: Understand decimal notation for fractions, and compare decimal fractions. (4.NF.6) Use decimal notation for fractions with denominators 10 or 100. IV. Objectives: Given a list of fractions, the student will be able to depict them as decimals. The student should be able to answer 3 out of 5 questions correctly. V. Materials: -Decimal Charts -Worksheet -Markers -Mathematics Writing Journals VI. Character Education Principle: Considerate- “Let each of you look not only to his own interests, but also to the interests of others” (Philippians 2:4) VII. Set: Have each student take out their mathematics writing journals. On a clean sheet of paper have each of them draw out the decimal chart that they looked at the day before. Once completed have them write down all that they learned from the previous lesson. This lesson will be a continuation from the day before. It will cover hundredths place. By having an understanding of how well the students were able to grasp tenths place, the teacher will be able to adjust the lesson accordingly. VIII. Instruction: Pre-Test : Distribute a list of four problems and have students match them up according to their equivalent. The questions will be in both decimal and fraction form. This pre-assessment will help the teacher to be able to understand what each student’s knowledge is on fractions and their decimal equivalents. Write the correct decimal to match the fraction listed 1. 6/10= 2. 3/100= 3. 8/10= 4. 9/100= Instruction: After taking the pre-assessments, the student will go to their arranged seating. They will take out their decimal charts from the previous lesson. There should only be one box listed to the right of the decimal and it should say tenths under the box. Write the word “hundredths” on the board. Have each student take out markers and add a box next to the tenths place. They should write hundredths under the box that they Integrated Unit Plan Template Page 13 of 20 EDUC 675 have drawn. Recap from yesterday’s lesson about fractions and changing them into decimals. Today’s lesson will center on changing fractions into decimals, much like yesterdays lesson. The only difference is that they will be working with fractions that have a different denominator. Teacher Modeling: Write out the questions that were listed on the pre-assessment on the board. After having all of the students look over them, take out the two that they are going to learn about today. They are the problems that refer the hundredths. After going back to the decimal chart and adding in the hundredths place value, talk to the students about it. Explain that yesterday they learned about the tenths place and today that are going to add to that new knowledge. Hundredths are two places to the right of the decimal. Work one of the problems from the pre assessment that pertain to this place value. After putting in the number correctly have the students work on the second question. Remember to explain that a number must always go in the tenths place if the hundredths place is being filled in. IX. Guided Practice: Have students complete the second question from the pre-assessment. They should use their decimal chart to help them complete the question. Have them work individually on this assignment. Help students when necessary. If students are struggling to understand, have them work with others in their group but only after trying the question for themselves. If students complete the question early have them write in their mathematics journal. Have students write down what they have learned and how they came to the conclusion they did. X. Independent Practice: Once the students have fixed and completed their pre-assessment worksheet and written in their mathematics writing journal, have them pick up a worksheet at the front of the class. The questions will be mixed up between fractions and decimals. This type of practice will help prepare them for their post assessment. XI. Closure: During the closing part of the lesson, refresh the student’s memory on the topic of the lesson. This was a continuation from the previous day’s lesson on tenths place. The character trait that they learned about had to do with being considerate. Ask for a volunteer to explain what it means to be considerate. In order to work effectively within the classroom both the student and teacher need to be considerate with each other. Before moving onto the evaluation stage, take time to ask students about what they learned. Have volunteers come up to the board and convert a fraction to a decimal. XII. Evaluation: Distribute post assessments to each student. There are six questions that are compiled of both fractions needing to be written in decimal form and decimals needing to be changed into fractions. This is a fill in the blank assessment. A decimal chart will be provided on the board in front of the classroom. Once they have completed the questions and turned them in, they are allowed to go play the games that were assigned during computer time. Posttest: 1. 3/100 2. 6/100 3. 4/100 4. .02 5. .08 Lesson Plan 5 Integrated Unit Plan Template Page 14 of 20 EDUC 675 I. Subject and Grade Level: Mathematics 4th II. Topic: Fruity Fractions III. Standards: State Standard: Texas (4.2) Number, operation, and quantitative reasoning- The student describes and compares fractional parts of whole objects or sets of objects. The student is expected to: (C) compare and order fractions using concrete and pictorial models National Standard 4.NF.3. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. -Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. -Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. IV. Objectives: Given a quiz on fractions, the student will be able to understand how to add and subtract fractions that have both similar and dissimilar denominators. The student should be able to answer 4 out of 6 questions correctly. Students will not only write their answers in the form of a sentence but they will also formulate a prediction before solving the problem. V. Materials: - Pictures of Lunch Items with Fractions on the Left Side - Markers - Variety of Fruit (Apples and Oranges) - Fruity Fractions Paper - Writing Journals VI. Character Education Principle: Harmony-“Put on then, as God's chosen ones, holy and beloved, compassionate hearts, kindness, humility, meekness, and patience, bearing with one another and, if one has a complaint against another, forgiving each other; as the Lord has forgiven you, so you also must forgive. And above all these put on love, which binds everything together in perfect harmony” (Colossians 3: 12-14). VII. Set: Have students sit down within their assigned groups. These will be comprised of four to five students. They will be given sheets of paper that have pictures of items that could be in their lunch boxes. A fraction will be listed to the left of the picture. They will be given markers. With the markers, the students should draw the appropriate number of lines to correlate with the denominator. Then they will fill in the number of boxes that will help to properly represent the fraction. They will complete the assignment when they have written a creative sentence that would explain the fraction. For instance, Johnny cut an apple into five pieces and he gave me two. This means I was given 2/5ths on the apple. VIII. Instruction: Pre-Test Distribute word problems to each student. Have them work two fraction problems on their own. One of the fraction word problems involves being able to solve when the denominators are similar while the other one involved solving when the denominators are not the same. This assessment will help the teacher to understand how well the student understands solving fractions. Integrated Unit Plan Template Page 15 of 20 EDUC 675 1. Rafa loves eating turkey sandwiches. His mom made him two sandwiches for lunch. He ate 2/3rds of his first sandwich and then he talked to his friends. He then ate 2/3rds of his second sandwich. How much did Rafa eat during lunch? 2. Monica made her own turkey wrap for lunch and also brought her own milk. When she got down to the lunch room, she met up with her friend Andy. Andy gave Monica a carton of chocolate milk because he had another drink. Monica drank 1/2th of the milk she brought. If she drank 4/6 of the chocolate milk that Andy brought her, how much milk did she drink? The students will remain in their groups for this portion of the lesson. The teacher will explain why each group is receiving slices of fruit in the center of their table. The teacher will direct students to how many slices should be taken out of the plate. This should be described as a fraction. Since there will be two types of fruit in front of the students, they should come up with two different fractions that need to be added together. Once they have written down their fractions on a piece of paper, they will solve the equation. An understanding of how the set portion of the instruction will then be explained. Fractions can be represented in a number of different ways. For this lesson, fruit will be used. Teacher Modeling: The teacher will take two different kinds of fruit that have been precut. The teacher will ask students how many slices that should be selected from both sets of fruit. The teacher will then write the fraction that is equivalent to the portion that the student had identified. The problem will be displayed on the board for the class to see. The teacher will then solve the equation. There will be two types of problems that will be solved. The use of dissimilar denominators will be fully explained and a common denominator will be found in order to solve the equation. The teacher will write the problem out in the form of a word problem on the board. IX. Guided Practice: Have students work on the same assignment that the teacher had just modeled for them. Have them work in groups of four or five. Monitor their progress throughout the time session and help students when necessary. If they get done early have them think of how they would write the problem if it needed to be written as a word problem and then have them write it in their writing journals. X. Independent Practice: Once the students have completed adding the fruits together, have them work on adding in the pictures that they had worked on during the set portion of the lesson. Help the students when it is necessary. XI. Closure: Explain to students that they learned how to add together fractions with similar and dissimilar denominators. They also learn the importance of working in harmony with other students within their groups. By working together, they are learning how to get answers more quickly by using each other as sounding boards. Bring out the fruit again and work through a number of basic problems. Ask for volunteers. Can one student please add these two similar fractions together? Can one student please add these two dissimilar fractions together? Lastly there will be a review of the book that was read during the class period. Can a student explain what the book was about? Can another student please explain what they learned? XII. Evaluation: Distribute word problems with six questions on it. Four of these problems will involve adding together fractions that have similar denominators. The other two problems will involve adding together fractions that have dissimilar denominators. After the students have completed their final assessments, they will be released to go play the games that were assigned for computer time. Posttest: Integrated Unit Plan Template Page 16 of 20 EDUC 675 1. Jenny loves to share her dessert with her brother, Hugh. Hugh was given a whole pastry by his mother that morning. If Jenny gives Hugh 3/4ths of her pastry, then how much dessert does Hugh have? Please show your work. 2. Sammy is helping her mother bake a cake for her sister’s birthday. Her mom asks her to get 1/4th cup of sugar and 2/3ths cup of flour. How much sugar and flour does Sammy need to get for her mother? Please show your work. 3. Sarah has 2/5ths of an apple on her plate. Her brother has 2/5ths of an apple on his plate. If her little sister Veronica has 2/5ths of apple on her plate, did they all just eat one apple? Please show your work. 4. Jeremy missed lunch because he had to complete an assignment for Ms. Trevino. A teacher escorted him to the lunch room and said he only had fifteen minutes to eat. If Jeremy ate 5/6ths of his sandwich and 12/24ths of his orange, how much of his sandwich and his orange did he eat all together? Please show your work. 5. Kyle was given the snack to pass out during class. He was given a whole banana sliced into 6 pieces and a whole pineapple that was sliced into 6 pieces. He was supposed to give 3 pieces of the banana to Ana and 5 pieces of pineapple to Terry. Write a fraction that symbolizes how much of the banana that Ana had and how much of the pineapple that Terry had. Please show your work. 6. After finding out how much fruit Ana and Terry had, add the two together. Please show your work. Integrated Unit Plan Template Page 17 of 20 EDUC 675 III. ACCOMMODATION AND DIFFERENTIATION ALLOWANCES 1. Students within the classroom, who have difficulty with writing, will be given a number of options when it comes to pre- and post-assessment. One of the options would be to have a dotted numbers written on the page. This will allow the student to practice writing numbers throughout the lesson. There will also be a number chart written out for them so that they can copy it onto their page when they are working through their answers. The student will also be given ample enough time to complete assessments and assignments that involve writing. This increase in time will allow the student to feel less strain when it comes to completing assignments. 2. Gifted students within the class will complete assignments right along with the other students. There will be extra credit questions on their assessments, which will help the educator to be able to have an understanding of how far ahead these students are from their fellow classmates. Arrangements will be made to challenge these students through homework and in class assignments. This will be something that will be different from lesson to lesson. “Students at all ages and grade levels are entitled to challenging and appropriate instruction if they are to develop their talents fully,” (Hallahan, 2009, p. 549). This quote leads to another great point about gifted students. While some students show giftedness on a consistent basis, there are a large portion of students that may be gifted in one area and not in others. Teachers have to be accommodating to all students. 3. Students with disabilities will be accommodated based on their specific circumstances. It is important to have as much inclusion as possible, while also meeting each individual students needs. Some students may need to be separated during assessments. This could be because they have an attention problem or it could be because they distract others from completing tasks. Another scenario that could happen within the classroom could pertain to a student who has hearing impairments. It would be important to make sure that a written transaction is available for them. This would ensure that they are able to be just as a part of the class as the other students. There are a number of scenarios that could be present within the classroom. As an educator, it is important to make the appropriate accommodations to make sure that learning happens within the classroom for each student. 4. One last factor that can be added into this category is that of anxiety. A number of students feel anxiety when they step into a classroom. A teacher can help to ease a student’s anxiety by doing a number of different things. “Clearly, creating a classroom climate that is accepting, comfortable, and noncompetitive helps,” (Slavin, 2009, p. 312). Other aspects that Slavin suggests are things such as extending times on tests and quizzes or even formatting the assessment in such a way that it does not overwhelm the student. This may help to alleviate the strain of trying to hurry and complete the assessment rather than to give ones best effort. Integrated Unit Plan Template Page 18 of 20 EDUC 675 IV. RESOURCES Arnott, K. (2006). Instructional intelligences: Inspiring teachers to excellence. Education Today, 18, (1), 11–13. Hallahan, D.P. & Kauffman, J.M. (2009). Exceptional learners: Introduction to special education (11th ed.). Boston, MA: Allyn and Bacon. How to teach effectively. (NA). Retrieved on February 20, 2012, from http://lyceumbooks.com/pdf/HowToTeachEffectively_TypesofLearners.pdf Loop, K. (2010). Revealing arithmetic: Math concepts from a biblical worldview. Fairfax, VA. Christian Perspective. Nebraska Department of Education. (1996). Teaching strategies for students with diverse learning needs. Retrieved on February 20, 2012, from http://www.nebraskasocialstudies.org/pdf/tsfswdln.pdf Polk, J. (2006). Traits of effective teachers. Arts Education Policy Review, 107, (4), 23–30. Rimm-Kaufman, S. (n.d). Improving Students' Relationships with Teachers to Provide Essential Supports for Learning. Retrieved February 24, 2012, from http://www.apa.org/education/k12/relationships.aspx Scarpello, G. (2010). Tips for teaching math to elementary students. The Education Digest, 79, (1), 59–60. Slavin, R. (2009). Educational psychology: Theory and practice. (9th ed.). New York, NY: Pearson. Van de Walle, J. (2011). Elementary and middle school mathematics: Teaching developmentally. (7th ed.). Boston, MA: Pearson. Integrated Unit Plan Template Page 19 of 20 EDUC 675 Integrated Unit Plan Template Page 20 of 20 INTEGRATED UNIT PLAN SANTANNA COLEMAN LIBERTY UNIVERSITY II. LESSON PLANS Lesson Plan 1 I. Subject and Grade Level: English/ 3rd Grade II. Topic: Vocabulary and Speaking: how do you say… in English? III. Standards: Using meta-language to spell and find the meaning of new words: learning and using adjectives to describe various forms of transport; practicing using wh-form and yes/no questions. IV. Measurable Objectives: draw a certain form of transport, for instance, a bus, train, place, and one at a time, ask students to use the model question: how do you say this in English and how do you spell it? V. Materials: This vocabulary worksheet has the feel of a standardized test and requires your students to fill in a bubble next to each word that can be used in the sentence. An answer key is provided. Grade recommendation: 3 • Common Core State Standards Alignment: CCSS.ELALiteracy.L.3.4.d, CCSS.ELA-Literacy.L.4.4.c Skills: vocabulary | standardized test practice | reading | using a dictionary Item 3649 | 1 page | Publisher: T. Smith Publishing ©2009 | by Tracey Smith VI. Character Education Principle: Respect VII. Set: Write down forms of transport on the board and place them randomly Point and let students repeat the words and erase the words. Make students come to the board and write the words again. Write down adjectives on cue cards and hold them up and ask the model question. VIII. Instructions: Get students to go through all forms of transport pronouncing the word and spelling it in English. IX. Guided Practice: Have students write on the board a certain form of transport, pronounce it, and spell it. X. Independent Practice: Put students in groups of two and have cue cards to spell and pronounce the words. Have students come up with reasons to go to a certain form of transport and read it out loud according to their ability. XI. Closure: Remind students to use the two model questions to ascertain the spelling and pronunciation of a word in English. XII. Evaluation: Formative Lesson Plan 2 I. Subject and Grade Level: English/ 3rd Grade II. Topic: Reading: we’re going to take a holiday III. Standards: Revision of vocabulary by reading and responding to plans using going to IV. Measureable Objectives: using present continuous to talk about the future and becoming aware of going to for the future. V. Materials: This vocabulary worksheet has the feel of a standardized test and requires your students to fill in a bubble next to each word that can be used in the sentence. An answer key is provided. Grade recommendation: 3 • Common Core State Standards Alignment: CCSS.ELALiteracy.L.3.4.d, CCSS.ELA-Literacy.L.4.4.c Skills: vocabulary | standardized test practice | reading | using a dictionary Item 3649 | 1 page | Publisher: T. Smith Publishing ©2009 | by Tracey Smith VI. Character Education Principle: Respect and self-control. VII. Set: How do you say this in English? VIII. Instructions: Have students rhyme about going on holiday by predicting what happens. In their own words, students will use prompts and elicit questions from the instructor and using multiple choices, the students will say what will happen. IX. Guided Practice: use the worksheet to get students to read it all to themselves at their own pace. Prompt students to emphasize on key vocabulary they have studied prior to and known words with inflections like go and ing. X. Independent Practice: Gap fill sentences where students finish sentences of their own words where the first sentence will have a month, the second sentence for form of transport and item of clothing, type of food or possession for the third sentence. XI. Closure: Using a guessing game, students will guess the sentences by asking, are you going in (insert a month)? Group them and have students guess each other’s sentences and answer with a yes/no model. XII. Evaluation: Formative Lesson Plan 3 I. Subject and Grade Level: English/ 3rd Grade II. Topic: Listening and writing: holiday plans III. Standards: Use the Going to future to talk and write about one’s and others’ holiday plans. IV. Measureable Objectives: reading aloud V. Materials: This vocabulary worksheet has the feel of a standardized test and requires your students to fill in a bubble next to each word that can be used in the sentence. An answer key is provided. Grade recommendation: 3 • Common Core State Standards Alignment: CCSS.ELALiteracy.L.3.4.d, CCSS.ELA-Literacy.L.4.4.c Skills: vocabulary | standardized test practice | reading | using a dictionary Item 3649 | 1 page | Publisher: T. Smith Publishing ©2009 | by Tracey Smith VI. Character Education Principle: Respect and self-control VII. Set: rub out and remember, how do you say… in English and how do you spell it? VIII. Instructions: have students listen to the holiday plans of three peers who go somewhere different, do something and stay somewhere different and take different clothes. IX. Guided Practice: Put students in pairs and have them predict the four things for their peers. For instance, using logical connections to predict going to the beach, to swim, carrying shorts. X. Independent Practice: Have students write out their predictions in a table. XI. Closure: Get students to listen to model sentences, for instance, he is going to stay in a hotel and students will repeat the model sentences in a choral and individual manner. Students will copy the sentences from the board and read the sentences out loud when they are done copying. XII. Evaluation: Formative evaluation where students listen to, talk about, read, and write about holiday plans. Lesson Plan 4 I. Subject and Grade Level: English/ 3rd Grade II. Topic: Speaking; further practice with going to III. Standards: Further practice in future plans using going to IV. Measurable Objectives: Using sequencing words the imply future plans, for instance, first, then, next, after that. V. Materials: This vocabulary worksheet has the feel of a standardized test and requires your students to fill in a bubble next to each word that can be used in the sentence. An answer key is provided. Grade recommendation: 3 • Common Core State Standards Alignment: CCSS.ELALiteracy.L.3.4.d, CCSS.ELA-Literacy.L.4.4.c Skills: vocabulary | standardized test practice | reading | using a dictionary Item 3649 | 1 page | Publisher: T. Smith Publishing ©2009 | by Tracey Smith VI. Character Education Principle: Respect VII. Set: Put a noughts and crosses grid on the board. Give students time to read it and the phrases for themselves out aloud. Correct their reading and confirm their understanding. Have students practice using the cues to make sentences using going to. VIII. Instructions: Get students to practice in pairs. IX. Guided Practice: Pre-teach the sequencing of words. X. Independent Practice: Get students to practice in pairs using the sequencing words. XI. Closure: Make notes on what students say and this will be the basis of analysis for further work on going to. XII. Evaluation: Summative evaluation where student presentations will be means of individual assessment. Lesson Plan 5 I. Subject and Grade Level: English/3rd Grade II. Topic: Narrative writing III. Standards: Personal narratives on future plans. IV. Measurable Objectives: Importance of narrative and how to create narrative using going to. V. Materials: This vocabulary worksheet has the feel of a standardized test and requires your students to fill in a bubble next to each word that can be used in the sentence. An answer key is provided. Grade recommendation: 3 • Common Core State Standards Alignment: CCSS.ELALiteracy.L.3.4.d, CCSS.ELA-Literacy.L.4.4.c Skills: vocabulary | standardized test practice | reading | using a dictionary Item 3649 | 1 page | Publisher: T. Smith Publishing ©2009 | by Tracey Smith VI. Character Education Principle: Respect VII. Set: Explain to the class the meaning of narrative. Check for understanding by having students tell each other why narrative is important. Write simple sentences on the board that include narrative. VIII. Instructions: Using interactive modelling, write down a form of narrative on the board about going on holiday and ask students about punctuation and pronunciation of forms of transport, clothing, places. IX. Guided Practice: Call on students to help formulate narratives about their holiday plans. X. Independent Practice: Get students to write their drafts of narratives. XI. Closure: Have students exchange stories and get feedback. XII. Evaluation: Formative evaluation by walking around the classroom and conducting mini conferences with a student. Ask volunteers to share their narratives with the class. Running head: INTEGRATED UNIT PLAN INTEGRATED UNIT PLAN SANTANNA COLEMAN LIBERTY UNIVERSITY 1 INTEGRATED UNIT PLAN 2 Candidate: Santnna Coleman Date the Assignment is Due: 01/28/2017 I. INITIAL UNIT INFORMATION Subject: The main subject of the unit is: English Grade/Topic: The unit is written for 3rd grade. The topic is pronunciation/ reading/listening and writing/speaking. State and National Standards Addressed by the Unit: State Standards: the lessons comprise a week’s teaching and are derived from a unit of work that recycle and integrate topics ranging from expressing future plans, clothes, transport, utilization of meta-language to ask for translations, meanings, and creating spellings for new words. Lesson plans comprise of objective that are drawn from the curriculum standards set for Grade 3. National Standards: considering the elementary level of English of the learners, the lesson plan constitute recycling, revisionary vocabulary and reworking of structures of language and skill strategies. Character Education Goals: The character education goals are: 1.Self-control- this comprises of students recognizing and accepting their abilities and limitations, showing positive attitude toward one self and an ability to express personal feelings and ideas to others. 2. Respect-entails developing and displaying communication skills, respect for individual differences, allowing others to express their ideas, feelings, and thoughts. Moreover, students will be able to tolerate others’ differences, and be accepting, use good manners rather than bad language and be considerate of the feelings of others using active listening. 3. Responsibility-demonstrating the capacity to follow rules and lows, problem—solving skills, decision making capacity, stress management skills, organizational skills, communication skills, and cooperation with others. Instructional Goals: The instructional goals are: 1. In the vocabulary and speaking lessons, the instructional goals are presentation, practice, and production. 2. In listening, reading, and writing lessons, the goals are pre, while, and post, for instance, pre-reading, while reading, and post-reading. 3. Integrated skills. Instructional Objectives: The instructional objectives are: 1. Recycling 2. Revisionary vocabulary 3. Reworking of language structures and skills strategies Overview of the Learning Activities: The learning activities include: Page 2 of 11 INTEGRATED UNIT PLAN 3 1. Use meta-language to get the meanings and spellings of new words. 2. Leaning and using adjectives in describing forms of transport 3. Practice using the wh-type and yes/no forms of questions 4. Reading and responding to word cards. 5. Reading and responding with going to 6. Collecting key words from material. 7. Reading loud 8. Complete simple sentences based on reading Page 3 of 11 INTEGRATED UNIT PLAN 4 Learning Style Allowances: Learning style allowances include: 1. Getting to know the students to realize the experiences and learning styles they bring to the classroom. 2. Avoid assessment items that give privilege to academic literacies as well as eye learning. Instead, incorporate free writing sessions where students can write spontaneous thoughts on a topic at the start of every lesson. The implication is the development of a familiarity with writing down opinions and thoughts and get feedback from learning and language. 3. Champion for group collaboration to enhance academic literacies 4. Embed formative literacy assessments in the academic period. Comprehensive List of Necessary Resources and Materials Needed for Implementation of the Unit: 1. Students will match fifteen words with a brief definition. Most students will need to use a dictionary to complete this worksheet. An answer key is provided. Grade recommendation: 3-4 • Common Core State Standards Alignment: CCSS.ELA-Literacy.L.3.4.d, CCSS.ELA-Literacy.L.4.4.c Skills: vocabulary | using a dictionary Item 3648 | 1 page | Publisher: T. Smith Publishing ©1991 | by Tracey Smith 2. This vocabulary worksheet has the feel of a standardized test and requires your students to fill in a bubble next to each word that can be used in the sentence. An answer key is provided. Grade recommendation: 3 • Common Core State Standards Alignment: CCSS.ELA-Literacy.L.3.4.d, CCSS.ELA-Literacy.L.4.4.c Skills: vocabulary | standardized test practice | reading | using a dictionary Item 3649 | 1 page | Publisher: T. Smith Publishing ©2009 | by Tracey Smith 3. Students will read a friendly letter about the Sonoran Desert then complete an illustration using information they learned from the letter. No answer key provided. Grade recommendation: 1-3 • Common Core State Standards Alignment: CCSS.ELA-Literacy.RI.1.7, CCSS.ELA-Literacy.RI.3.7 Skills: reading comprehension | drawing to accompany text | desert fauna and flora Item 3580 | 2 pages | Publisher: T. Smith Publishing ©2006 | by Tracey Smith Description of How this Unit Provides Integration/Cross-Curricular Connections: 1. Lessons comprise of sufficient material to support 45 minutes of direct teachings and teachers have the freedom to supplement the activities that are provided in the list with additional tasks that are either simpler or more complex if the class has a mixed ability. In case there is too much content for 45 minutes, the teacher is free to designate the activities that will carry through to the other class. The teacher has the freedom to maximize the learning cycle by selecting the tasks to cut as opposed to dropping tasks because they have come to an end. There are extra practice activities included in order to accommodate students who learn fast. Overview of Formative and Summative Assessments: 1. The objective of formative assessment is monitoring student learning to offer ongoing feedback that can be employed by instructors in improving their teaching and students in improving their learning. Students Page 4 of 11 INTEGRATED UNIT PLAN 5 will assess themselves by writing, conversation, and quizzes. The approach will identify student weaknesses and support their specific needs. 2. The objective of summative assessment is evaluation of student leaning when an instructional unit is complete to compare it against a certain standard or benchmark. This will comprise of a midterm exam and final project. Page 5 of 11 INTEGRATED UNIT PLAN 6 II. LESSON PLANS Lesson Plan 1 I. Subject and Grade Level: English/ 3rd Grade II. Topic: Vocabulary and Speaking: how do you say… in English? III. Standards: Using meta-language to spell and find the meaning of new words: learning and using adjectives to describe various forms of transport; practicing using wh-form and yes/no questions. IV. Measurable Objectives: draw a certain form of transport, for instance, a bus, train, place, and one at a time, ask students to use the model question: how do you say this in English and how do you spell it? V. Materials: This vocabulary worksheet has the feel of a standardized test and requires your students to fill in a bubble next to each word that can be used in the sentence. An answer key is provided. Grade recommendation: 3 • Common Core State Standards Alignment: CCSS.ELA-Literacy.L.3.4.d, CCSS.ELA-Literacy.L.4.4.c Skills: vocabulary | standardized test practice | reading | using a dictionary Item 3649 | 1 page | Publisher: T. Smith Publishing ©2009 | by Tracey Smith VI. Character Education Principle: Respect VII. Set: Write down forms of transport on the board and place them randomly Point and let students repeat the words and erase the words. Make students come to the board and write the words again. Write down adjectives on cue cards and hold them up and ask the model question. VIII. Instructions: Get students to go through all forms of transport pronouncing the word and spelling it in English. IX. Guided Practice: Have students write on the board a certain form of transport, pronounce it, and spell it. X. Independent Practice: Put students in groups of two and have cue cards to spell and pronounce the words. Have students come up with reasons to go to a certain form of transport and read it out loud according to their ability. XI. Closure: Remind students to use the two model questions to ascertain the spelling and pronunciation of a word in English. XII. Evaluation: Formative Page 6 of 11 INTEGRATED UNIT PLAN 7 Lesson Plan 2 I. Subject and Grade Level: English/ 3rd Grade II. Topic: Reading: we’re going to take a holiday III. Standards: Revision of vocabulary by reading and responding to plans using going to IV. Measureable Objectives: using present continuous to talk about the future and becoming aware of going to for the future. V. Materials: This vocabulary worksheet has the feel of a standardized test and requires your students to fill in a bubble next to each word that can be used in the sentence. An answer key is provided. Grade recommendation: 3 • Common Core State Standards Alignment: CCSS.ELA-Literacy.L.3.4.d, CCSS.ELA-Literacy.L.4.4.c Skills: vocabulary | standardized test practice | reading | using a dictionary Item 3649 | 1 page | Publisher: T. Smith Publishing ©2009 | by Tracey Smith VI. Character Education Principle: Respect and self-control. VII. Set: How do you say this in English? VIII. Instructions: Have students rhyme about going on holiday by predicting what happens. In their own words, students will use prompts and elicit questions from the instructor and using multiple choices, the students will say what will happen. IX. Guided Practice: use the worksheet to get students to read it all to themselves at their own pace. Prompt students to emphasize on key vocabulary they have studied prior to and known words with inflections like go and ing. X. Independent Practice: Gap fill sentences where students finish sentences of their own words where the first sentence will have a month, the second sentence for form of transport and item of clothing, type of food or possession for the third sentence. XI. Closure: Using a guessing game, students will guess the sentences by asking, are you going in (insert a month)? Group them and have students guess each other’s sentences and answer with a yes/no model. XII. Evaluation: Formative Page 7 of 11 INTEGRATED UNIT PLAN 8 Lesson Plan 3 I. Subject and Grade Level: English/ 3rd Grade II. Topic: Listening and writing: holiday plans III. Standards: Use the Going to future to talk and write about one’s and others’ holiday plans. IV. Measureable Objectives: reading aloud V. Materials: This vocabulary worksheet has the feel of a standardized test and requires your students to fill in a bubble next to each word that can be used in the sentence. An answer key is provided. Grade recommendation: 3 • Common Core State Standards Alignment: CCSS.ELA-Literacy.L.3.4.d, CCSS.ELA-Literacy.L.4.4.c Skills: vocabulary | standardized test practice | reading | using a dictionary Item 3649 | 1 page | Publisher: T. Smith Publishing ©2009 | by Tracey Smith VI. Character Education Principle: Respect and self-control VII. Set: rub out and remember, how do you say… in English and how do you spell it? VIII. Instructions: have students listen to the holiday plans of three peers who go somewhere different, do something and stay somewhere different and take different clothes. IX. Guided Practice: Put students in pairs and have them predict the four things for their peers. For instance, using logical connections to predict going to the beach, to swim, carrying shorts. X. Independent Practice: Have students write out their predictions in a table. XI. Closure: Get students to listen to model sentences, for instance, he is going to stay in a hotel and students will repeat the model sentences in a choral and individual manner. Students will copy the sentences from the board and read the sentences out loud when they are done copying. XII. Evaluation: Formative evaluation where students listen to, talk about, read, and write about holiday plans. Page 8 of 11 INTEGRATED UNIT PLAN 9 Lesson Plan 4 I. Subject and Grade Level: English/ 3rd Grade II. Topic: Speaking; further practice with going to III. Standards: Further practice in future plans using going to IV. Measurable Objectives: Using sequencing words the imply future plans, for instance, first, then, next, after that. V. Materials: This vocabulary worksheet has the feel of a standardized test and requires your students to fill in a bubble next to each word that can be used in the sentence. An answer key is provided. Grade recommendation: 3 • Common Core State Standards Alignment: CCSS.ELA-Literacy.L.3.4.d, CCSS.ELA-Literacy.L.4.4.c Skills: vocabulary | standardized test practice | reading | using a dictionary Item 3649 | 1 page | Publisher: T. Smith Publishing ©2009 | by Tracey Smith VI. Character Education Principle: Respect VII. Set: Put a noughts and crosses grid on the board. Give students time to read it and the phrases for themselves out aloud. Correct their reading and confirm their understanding. Have students practice using the cues to make sentences using going to. VIII. Instructions: Get students to practice in pairs. IX. Guided Practice: Pre-teach the sequencing of words. X. Independent Practice: Get students to practice in pairs using the sequencing words. XI. Closure: Make notes on what students say and this will be the basis of analysis for further work on going to. XII. Evaluation: Summative evaluation where student presentations will be means of individual assessment. Page 9 of 11 INTEGRATED UNIT PLAN 10 Lesson Plan 5 I. Subject and Grade Level: English/3rd Grade II. Topic: Narrative writing III. Standards: Personal narratives on future plans. IV. Measurable Objectives: Importance of narrative and how to create narrative using going to. V. Materials: This vocabulary worksheet has the feel of a standardized test and requires your students to fill in a bubble next to each word that can be used in the sentence. An answer key is provided. Grade recommendation: 3 • Common Core State Standards Alignment: CCSS.ELA-Literacy.L.3.4.d, CCSS.ELA-Literacy.L.4.4.c Skills: vocabulary | standardized test practice | reading | using a dictionary Item 3649 | 1 page | Publisher: T. Smith Publishing ©2009 | by Tracey Smith VI. Character Education Principle: Respect VII. Set: Explain to the class the meaning of narrative. Check for understanding by having students tell each other why narrative is important. Write simple sentences on the board that include narrative. VIII. Instructions: Using interactive modelling, write down a form of narrative on the board about going on holiday and ask students about punctuation and pronunciation of forms of transport, clothing, places. IX. Guided Practice: Call on students to help formulate narratives about their holiday plans. X. Independent Practice: Get students to write their drafts of narratives. XI. Closure: Have students exchange stories and get feedback. XII. Evaluation: Formative evaluation by walking around the classroom and conducting mini conferences with a student. Ask volunteers to share their narratives with the class. Page 10 of 11 INTEGRATED UNIT PLAN 11 III. ACCOMMODATION AND DIFFERENTIATION ALLOWANCES Differentiation 1. Enrichment: if there are students who grasp the content fast and require an extra challenge, have students exchange their work with others and give their feedback to one another 2. Support: if there are struggling students, have them to draw pictures for events and use them to write a sentence or narrative below the picture. IV. RESOURCES 1. Students will match fifteen words with a brief definition. Most students will need to use a dictionary to complete this worksheet. An answer key is provided. Grade recommendation: 3-4 • Common Core State Standards Alignment: CCSS.ELA-Literacy.L.3.4.d, CCSS.ELA-Literacy.L.4.4.c Skills: vocabulary | using a dictionary Item 3648 | 1 page | Publisher: T. Smith Publishing ©1991 | by Tracey Smith 2. This vocabulary worksheet has the feel of a standardized test and requires your students to fill in a bubble next to each word that can be used in the sentence. An answer key is provided. Grade recommendation: 3 • Common Core State Standards Alignment: CCSS.ELA-Literacy.L.3.4.d, CCSS.ELA-Literacy.L.4.4.c Skills: vocabulary | standardized test practice | reading | using a dictionary Item 3649 | 1 page | Publisher: T. Smith Publishing ©2009 | by Tracey Smith 3. Students will read a friendly letter about the Sonoran Desert then complete an illustration using information they learned from the letter. No answer key provided. Grade recommendation: 1-3 • Common Core State Standards Alignment: CCSS.ELA-Literacy.RI.1.7, CCSS.ELA-Literacy.RI.3.7 Skills: reading comprehension | drawing to accompany text | desert fauna and flora Item 3580 | 2 pages | Publisher: T. Smith Publishing ©2006 | by Tracey Smith Page 11 of 11
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