Fast Food Fun
Author(s):
Mary Beth Hadler
Grade Level:
6th Grade
Timeframe:
3 class periods
45 minutes each Some students may need to work on project at home as well.
Lesson Description or Explanation
Students will research the nutrition facts of fast food restaurants. Students must choose 3 different restaurants to research and choose one meal to collect data. They will then input their found data into a spreadsheet template in Microsoft Excel that they will create themselves. Found information must include: total calories, calories from fat, sodium, carbohydrates, sugars, and total grams of fat. They must then compare their choices and decide which restaurant is considered to be the “healthiest” and why. Written information must be typed in Microsoft Word or into a PowerPoint Presentation. Once they have found the nutrition information, they must compare this information to the suggested daily nutrition intake. Each student will present their findings to the class. After presenting, students will post their findings on the class website.
Indiana Curricular Standards
6.1.4 – Convert between any two representations of numbers: fractions, decimals, and percents, without the use of a calculator.
6.6.1 – Organize and display single-variable data in appropriate graphs and stem-and-leaf plots, and explain which types of graphs are appropriate for various data sets.
6.6.2 – Make frequency tables for numerical data, grouping the data in different ways to investigate how different groupings describe the data. Understand and find relative and cumulative frequency for a data set. Use histograms of the data and of the relative frequency distribution, and a broken line graph for cumulative frequency, to interpret the data.
6.7.6 – Support opinions with researched, documented evidence and with visual or media displays that use appropriate technology.
ISTE Standards
Facilitate and Inspire Student Learning and Creativity
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources
Design and Develop Digital-Age Learning Experiences and Assessments
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
Assessments
Students will be graded based on 4 components. Correct and appropriate information. Use of graphing information. Presentation. Understanding content.
Prior Knowledge
Curricular Knowledge or Skills: Prior to presenting assignment to class, we have been talking about health and nutrition facts.
Able to read and calculate percentages of given data and information.
Technology Knowledge: Familiar with using Microsoft Excel, Microsoft Word, and classroom website.
Technology
Internet Resources: (please list URLs) Find nutrition facts at: http://fnic.nal.usda.gov/nal_display/index.php?info_center=4&tax_level=1
www.Google.com – use to find your chosen restaurant website
Hardware: Computer with internet access
Software: All Microsoft applications
Procedure
Day 1: Introduce and research
- Introduce the assignment to the class. (pull aside any students who may receive differentiated instruction)
- Take students to computer lab to begin researching
- Make self available to students for any questions
Day 2: In class work day
- Review assignment requirements. Answer any questions students have at this point.
- Take students to computer lab to continue researching
- Make self available to students for any questions
Day 3: In class work day
- Take students to computer lab
- Begin working on data spreadsheet and/or power point presentations
- Remind students of subject areas discussed prior to this assignment, to keep students on the right track
- Make self available to students for any questions
Day 4: In class work day
- Take students to computer lab
- Finish up data input
- Make self available to students for any questions
- Remind students about posting their completed assignment to the class website
Day 5: Presentation Day
- Each student will be given 5 minutes to present their findings.
Differentiated Instruction
ESL
Students may use any restaurant that presents information in Spanish (this means they may not use a fast food restaurant).
Challenge/Extend
Students may compare the health benefits/effects of fast food to a home cooked meal. What are the pros? What are the cons?
Special Needs
If needed, students may choose 2 restaurants to compare and use a calculator.
Saturday, October 10, 2009
Friday, October 9, 2009
Learn About the Author
Learn About the Author
Author(s):
Jessica L. Quinn
Grade Level:
11th grade English, Literature and Composition
Timeframe:
5 class periods on a 7 period day , approximately 5 hours
Lesson Description or Explanation
Students will research an author who lived and wrote prior to 1939. They will create a presentation using a technology of their choosing to present facts about their life, writing style, lists of works, rationale for the author’s most popular work(s), photographs, reasons for choosing this author, a bibliography. Students will then present their findings to the rest of the class.
Indiana Curricular Standards
11.2,. 11.4, 11.5, 11.7
ISTE Standards
Student Standards 1, 3, 4, 5, 6
Assessments
Formative/Summative
Students will present their findings to the class as well as provide their work for the teacher to evaluate using the criteria of: how accurate is the information, are the sources sited properly, is the project creative, conventions, and ideas behind their rationale.
Prior Knowledge
Curricular Knowledge or Skills: Students will know how to write a short essay and sight sources.
Technology Knowledge: Students ought to know how to use a search engine and be familiar with their chosen presentation method.
Technology
Internet Resources: any search engine (Yahoo, Google, AskJeeves, etc)
Hardware: Computer, video camera, overhead projector, printer
Software: Microsoft Office, RealPlayer, Windows MediaPlayer
Procedure
Students will have the full week of classes to research their chosen author using the internet. It is up to them to decide how much time will be dedicated to research and how much is dedicated to putting together their presentation. This project is done by individuals.
Differentiated Instruction
ESL
Students can access bilingual sites and can have help in translation. Students can also research authors in their native tongue.
Challenge/Extend
Students can insert video/audio clips into their work and will be encouraged to read a text by their chosen author.
Special Needs
Students can have sites read aloud to them, work with the teacher to establish a timeline for completion, use earbuds to listen to text, and have an extra day to complete the work.
Author(s):
Jessica L. Quinn
Grade Level:
11th grade English, Literature and Composition
Timeframe:
5 class periods on a 7 period day , approximately 5 hours
Lesson Description or Explanation
Students will research an author who lived and wrote prior to 1939. They will create a presentation using a technology of their choosing to present facts about their life, writing style, lists of works, rationale for the author’s most popular work(s), photographs, reasons for choosing this author, a bibliography. Students will then present their findings to the rest of the class.
Indiana Curricular Standards
11.2,. 11.4, 11.5, 11.7
ISTE Standards
Student Standards 1, 3, 4, 5, 6
Assessments
Formative/Summative
Students will present their findings to the class as well as provide their work for the teacher to evaluate using the criteria of: how accurate is the information, are the sources sited properly, is the project creative, conventions, and ideas behind their rationale.
Prior Knowledge
Curricular Knowledge or Skills: Students will know how to write a short essay and sight sources.
Technology Knowledge: Students ought to know how to use a search engine and be familiar with their chosen presentation method.
Technology
Internet Resources: any search engine (Yahoo, Google, AskJeeves, etc)
Hardware: Computer, video camera, overhead projector, printer
Software: Microsoft Office, RealPlayer, Windows MediaPlayer
Procedure
Students will have the full week of classes to research their chosen author using the internet. It is up to them to decide how much time will be dedicated to research and how much is dedicated to putting together their presentation. This project is done by individuals.
Differentiated Instruction
ESL
Students can access bilingual sites and can have help in translation. Students can also research authors in their native tongue.
Challenge/Extend
Students can insert video/audio clips into their work and will be encouraged to read a text by their chosen author.
Special Needs
Students can have sites read aloud to them, work with the teacher to establish a timeline for completion, use earbuds to listen to text, and have an extra day to complete the work.
Plays
| | |
| Author(s): | Bradley Janicek and Bradford Lancaster |
| Grade Level: | 1st Grade |
| Timeframe: | 7 – 10 days, 45 minutes – 1 hour per day. |
| Lesson Description or Explanation | Students create many kinds of writing during writing workshop. This study is on “Plays”. Students will be read a play and notice how the writing is different from other kinds of writing they have done. They will be able to refer to the play that we read in class to help them understand the writing structure of a play. To help celebrate all the hard work the students did with the writing, they will be “made famous” by filming, staring in their plays as it is broadcast in the lunchroom for the next week. Students will be expected to participate in all parts of the process of creating the plays on videotape, meeting standards in writing, speaking, creativity, communication, and innovation. |
| | English/Language Arts Standard 6: WRITING: English Language Conventions Students write using Standard English conventions appropriate to this grade level. 1.6.1 Print legibly and space letters, words, and sentences appropriately. Standard 7: LISTENING AND SPEAKING: Skills, Strategies, and Applications Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice). Students deliver brief oral presentations about familiar experiences or interests that are organized around a coherent thesis statement (a statement of topic). Students use the same Standard English conventions for oral speech that they use in their writing. 1.7.6 Recite poems, rhymes, songs, and stories. |
| ISTE Standards | Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
2. Communication and Collaboration. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
|
| Assessments Formative/Summative | Formative – Peer reviews of writings and sending information back by e-mail. Summative – Given a rubric we will be able to grade and give feedback holistically based on the final presentation. |
| Prior Knowledge | Curricular Knowledge or Skills: Students need to have written in class before. Students must know that there is space between words. Technology Knowledge: Students need to know how to type (find letters on the key board and tap them). |
| Technology | Internet Resources: (please list URLs) Hardware: Computer. Video Camera. Blank, recordable video tapes. Software: Microsoft Word. Internet. |
| Procedure | Day 1:
Day 2:
Day 3:
Day 4:
Day 5:
Day 6:
Day 7:
Day 8:
Day 9:
Day 10:
|
| Differentiated Instruction | |
| ESL | English Language Learners will implement dialogue using their L1 and L2 combined. They will probably use less dialogue and more acting or picture support to aid in when they present their play. There are multiple websites such as Wordreference.com and google.com to aid in translating their plays if they need it. This is why we are using Microsoft Word as well as the internet to aid students in developing their plays. Students will write a play based on an event in their lives (“Slice of Life” genre) this makes it a little easier since they are basically reenacting an event they thought was important in their lives. |
| Challenge/Extend | For students that need an additional challenge, we will have them add stage directions to their scripts. They will explain exactly how they would like the stage to be set up, what type of lighting they would like to use, and how other students (their actors) will be placed (hypothetically). If these students need an additional challenge; They can, as a group, choose one play and perform it using multiple students and materials to perform the play as close to the chosen script as possible. |
| Special Needs | Everyone is to be included in this activity. There are multiple ways to include all students. Font on the scripts can be increased for those with difficulty seeing. There are audio readers (a tool that reads text that students write) that some schools provide for classroom computers to help students that cannot see. For students that cannot type; teachers, aids, and or other students can help them type their play. The latter is most preferable because it aid in building community within the classroom. |
Simple Michines
Simple Machines
Author: Carmelina Pizzi
Grade Level: 3rd
Timeframe: This lesson will be part of a unit on simple machines and the duration of time is dependent on the students. 1-2 weeks 45 min a day.
Lesson Description or Explanation
What is a simple machine? Students will investigate and create simple machines. They will then use the below listed website to assess their understanding of simple machines.
Indiana Curricular Standards
Core Standard 2
The Nature of Technology
Significance of Inventions
• Identify ways in which people use technology and tools in their daily life and work. Describe how recent inventions have significantly changed the way people live.
• Student Performance: Students use technology to solve a want or a need. Students use an engineering design process (ask, imagine, plan, create, improve) to design a solution to a problem. Students discuss the results (intended and unintended) of their solution.
o 3.1.6 Give examples of how tools, such as automobiles, computers, and electric motors, have affected the way we live.
o 3.1.7 Recognize that and explain how an invention can be used in different ways, such as a radio being used to get information and for entertainment.
ISTE Standards
Technology Operations and Concepts
b. Students select and use applications effectively and productively.
Research and Information Fluency
b. Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
Assessments
Formative/Summative
• Students are engaged and interested in the experiment.
• Students answered guiding questions at the end of the lesson.
• Students will write questions they have and further investigation they wish to do.
• Discuss out loud what students are thinking about the experiment.
• Students will print off their scores and share with the teacher what they learned from the website.
Prior Knowledge
Curricular Knowledge or Skills: Children have been exposed to simple machines, they may not know them as this label, but they recognize devices that make work easier for them.
Technology Knowledge: Children have been exposed to the computer and the internet for other assignments for reading and writing. They have collected data from the internet and used excel to plug in information.
Technology
Internet Resources: (please list URLs)
http://www.edheads.org/activities/simple-machines/index.htm
http://www.iste.org
http://dc.doe.in.gov/Standards/AcademicStandards/StandardSearch.aspx
https://oncourse.iu.edu/
http://www.internet4classrooms.com/links_grades_kindergarten_12
http://www.google.com
Hardware: Computer with internet, keyboard, mouse, printer
Software: Photo shop, Microsoft word, excel (plug in data), power point
Procedure
Differentiation /Instructional Strategies:
• What does work mean to scientist?
• Work is done when a force is used to move an object over a distance.
• Work is measured- FORCE X DISTANCE = WORK
• Suppose you use force to push the wall, are you doing work? No, the wall does not move.
• What if you push a door open, it moved your doing work.
• Most common forms of work are: Pushing, Pulling, and Lifting.
• How can we make work easier? Machines make work easier.
• Ask students, “What is a simple machine?”
• A simple machine…
-Increase the speed of something
-Reduce the effort needed to do something
-Change the direction of the force that you use
• There are 6 types of simple machines you may have come in contact some time in your life.
• Inclined Plane- slide, ramp, hill,
• Wedge- shovel, knife, teeth, saw
• Screw- end of a light bulb, drill, jar lids
• Lever- a bar used to lift an object, with a fulcrum (a support on which a lever turns or pivots)- teeter-totter, scissors, hammer pulling up a nail, bottle opener
• Wheel and Axle- bike tires, rollerblades, car tires,
• Pulley- a wheel that’s grooved that holds a rope or cable- these have pulley’s- flagpole, crane, elevator
• We will be conducting experiments with simple machines.
• See if you can recognize any simple machines being used
• What if we needed to pull a car up on top of a two story building?
• In small groups let children take pictures of simple machines they have made or can find around the school.
• Print pictures and have class identify the simple machine.
1. Navigate to Edheads Simple Machines Activities to learn about Simple Machines
http://www.edheads.org/activities/simple-machines/index.htm
2. Launch
3. Create a slide for each of the simple machines (Pulley, Wheel & Axel, Gear, Lever, Inclined Plane, Screw, and Wedge).
4. Use the Simple Machines Worksheet to help plan your slides. Find examples for each of the simple machines. Use a digital camera to find authentic examples, if possible.
5. Click the T and type a heading for your slide.
6. Click on File Open Pics4Learning Image…
7. Search for pulley or an example of a pulley and select picture, insert image, and close browser.
8. Click copy and move to the pulley slide. Click paste and resize the picture.
9. Repeat the search for each of the simple machines. Hint: If you cannot locate a picture using the simple machine name, search for an example of the simple machine.
10. Browse through the Stickers to locate more pictures of simple machines and add them to your slides.
11. Click the T and write a description for each of the simple machines.
12. Click share and save your slides individually. Add a title to the
WebBlender site. Delete text boxes on all of the pages.
13. You may have to copy and paste missing images. Alternately, you can share your slides with the show option.
14. Save and Publish
Differentiated Instruction
ESL
• A translator is available for the website in multiple languages.
• Using pictures to support communication.
Challenge/Extend
• Students will be asked to participate and demonstrate the experiment taking the lead of a small group and showing how to build a simple machine.
• Students will be able to dig deeper into changing the experiment and finding new answers that they will share in whole group.
• We will come together to share findings and outcomes to the investigation in a power point presentation.
Special Needs
• Students will be able to perform the experiment at their table they can be seated or stand if needed.
• Using the website they can have head phones or subtitles.
• Using pictures to support communication.
• Students with special needs use simple machines more so then others they may be an expert in this subject.
Grant Proposal Writing
Author: Steve Weaver
Grade Level: 8
Timeframe: The lesson will consist of two block class periods (90 minutes per block).
Lesson Description or Explanation
As part of a unit on persuasive writing, students will explore the idea of community involvement by coordinating a grant-writing proposal with a science class. The study will be based on an environmental assessment of an urban ecosystem in Marion County. The lesson outlined here will occur during the second week of the unit, and will involve students in the activities of creating preliminary reports based on collected data that will need to be categorized and analyzed, and then making a recommend proposal for a grant.
Indiana Curricular Standards
8.4.6 Use a computer to create documents by using word-processing skills and publishing programs, and develop simple databases and spreadsheets to manage information and prepare reports.
8.4.11 Identify topics, ask and evaluate questions, and develop ideas leading to inquiry, investigation and research.
ISTE Standards
Research and Information Fluency—Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
Critical Thinking, Problem Solving, and Decision Making—Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
Assessments
Formative: Students will be assessed on their active participation in class, their contribution to the group as a whole, and through their ability to be self-critical of the data they collect and re-evaluate assumptions made at the beginning of the lesson, and draw conclusions based on what they find during their research.
Summative: Grades will be based on the end product that the class produces in the forms of spreadsheets and analytical reports based on the data they collect.
Prior Knowledge
Students will be expected to know the basic concepts of the scientific method, the differences between developing hypotheses and theories, and basic word-processing knowledge. They will also be expected to know how to perform basic computer-based inquiries and searches.
Technology
Students will need access to computers (either desktop or laptop models) with Internet access, as well as word-processing and data-processing software such as Microsoft Word and Microsoft Excel.
Internet resources:
http://www.epa.gov/ogd/recipient/tips.htm
http://www.jmu.edu/sponsprog/writingtips.html
Procedure
Day one:
• Students will begin class by dividing into small groups, each of which will be assigned to answer one of the following questions:
1. What overall conditions were remarkable about the ecosystem you studied?
2. What did you learn about the water quality?
3. What kind of wildlife do you think would use this habitat—and what kind of wildlife did you observe in this habitat?
4. What did you learn about the air quality?
5. What were the surrounding areas of the ecosystem like?
6. In what ways could the ecosystem be improved?
• Each group will enter their findings in an Excel spreadsheet.
• Each group will provide a short presentation to the class about how they answered their respective questions.
• Students will debate the merits of each group’s findings.
• The whole class will vote on what information to use in a preliminary report that will be the basis of their grant proposal.
• The information in the Excel spreadsheets will be amended, based on what information the whole class decided to add, delete or revise. The end product will form the basis of scientific information that the students will use in their grant proposal.
Day two:
• Students will be split into three groups. Each of the groups will be responsible for one of three in-class assignments:
1. Group one will perform online research to determine potential targets for the grant proposal.
2. Group two will perform online research to determine the best practices for writing a grant proposal.
3. Group three will perform online research to find examples of previously written grant proposals that are relevant to the lesson’s topic.
• Each group will provide a short presentation to the class to share their findings. As they are making their presentations, the instructor will compile a list of relevant data taken from the presentations.
• The instructor will provide a handout to each of the students at the end of class, summarizing the findings of each group.
• Students will engage in a whole-class discussion to create a rubric to help them judge what a successful grant proposal should contain.
• For a take-home assignment, students will be divided into groups of three. Each group will be responsible for writing a two-page mini grant proposal, using the both the information accumulated in the Excel spreadsheet from day one’s lesson and the information compiled in the handout they received. They will be informed that the rubric they created will be what the instructor uses to evaluate their proposals.
• Groups will be required to turn their papers in the following week to receive credit.
• Student names will be removed from each of the mini grant proposals, and the whole class will vote on which proposal they would like to use to represent the entire class for submission to a list of grant-providing entities.
Differentiated Instruction
ESL
ESL students could use any online translation tool they feel comfortable with. In addition, they could use a free 30-day trial version of a software program like Read Write Gold, which contains a “one-click online translator” that translates words into multiple languages and reads them out loud. I would also be willing to allow ESL students to write the deliverable portion of the assignment in their native tongue, and then use Read Write Gold on my own computer to translate what the students write into English so that I could grade what they submit.
Challenge/Extend
Any student who feels like he or she would like to take on the challenge of writing a grant proposal for a project or subject that’s important to them may do so. This proposal would be for extra credit—and it would be in addition to the proposal each student would turn in as part of his or her group. The proposal would be limited to a mini grant of no more than $500, and the student would be responsible for locating appropriate (and authentic) grant-providing sources that he or she could submit his or her grant proposal to.
Special Needs
Programs like Read Write Gold could also be used to help special needs students by providing them with the opportunity to have written documents read back to them (useful for any student who has a reading disability). Students with vision disabilities could use screen-magnification software such as ZoomText, Zoomware or any of several other software packages to increase the size of text and manipulate it in other ways to accommodate them.
Grade Level: 8
Timeframe: The lesson will consist of two block class periods (90 minutes per block).
Lesson Description or Explanation
As part of a unit on persuasive writing, students will explore the idea of community involvement by coordinating a grant-writing proposal with a science class. The study will be based on an environmental assessment of an urban ecosystem in Marion County. The lesson outlined here will occur during the second week of the unit, and will involve students in the activities of creating preliminary reports based on collected data that will need to be categorized and analyzed, and then making a recommend proposal for a grant.
Indiana Curricular Standards
8.4.6 Use a computer to create documents by using word-processing skills and publishing programs, and develop simple databases and spreadsheets to manage information and prepare reports.
8.4.11 Identify topics, ask and evaluate questions, and develop ideas leading to inquiry, investigation and research.
ISTE Standards
Research and Information Fluency—Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
Critical Thinking, Problem Solving, and Decision Making—Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
Assessments
Formative: Students will be assessed on their active participation in class, their contribution to the group as a whole, and through their ability to be self-critical of the data they collect and re-evaluate assumptions made at the beginning of the lesson, and draw conclusions based on what they find during their research.
Summative: Grades will be based on the end product that the class produces in the forms of spreadsheets and analytical reports based on the data they collect.
Prior Knowledge
Students will be expected to know the basic concepts of the scientific method, the differences between developing hypotheses and theories, and basic word-processing knowledge. They will also be expected to know how to perform basic computer-based inquiries and searches.
Technology
Students will need access to computers (either desktop or laptop models) with Internet access, as well as word-processing and data-processing software such as Microsoft Word and Microsoft Excel.
Internet resources:
http://www.epa.gov/ogd/recipient/tips.htm
http://www.jmu.edu/sponsprog/writingtips.html
Procedure
Day one:
• Students will begin class by dividing into small groups, each of which will be assigned to answer one of the following questions:
1. What overall conditions were remarkable about the ecosystem you studied?
2. What did you learn about the water quality?
3. What kind of wildlife do you think would use this habitat—and what kind of wildlife did you observe in this habitat?
4. What did you learn about the air quality?
5. What were the surrounding areas of the ecosystem like?
6. In what ways could the ecosystem be improved?
• Each group will enter their findings in an Excel spreadsheet.
• Each group will provide a short presentation to the class about how they answered their respective questions.
• Students will debate the merits of each group’s findings.
• The whole class will vote on what information to use in a preliminary report that will be the basis of their grant proposal.
• The information in the Excel spreadsheets will be amended, based on what information the whole class decided to add, delete or revise. The end product will form the basis of scientific information that the students will use in their grant proposal.
Day two:
• Students will be split into three groups. Each of the groups will be responsible for one of three in-class assignments:
1. Group one will perform online research to determine potential targets for the grant proposal.
2. Group two will perform online research to determine the best practices for writing a grant proposal.
3. Group three will perform online research to find examples of previously written grant proposals that are relevant to the lesson’s topic.
• Each group will provide a short presentation to the class to share their findings. As they are making their presentations, the instructor will compile a list of relevant data taken from the presentations.
• The instructor will provide a handout to each of the students at the end of class, summarizing the findings of each group.
• Students will engage in a whole-class discussion to create a rubric to help them judge what a successful grant proposal should contain.
• For a take-home assignment, students will be divided into groups of three. Each group will be responsible for writing a two-page mini grant proposal, using the both the information accumulated in the Excel spreadsheet from day one’s lesson and the information compiled in the handout they received. They will be informed that the rubric they created will be what the instructor uses to evaluate their proposals.
• Groups will be required to turn their papers in the following week to receive credit.
• Student names will be removed from each of the mini grant proposals, and the whole class will vote on which proposal they would like to use to represent the entire class for submission to a list of grant-providing entities.
Differentiated Instruction
ESL
ESL students could use any online translation tool they feel comfortable with. In addition, they could use a free 30-day trial version of a software program like Read Write Gold, which contains a “one-click online translator” that translates words into multiple languages and reads them out loud. I would also be willing to allow ESL students to write the deliverable portion of the assignment in their native tongue, and then use Read Write Gold on my own computer to translate what the students write into English so that I could grade what they submit.
Challenge/Extend
Any student who feels like he or she would like to take on the challenge of writing a grant proposal for a project or subject that’s important to them may do so. This proposal would be for extra credit—and it would be in addition to the proposal each student would turn in as part of his or her group. The proposal would be limited to a mini grant of no more than $500, and the student would be responsible for locating appropriate (and authentic) grant-providing sources that he or she could submit his or her grant proposal to.
Special Needs
Programs like Read Write Gold could also be used to help special needs students by providing them with the opportunity to have written documents read back to them (useful for any student who has a reading disability). Students with vision disabilities could use screen-magnification software such as ZoomText, Zoomware or any of several other software packages to increase the size of text and manipulate it in other ways to accommodate them.
Linear Expressions with Tables and Chairs
Linear Expressions with Tables and Chairs
Author(s):
Kellie Gentry Section 18286, Nicole Weaver 18286, Samuel E. Zordak
Grade Level:
5th Grade
Timeframe:
6 days, 1 hour periods
Lesson Description or Explanation
Using a context of chairs around square tables, students will be exposed to three different linear patterns in this lesson. The patterns vary slightly from situation to situation, and the third situation allows students to determine a solution in multiple ways, in the end leading to an intuitive understanding of perimeter.
Present the following situation to students:
At Pal-a-Table, a new restaurant in town, there are 24 square tables. One chair is placed on each side of a table. How many customers can be seated at this restaurant?
Show an arrangement of one table with four chairs. If your room contains large square tables at which students work in groups, use them as a demonstration. If not, you can draw a picture on the chalkboard, or you can use pattern blocks or other transparent manipulatives on the overhead projector.
When all students understand how chairs are placed, ask, "If there were 24 tables in a room, how many chairs would be needed?" Depending on students’ understanding of multiplication, they may immediately realize that the answer is 24 × 4 = 96. If not, work with the class to complete a table, as follows:
Tables
Chairs
1
4
2
8
3
12
4
16
5
20
From this table, students should realize that the number of chairs is equal to four times the number of tables. Alternatively, they might recognize that each time a table is added, four chairs are added. If there are some students who use each approach, this is a good opportunity to reinforce the connection between multiplication and repeated addition. That is,
2 × 4
=
4 + 4
3 × 4
=
4 + 4 + 4
4 × 4
=
4 + 4 + 4 + 4
5 × 4
=
4 + 4 + 4 + 4 + 4
and so on.
Ask students to explain their observations. "What is the pattern? How can you find the number of chairs for any number of tables?" [Multiply the number of tables by 4. If there are 24 tables, for instance, the number of chairs is 96. If there are n tables, the number of chairs is 4n.]
After the original problem has been solved ("How many people can be seated at this restaurant?"), explain to students that the restaurant needs some additional help. Pose the following problem:
Pal-a-Table has a problem. For large groups, they must push some of the tables together to make a longer table. As before, they place one chair on each side of the table. How many tables would be needed for a group of 18 people?"
Again, show students an example of the situation. Explain that for just one square table, again four chairs are needed, but when two tables are pushed together, six chairs are needed.
Ask, "How many chairs would be needed if three square tables were pushed together? What about four tables? …five? How would you determine the number of chairs needed for any number of tables?"
At this point, divide students into groups. Allow them to explore various arrangements of tables and chairs using pattern blocks or the Chairs Around a Table applet. This online activity allows students to explore the various situations described in this lesson.
Chairs Around a Table Activity
As students work, they should keep an organized record of their data. Before they begin to explore, you may wish to discuss how a table or chart could be used to keep their data organized. Allow students to investigate the relationship between tables and chairs, and circulate as they explore. Make sure that every group is working toward finding a general relationship between the number of chairs and the number of tables.
After the exploration, conduct a class discussion to reveal the relationship between chairs and tables. Ask, "If you know the number of tables, how can you determine the number of chairs?" Allow students to suggest relationships, and keep a record of their suggestions on the overhead projector. Then, allow others to agree or disagree with the suggestions. Continue until the class reaches a consensus on which relationships are correct. (If students believe that a suggested relationship is correct, they should be able to show that it is true for the data they collected or provide an explanation of how they know it is true.)
As students suggest answers using words, convert their answers to algebraic expressions using variables. For instance, if a student says, "You find the number of chairs by multiplying the number of tables by 2, and then adding 2," then you might write either of the following on the overhead projector:
chairs = 2 × tables + 2
or
c = (2 × t) + 2
Although students in grades 3‑5 are not expected to understand symbolic manipulation, these examples will lay the conceptual foundation for understanding the use of variables.
Students may suggest several correct rules for determining the number of chairs. One student may realize that there are two chairs on the sides of each table, as well as an additional chair on each end, leading to the rule c = (2 × t) + 2. This is shown in the first diagram below. Another student may realize that there are three chairs around each end table, and there are two chairs on the sides of each middle table, leading to the rule c = 3 × 2 + 2 × (t - 2). This is shown in the second diagram below. Although students may not be able to verify that these relationships are algebraically equivalent, they should realize that both yield the same solutions.
Once students have discovered acceptable relationships, they should use them to determine the number of chairs when the number of tables is known, and vice versa. To ensure student understanding, ask the following two questions:
How many chairs would be needed for 24 tables?
[Two chairs are needed on the sides of each table, so that is 2 × 24 = 48 chairs. An additional two chairs are needed, one on each end, for a total of 48 + 2 = 50 chairs.]
How many tables would Pal-a-Table have to push together for a group of 18 people?
[When tables are pushed together, one person can sit on each end. That leaves 18 ‑ 2 = 16 people to be seated on the sides of the tables. Two chairs can be placed on either side of each table, and 16 ÷ 2 = 8. Therefore, 8 tables are needed for a group of 18 people.]
Finally, allow students to consider arrangements in which square tables are connected to form the outside border of a rectangle. Pose the following problem to students:
Customers at Pal-a-Table like that tables can be combined for larger groups, but they don’t like that tables are only arranged end-to-end to form a long chain. One patron suggests that tables should instead be arranged in a rectangular pattern with chairs placed around the outside.
Demonstrate some examples on the overhead projector or chalkboard. An arrangement showing 14 tables and 18 chairs is shown below.
Ask, "How many chairs would you need when tables are arranged in rectangular patterns like this?" Again, allow students time to explore various arrangements in their groups using pattern blocks or the Patch Tool.
As with the previous problem, students may discover various relationships that allow the number of chairs to be determined. If students are familiar with perimeter, then they may realize that the number of chairs is dependent on two variables, namely length and width. The arrangement above can be thought of as a rectangle with length 5 and width 4. The length contributes five chairs on two sides, and the width contributes four chairs on two sides, so the total number of chairs is 2(5) + 2(4) = 18. (Coincidentally, the perimeter of a 5 × 4 rectangle is 18 units.) In general, students should realize that the number of chairs for such an arrangement is equal to twice the sum of the length and width.
Alternatively, students may approach this situation like the previous one and realize that each of the four corner tables has two chairs next to it, but all other tables have only one chair. That gives a total of 4(2) + 10(1) = 18 chairs.
Similarly, students could realize that all tables have one chair next to them, but the four corner tables have an "extra" chair, giving a total of 14(1) + 4(1) = 18 chairs.
If the number of chairs in the length and width of the arrangement are represented by m and n, these three approaches lead to the following symbolic rules, respectively:
c = 2m + 2nc = 8 + 2(m - 2) + 2(n - 2)c = t + 4
Note that the last of these symbolic rules indicates that the number of tables (t) is four less than the number of chairs. But the number of tables is given by t = 2m + 2n ‑ 4, so the last expression could be represented by:
c = (2m + 2n ‑ 4) + 4
A whole-class discussion or individual group presentations are important after this exploration. Because there are various ways that students could represent the relationship between chairs and tables, it is important that all students are exposed to other students’ strategies.
Indiana Curricular Standards
5.2.1 Solve problems involving multiplication and division of any whole numbers.
5.3.1 Use a variable to represent an unknown number.
5.3.2 Write simple algebraic expressions in one or two variables and evaluate them by substitution.
5.7.1 Analyze problems by identifying relationships, telling relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.
5.7.3 Apply strategies and results from simpler problems to solve more complex problems.
5.7.9 Note the method of finding the solution and show a conceptual understanding of the method by solving similar problems.
ISTE Standards
· Creativity and innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
o Apply existing knowledge to generate new ideas, products, or processes.
o Create original works as a means of personal or group expression.
o Use models and simulation to explore complex systems and issues.
· Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
o Advocate and practice safe, legal, and responsible use of information and technology.
o Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
o Demonstrate personal responsibility for life long learning.
o Exhibit leadership for digital citizenship.
· Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations.
o Understand and use technology systems.
o Select and use applications effectively and productively.
o Troubleshoot systems and applications.
o Transfer current knowledge to learning of new technologies.
Assessments
Formative/Summative
Require each group of students to present their findings to the class. Each group could create a poster to explain how they determined the relationship between the number of chairs and the number of tables.
Have students write a letter to the restaurant explaining what they learned.
Prior Knowledge
Curricular Knowledge or Skills: Students already have extensive knowledge of basic mathematical operations such as addition, subtraction, multiplication, and division and know the order of operations. Students have also been introduced to the concept of variables in which one substitutes in a number for a variable to come up with a solution. Students have practiced solving for a variable as well.
Technology Knowledge: Students have several years experience using a computer and the internet. All of them know how to move and click a mouse. Students have also had experience using excel and recording and analyzing data using the Excel software. They are also have solid skills using PowerPoint to create presentations.
Technology
Internet Resources: http://illuminations.nctm.org/ActivityDetail.aspx?id=144
Hardware: Desktop or Laptop Computers with a high speed internet connection
Software: Excel to record data (optional)
Procedure
Day One:
Mini-Lesson:
Present the following situation to students:
At Pal-a-Table, a new restaurant in town, there are 24 square tables. One chair is placed on each side of a table. How many customers can be seated at this restaurant?
Show an arrangement of one table with four chairs using pattern blocks and small base-10 cubes on a document camera. After the students understand how the tables and chairs are arranged, restate the question, “How many customers can be seated at this restaurant?”
Time for Exploration:
Allow students to work in groups of 4 or 5, and explain that all work must be shown. Give students time to work in groups to solve this problem.
Regroup the class:
“What is the pattern? How can you find the number of chairs for any number of tables?” Allow the groups more time to work together to solve the problem. The goal of this time to work is to come up with the algebraic sentence 4t = c, where t stands for tables, and c stands for chairs or some other
Math Congress:
Regroup the class back together again, and discuss the patterns and answers to the problem.
Day Two:
Mini-Lesson:
Present the problem:
Pal-a-Table has a problem. For large groups, they must push some of the tables together to make a longer table. As before, they place one chair on each side of the table. How many tables would be needed for a group of 18 people?
Again, the example of the situation will be shown using pattern blocks and base-10 blocks on a document camera. Explain to students that for just one square table, again four chairs are needed, but when two tables are pushed together, six chairs are needed. Ask the students, “How many chairs would be needed if three square tables were pushed together? What about four tables? …five? How would you determine the number of chairs needed for any number of tables?
Time for Exploration:
Divide the students into groups of 4 or 5 once again. Allow the students to explore various arrangements of tables and chairs using the Chairs Around a Table applet.
As students work they should keep an organized record in Excel of their data. Allow the students to investigate the relationship between tables and chairs, and circulate as they explore. Make sure that every group is working toward finding a general relationship between the number of chairs and the number of tables.
Math Congress:
After the exploration, conduct a class discussion to reveal the relationship between chairs and tables. Ask, “If you know the number of tables, how can you determine the number of chairs?” Allow students to suggest relationships and keep a record of their suggestions on a piece of paper displaying it to the class using a document camera. Continue until the class comes to a consensus on which relationships are correct. Evidence must be shown. Assist the students in converting the relationship into an algebraic expression using variables.
Day 3:
Mini-Lesson:
Begin by having the students solve on slates some of the acceptable relationships by inserting various numbers of chairs. Repeat with various numbers of tables.
Present the Problem:
Customers at Pal-a-Table like that tables can be combined for larger groups, but they don’t like that tables are only arranged end-to-end to form a long chain. One patron suggests that tables should instead be arranged in a rectangular pattern with chairs placed around the outside.
Again demonstrate some examples on the document camera using pattern blocks and small base-10 cubes.
Ask students, “How many chairs would you need when tables are arranged in rectangular patterns like this?”
Time for Exploration:
Allow students to work in groups of 4 or 5 with Chairs Around a Table as they did before. Also have students record their data in Excel.
Math Congress:
After the exploration, conduct a class discussion to reveal the relationship between chairs and tables. Ask, “If you know the number of tables, how can you determine the number of chairs?” Allow students to suggest relationships and keep a record of their suggestions on a piece of paper displaying it to the class using a document camera. Continue until the class comes to a consensus on which relationships are correct. Evidence must be shown. Assist the students in converting the relationship into an algebraic expression using variables.
Day 4:
Mini-Lesson:
Explain to students they will be presenting their suggestions of solving the problems to the class by creating a PowerPoint presentation. Explain that pictures need to be included to show details about the way they went about solving the problems.
Time for Exploration:
Give students time to prepare PowerPoint presentations.
Day 5:
Time for Exploration:
Give students more time to prepare PowerPoint presentations.
Day 6:
Present PowerPoint creations.
Differentiated Instruction
ESL
Students will be provided with written instructions in both English and their first language. ESL support from an ESL teacher will be provided to the students during one or two days of instruction.
Challenge/Extend
Allow students to work on other similar problems. For example, the tables could be hexagon, pentagon, triangular, or a circle with different diameters and widths for chairs.
Special Needs
Those with reading difficulties or visual problems will have access to WYNN. This program reads the text to the students, assists students in taking notes, provides a talking dictionary, and has an electronic highlighter. For those with motor problems, a trackball will be provided. The trackball has a stationary base with a mouse pointer that can be moved with a thumb, finger, palm, foot, or other body part.
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Author(s):
Kellie Gentry Section 18286, Nicole Weaver 18286, Samuel E. Zordak
Grade Level:
5th Grade
Timeframe:
6 days, 1 hour periods
Lesson Description or Explanation
Using a context of chairs around square tables, students will be exposed to three different linear patterns in this lesson. The patterns vary slightly from situation to situation, and the third situation allows students to determine a solution in multiple ways, in the end leading to an intuitive understanding of perimeter.
Present the following situation to students:
At Pal-a-Table, a new restaurant in town, there are 24 square tables. One chair is placed on each side of a table. How many customers can be seated at this restaurant?
Show an arrangement of one table with four chairs. If your room contains large square tables at which students work in groups, use them as a demonstration. If not, you can draw a picture on the chalkboard, or you can use pattern blocks or other transparent manipulatives on the overhead projector.
When all students understand how chairs are placed, ask, "If there were 24 tables in a room, how many chairs would be needed?" Depending on students’ understanding of multiplication, they may immediately realize that the answer is 24 × 4 = 96. If not, work with the class to complete a table, as follows:
Tables
Chairs
1
4
2
8
3
12
4
16
5
20
From this table, students should realize that the number of chairs is equal to four times the number of tables. Alternatively, they might recognize that each time a table is added, four chairs are added. If there are some students who use each approach, this is a good opportunity to reinforce the connection between multiplication and repeated addition. That is,
2 × 4
=
4 + 4
3 × 4
=
4 + 4 + 4
4 × 4
=
4 + 4 + 4 + 4
5 × 4
=
4 + 4 + 4 + 4 + 4
and so on.
Ask students to explain their observations. "What is the pattern? How can you find the number of chairs for any number of tables?" [Multiply the number of tables by 4. If there are 24 tables, for instance, the number of chairs is 96. If there are n tables, the number of chairs is 4n.]
After the original problem has been solved ("How many people can be seated at this restaurant?"), explain to students that the restaurant needs some additional help. Pose the following problem:
Pal-a-Table has a problem. For large groups, they must push some of the tables together to make a longer table. As before, they place one chair on each side of the table. How many tables would be needed for a group of 18 people?"
Again, show students an example of the situation. Explain that for just one square table, again four chairs are needed, but when two tables are pushed together, six chairs are needed.
Ask, "How many chairs would be needed if three square tables were pushed together? What about four tables? …five? How would you determine the number of chairs needed for any number of tables?"
At this point, divide students into groups. Allow them to explore various arrangements of tables and chairs using pattern blocks or the Chairs Around a Table applet. This online activity allows students to explore the various situations described in this lesson.
Chairs Around a Table Activity
As students work, they should keep an organized record of their data. Before they begin to explore, you may wish to discuss how a table or chart could be used to keep their data organized. Allow students to investigate the relationship between tables and chairs, and circulate as they explore. Make sure that every group is working toward finding a general relationship between the number of chairs and the number of tables.
After the exploration, conduct a class discussion to reveal the relationship between chairs and tables. Ask, "If you know the number of tables, how can you determine the number of chairs?" Allow students to suggest relationships, and keep a record of their suggestions on the overhead projector. Then, allow others to agree or disagree with the suggestions. Continue until the class reaches a consensus on which relationships are correct. (If students believe that a suggested relationship is correct, they should be able to show that it is true for the data they collected or provide an explanation of how they know it is true.)
As students suggest answers using words, convert their answers to algebraic expressions using variables. For instance, if a student says, "You find the number of chairs by multiplying the number of tables by 2, and then adding 2," then you might write either of the following on the overhead projector:
chairs = 2 × tables + 2
or
c = (2 × t) + 2
Although students in grades 3‑5 are not expected to understand symbolic manipulation, these examples will lay the conceptual foundation for understanding the use of variables.
Students may suggest several correct rules for determining the number of chairs. One student may realize that there are two chairs on the sides of each table, as well as an additional chair on each end, leading to the rule c = (2 × t) + 2. This is shown in the first diagram below. Another student may realize that there are three chairs around each end table, and there are two chairs on the sides of each middle table, leading to the rule c = 3 × 2 + 2 × (t - 2). This is shown in the second diagram below. Although students may not be able to verify that these relationships are algebraically equivalent, they should realize that both yield the same solutions.
Once students have discovered acceptable relationships, they should use them to determine the number of chairs when the number of tables is known, and vice versa. To ensure student understanding, ask the following two questions:
How many chairs would be needed for 24 tables?
[Two chairs are needed on the sides of each table, so that is 2 × 24 = 48 chairs. An additional two chairs are needed, one on each end, for a total of 48 + 2 = 50 chairs.]
How many tables would Pal-a-Table have to push together for a group of 18 people?
[When tables are pushed together, one person can sit on each end. That leaves 18 ‑ 2 = 16 people to be seated on the sides of the tables. Two chairs can be placed on either side of each table, and 16 ÷ 2 = 8. Therefore, 8 tables are needed for a group of 18 people.]
Finally, allow students to consider arrangements in which square tables are connected to form the outside border of a rectangle. Pose the following problem to students:
Customers at Pal-a-Table like that tables can be combined for larger groups, but they don’t like that tables are only arranged end-to-end to form a long chain. One patron suggests that tables should instead be arranged in a rectangular pattern with chairs placed around the outside.
Demonstrate some examples on the overhead projector or chalkboard. An arrangement showing 14 tables and 18 chairs is shown below.
Ask, "How many chairs would you need when tables are arranged in rectangular patterns like this?" Again, allow students time to explore various arrangements in their groups using pattern blocks or the Patch Tool.
As with the previous problem, students may discover various relationships that allow the number of chairs to be determined. If students are familiar with perimeter, then they may realize that the number of chairs is dependent on two variables, namely length and width. The arrangement above can be thought of as a rectangle with length 5 and width 4. The length contributes five chairs on two sides, and the width contributes four chairs on two sides, so the total number of chairs is 2(5) + 2(4) = 18. (Coincidentally, the perimeter of a 5 × 4 rectangle is 18 units.) In general, students should realize that the number of chairs for such an arrangement is equal to twice the sum of the length and width.
Alternatively, students may approach this situation like the previous one and realize that each of the four corner tables has two chairs next to it, but all other tables have only one chair. That gives a total of 4(2) + 10(1) = 18 chairs.
Similarly, students could realize that all tables have one chair next to them, but the four corner tables have an "extra" chair, giving a total of 14(1) + 4(1) = 18 chairs.
If the number of chairs in the length and width of the arrangement are represented by m and n, these three approaches lead to the following symbolic rules, respectively:
c = 2m + 2nc = 8 + 2(m - 2) + 2(n - 2)c = t + 4
Note that the last of these symbolic rules indicates that the number of tables (t) is four less than the number of chairs. But the number of tables is given by t = 2m + 2n ‑ 4, so the last expression could be represented by:
c = (2m + 2n ‑ 4) + 4
A whole-class discussion or individual group presentations are important after this exploration. Because there are various ways that students could represent the relationship between chairs and tables, it is important that all students are exposed to other students’ strategies.
Indiana Curricular Standards
5.2.1 Solve problems involving multiplication and division of any whole numbers.
5.3.1 Use a variable to represent an unknown number.
5.3.2 Write simple algebraic expressions in one or two variables and evaluate them by substitution.
5.7.1 Analyze problems by identifying relationships, telling relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.
5.7.3 Apply strategies and results from simpler problems to solve more complex problems.
5.7.9 Note the method of finding the solution and show a conceptual understanding of the method by solving similar problems.
ISTE Standards
· Creativity and innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
o Apply existing knowledge to generate new ideas, products, or processes.
o Create original works as a means of personal or group expression.
o Use models and simulation to explore complex systems and issues.
· Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
o Advocate and practice safe, legal, and responsible use of information and technology.
o Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
o Demonstrate personal responsibility for life long learning.
o Exhibit leadership for digital citizenship.
· Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations.
o Understand and use technology systems.
o Select and use applications effectively and productively.
o Troubleshoot systems and applications.
o Transfer current knowledge to learning of new technologies.
Assessments
Formative/Summative
Require each group of students to present their findings to the class. Each group could create a poster to explain how they determined the relationship between the number of chairs and the number of tables.
Have students write a letter to the restaurant explaining what they learned.
Prior Knowledge
Curricular Knowledge or Skills: Students already have extensive knowledge of basic mathematical operations such as addition, subtraction, multiplication, and division and know the order of operations. Students have also been introduced to the concept of variables in which one substitutes in a number for a variable to come up with a solution. Students have practiced solving for a variable as well.
Technology Knowledge: Students have several years experience using a computer and the internet. All of them know how to move and click a mouse. Students have also had experience using excel and recording and analyzing data using the Excel software. They are also have solid skills using PowerPoint to create presentations.
Technology
Internet Resources: http://illuminations.nctm.org/ActivityDetail.aspx?id=144
Hardware: Desktop or Laptop Computers with a high speed internet connection
Software: Excel to record data (optional)
Procedure
Day One:
Mini-Lesson:
Present the following situation to students:
At Pal-a-Table, a new restaurant in town, there are 24 square tables. One chair is placed on each side of a table. How many customers can be seated at this restaurant?
Show an arrangement of one table with four chairs using pattern blocks and small base-10 cubes on a document camera. After the students understand how the tables and chairs are arranged, restate the question, “How many customers can be seated at this restaurant?”
Time for Exploration:
Allow students to work in groups of 4 or 5, and explain that all work must be shown. Give students time to work in groups to solve this problem.
Regroup the class:
“What is the pattern? How can you find the number of chairs for any number of tables?” Allow the groups more time to work together to solve the problem. The goal of this time to work is to come up with the algebraic sentence 4t = c, where t stands for tables, and c stands for chairs or some other
Math Congress:
Regroup the class back together again, and discuss the patterns and answers to the problem.
Day Two:
Mini-Lesson:
Present the problem:
Pal-a-Table has a problem. For large groups, they must push some of the tables together to make a longer table. As before, they place one chair on each side of the table. How many tables would be needed for a group of 18 people?
Again, the example of the situation will be shown using pattern blocks and base-10 blocks on a document camera. Explain to students that for just one square table, again four chairs are needed, but when two tables are pushed together, six chairs are needed. Ask the students, “How many chairs would be needed if three square tables were pushed together? What about four tables? …five? How would you determine the number of chairs needed for any number of tables?
Time for Exploration:
Divide the students into groups of 4 or 5 once again. Allow the students to explore various arrangements of tables and chairs using the Chairs Around a Table applet.
As students work they should keep an organized record in Excel of their data. Allow the students to investigate the relationship between tables and chairs, and circulate as they explore. Make sure that every group is working toward finding a general relationship between the number of chairs and the number of tables.
Math Congress:
After the exploration, conduct a class discussion to reveal the relationship between chairs and tables. Ask, “If you know the number of tables, how can you determine the number of chairs?” Allow students to suggest relationships and keep a record of their suggestions on a piece of paper displaying it to the class using a document camera. Continue until the class comes to a consensus on which relationships are correct. Evidence must be shown. Assist the students in converting the relationship into an algebraic expression using variables.
Day 3:
Mini-Lesson:
Begin by having the students solve on slates some of the acceptable relationships by inserting various numbers of chairs. Repeat with various numbers of tables.
Present the Problem:
Customers at Pal-a-Table like that tables can be combined for larger groups, but they don’t like that tables are only arranged end-to-end to form a long chain. One patron suggests that tables should instead be arranged in a rectangular pattern with chairs placed around the outside.
Again demonstrate some examples on the document camera using pattern blocks and small base-10 cubes.
Ask students, “How many chairs would you need when tables are arranged in rectangular patterns like this?”
Time for Exploration:
Allow students to work in groups of 4 or 5 with Chairs Around a Table as they did before. Also have students record their data in Excel.
Math Congress:
After the exploration, conduct a class discussion to reveal the relationship between chairs and tables. Ask, “If you know the number of tables, how can you determine the number of chairs?” Allow students to suggest relationships and keep a record of their suggestions on a piece of paper displaying it to the class using a document camera. Continue until the class comes to a consensus on which relationships are correct. Evidence must be shown. Assist the students in converting the relationship into an algebraic expression using variables.
Day 4:
Mini-Lesson:
Explain to students they will be presenting their suggestions of solving the problems to the class by creating a PowerPoint presentation. Explain that pictures need to be included to show details about the way they went about solving the problems.
Time for Exploration:
Give students time to prepare PowerPoint presentations.
Day 5:
Time for Exploration:
Give students more time to prepare PowerPoint presentations.
Day 6:
Present PowerPoint creations.
Differentiated Instruction
ESL
Students will be provided with written instructions in both English and their first language. ESL support from an ESL teacher will be provided to the students during one or two days of instruction.
Challenge/Extend
Allow students to work on other similar problems. For example, the tables could be hexagon, pentagon, triangular, or a circle with different diameters and widths for chairs.
Special Needs
Those with reading difficulties or visual problems will have access to WYNN. This program reads the text to the students, assists students in taking notes, provides a talking dictionary, and has an electronic highlighter. For those with motor problems, a trackball will be provided. The trackball has a stationary base with a mouse pointer that can be moved with a thumb, finger, palm, foot, or other body part.
Please download and save this document to your computer.
Save as, Last name(s) Technology Lesson Plan.
Don’t forget to paste this lesson plan into Blogger.
Punctuation in Writing
Punctuation in Writing
Author(s): Jeremy Bandy
Grade Level: 4th
Timeframe:
6 Days
30-45 min (Days 1-5)
1 hr+ (Day 6)
Lesson Description or Explanation
Punctuation In Writing
During this lesson, students will write stories illustrating their comprehension of genre characteristics while utilizing proper grammatical punctuation. The students will be reviewing what they know about punctuation (mostly question marks, commas, periods, and exclamation points) and incorporating them correctly into their writing correctly. They will be writing in a genre of their choice, adding what they have reviewed and learned for punctuation throughout the week. At the end of the lesson, the students will publish their written work.
Indiana Curricular Standards
English
Standard 6: WRITING: English Language ConventionsConventions include the grade-level-appropriate mechanics of writing, such as penmanship, spelling, grammar, capitalization, punctuation, sentence structure, and manuscript form.
Standard 4: WRITING: ProcessThe writing process includes prewriting, drafting, editing, and revising. Students progress through these stages to write clear, coherent, and focused paragraphs and essays.
ISTE Standards
Facilitate and Inspire Student Learning and Creativity
c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning,
and creative processes
Design and Develop Digital-Age Learning Experiences and Assessments
c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using
digital tools and resources
Assessments
Formative/Summative
Formative Assessment:
Class discussions, writing they have done so far – During class discussions, students will be assessed on what they already know about certain forms of punctuation, such as commas, question marks, periods, etc. For example, during the Period review day, students will be asked what they believe the uses of periods are and will create a class list. The students will be assessed on their current knowledge of periods. This will happen for all forms of punctuation that are reviewed for this lesson. In addition, students can discuss and edit their writing with peers to get feedback before publishing.
Summative Assessment:
Final published writing, class review of punctuation – Students will be assessed on if they used the required forms of punctuation in their writing. For example, for periods, students are required to show 5 examples of how periods are used (imperative, declarative, abbreviations, etc.) in their writing. During some of the reviews of a certain punctuation mark, students will be asked to complete a small worksheet to show their knowledge of what they have learned for that punctuation mark. For example, during the Question Mark review, students will complete a worksheet that asks them to identify questions that show disbelief or are a direct question, and they will change non-imperative sentences to questions.
Prior Knowledge
Curricular Knowledge or Skills:
Students have background knowledge in the uses of punctuation, including how/when to use question marks, periods, commas, and exclamation points. Students will be pre-assessed by creating a class list of what they know about each type of punctuation.
Technology Knowledge:
Students have some knowledge and are familiar with using the internet, Microsoft PowerPoint, and Microsoft Word. The students have used these programs in their weekly computer education class.
Technology
Internet Resources: (please list URLs): NONE
Hardware: Computers and/or Laptops
Software: Microsoft Word, Microsoft PowerPoint, Inspiration, CorelDraw, Kidspiration
Procedure
Day 1 – Introduction to Punctuation Mark Lesson
1) Teacher will begin with by reading aloud one of several books on punctuation. Examples might include:
Twenty-Odd Ducks: Why Every Punctuation Mark Counts! By Lynne Truss
Eats, Shoots, & Leaves: Why, Commas Really Do Make a Difference! By Lynne Truss
Punctuation Power: Punctuation and How to Use It by Marvin Terban & Eric Brace
2) Teacher will facilitate a KWL chart with students that include each of the punctuation marks being investigated during the unit (question marks, exclamation points, periods, and commas).
Students will also be asked to provide examples of how different forms of punctuation can be used to change meaning in a sentence.
3) The teacher will then explain to students that they will create a piece of writing in a genre of their choice, using what they have learned about question marks, exclamation points, periods, and commas in their writing.
4)Invitations to different genres will be placed in front of the class for students to choose. They will select one of the available instruction form sheets. Sheets should be created so there are a variety of genres in the class. Genres to choose from can include fantasy, science fiction, mystery, realistic fiction, and poetry.
5)Students will discuss in groups their ideas for their stories. If students already have an idea, they may use the computer program Inspiration to map out brainstorming ideas.
Day 2 – Periods
1) The class will have an open discussion. In the discussion, the class will tell what the period is and its different uses. The teacher will ask an open-ended question such as, “Who can tell me when a period is used and why?” The teacher will write on the board to make a list of all the class’s reasons for when to use a period. The students will give some examples, such as in sentences, abbreviations, titles, etc. The teacher then will open up the discussion to the difference between declarative (statements) and imperative (command) sentences.
Wrapping up the discussion, the teacher will cover some of the uses of the period (end of sentences, abbreviations, titles, etc.) and clarify the difference between declarative and imperative sentences.
2) At this point the students will be asked to create a few sentences of their own, both declarative and imperative, while using the other uses of periods (abbr., title, endings, etc.) The students will then share their examples and explain why their sentence is one of the two types that use periods.
3) Students will continue with their weeklong genre writing. Students will be asked to give 5 examples of how periods are used within their writing by making declarative and imperative sentences, and using titles (Mr., Dr. etc.), abbreviations, etc. (make the students aware this can be achieved by editing already written work or through new writing).
4) Students can begin their writing piece on paper, Microsoft Word, or Microsoft PowerPoint. They can edit with peers or use Microsoft Word.
5) Students will be asked to share how they incorporated the period and its uses into their writing. The teacher will be looking for students who have been successful and for students who are having difficulty in using the period.
Day 3 – Question Mark
1) The class will have a mini-congress. In the congress, the class will discuss the question mark and its different uses. The teacher will ask an open-ended question such as, “Who can tell me when a question mark is used?” The teacher will put examples given by the class on the board. The teacher will ask if a statement such as, “There is peanut butter pie in the refrigerator” can be followed by a question mark, have the students defend their reasoning. Ultimately (hopefully), coming to the conclusion a question mark can be used in a disbelieving statement.
2) Wrapping up the discussion, the teacher will cover some of the uses of the question mark, 1- It can be used to ask a direct question. 2- It can be used to show disbelief.
3) At this point the students will be asked to split into groups of 3-4 students per group. Each group will be given a handout with several sentences without punctuation. The groups will be asked to identify and discuss the interrogative sentences. The groups then will convert any non-interrogative sentences into a disbelieving statement using proper punctuation. Closing the mini-lesson, the students will be asked to share their sentence exercise.
4) Students will continue with their week long genre writing. Students will be asked to write at least three sentences that demonstrate proper use of the question mark (make the students aware this can be achieved by editing already written work or through new writing). Additionally, the students will be encouraged to write at least one sentence as a direct question and one as a disbelieving statement. However, this is not a requirement.
5) Students can continue to write their piece on paper, Microsoft Word, or Microsoft PowerPoint. They can edit with peers or use Microsoft Word.
6) Students will be asked to share how they incorporated the question mark and its uses into their writing. The teacher will be looking for students who have been successful and for students who are having difficulty in using the question mark.
Day 4 – Exclamation Point
1) The teacher will write two sentences on the board. One will end in a period, and the other will end in an exclamation point.
- Example: Sally bought ice cream for all of us.
- Sally bought ice cream for all of us!
2) Students will be asked to identify what is different about these sentences and to figure out which punctuation is correct.
- Chances are that some students will argue that one is right over the other.
- The point of this to get the students to talk about the punctuation used is how it is meant to be said.
§ Every sentence could include an exclamation if it is meant to show expression or feeling.
3) When students can finally agree that punctuation describes how something is said, they will be asked to think about a few more sentences.
- Example: Yow! That hurt.
- That hurt.
- Example: Get over here.
- Get over here!
4) Students will be asked to identify what they notice about these sentences and discuss the reason the sentences with exclamation points require an exclamation point and the other does not.
5) For the first set of sentences, if the students do not already know it is called, the teacher would tell them that they are called “interjections” and ask children to work in their groups to come up with other ideas for an interjection.
6) For the second set of sentences, students will hear the phrase “imperative sentence” and understand that it means a strong command for an exclamatory sentence.
7) Each group of students will be asked to write a sentence using an interjection and an imperative sentence on the board.
8) When every group has finished the class will talk about each groups’ sentences and discuss if they are or are not appropriate sentences for the exclamation point.
9) All week long, students will be working on genre writings, and each day they will be revising and adding onto their writings based off of the punctuation lesson for that day. For the lesson on the exclamation point, students will be asked to include at least three sentences with exclamation points into their stories.
(1) At least one sentence needs to include an interjection.
(2) At least one sentence needs simply be meant for expression and feeling and end in an exclamation point.
10 ) When students have had plenty of time working with their genre writings and revising to include sentences that include a variety of punctuation, students will have the opportunity to share some of the ideas they had come up with in including exclamation points. Students may also discuss what was difficult about being asked to include these kinds of sentences in their writing. Lastly, students will be given the opportunity about something they learned about exclamation points.
11) Students can continue to write their piece on paper, Microsoft Word, or Microsoft PowerPoint. They can edit with peers or use Microsoft Word.
Day 5 – Commas
1)To introduce the lesson on commas, read the book “Why Commas Really Do Make a Difference!” to the whole class.
2) Explain to the class that an independent clause is a part of a sentence that has both a subject and a verb and can be a sentence all by itself. A dependent clause is a part of a sentence that by itself is not a sentence. Ex: I want to go where Frank live. Part 1: I want to go is an independent clause Part 2: where Frank lives is a dependent clause. Knowing these distinctions will help the students understand some of the comma rules.
3) Help the students come up with a list of “Rules for using Commas” and to give an example for each rule:
- Use a comma to separate 2 independent clauses joined by for, and, nor, but or yet or so. If there is a list of three or more items
- If there are two or more adjectives in a row-
- When a dependent clause, unnecessary word or phrase and an independent clause are put together
- When an adjective clause is unnecessary
- Before a direct quote
- A name or title that is used to address or call a person to attention.
- A comma usually follows a transition word.
4) Students will be required to choose which three rules they want to include in their writing.
5) Students can continue to write their piece on paper, Microsoft Word, or Microsoft PowerPoint. They can edit with peers or use Microsoft Word.
6) Students will be asked to share how they incorporated the comma and its uses into their writing. The teacher will be looking for students who have been successful and for students who are having difficulty in using the comma.
Day 6 – Wrapping up / Publishing/ Sharing Writing
1. Students will finish writing their piece on paper, Microsoft Word, or Microsoft PowerPoint. They can edit with peers or use Microsoft Word.
2. Students can create their story using slides on Microsoft Word and illustrations from CorelDraw. They can use Microsoft Word to print and type out. They may also use paper to write or draw on. They could even present their information using Kidspiration.
3. Students will have the opportunity to share their stories with the class or another student.
4. Students will discuss what they have learned about the different types of punctuation.
5. Students will share how they implemented punctuation marks into their writing.
Differentiated Instruction
ESL
- ESL students can use Microsoft Word to instantly get feedback on spelling by using the spell check feature.
- ESL students may use CorelDraw to show their writing through pictures (mostly pictures/limited text).
- ESL students have the option to present their information in a variety of ways (Microsoft Word, Microsoft PowerPoint, CorelDraw, Kidspiration, etc).
Challenge/Extend
- Gifted students can write their stories in multiple genres (a sci-fi poem, a mystery that uses slide shows with drawings, etc.)
- Gifted students would be able to self-assess their projects and understanding of punctuation.
- Gifted students could find other ways in which periods, question marks, exclamation points, and commas are used in writing.
- Gifted students could use Talking Text to access texts about punctuation and genres that are more advanced.
Special Needs
- Students could use Microsoft’s Ease of Access Center to make their/classmate’s texts larger for visually impaired students. In addition, they could also make their texts text-to-speech for hearing impaired students.
- Students can Microsoft Word for a variety of reasons such as read aloud text, spell check, one click thesaurus, highlighted text, outlining, etc. for their writing project.
Author(s): Jeremy Bandy
Grade Level: 4th
Timeframe:
6 Days
30-45 min (Days 1-5)
1 hr+ (Day 6)
Lesson Description or Explanation
Punctuation In Writing
During this lesson, students will write stories illustrating their comprehension of genre characteristics while utilizing proper grammatical punctuation. The students will be reviewing what they know about punctuation (mostly question marks, commas, periods, and exclamation points) and incorporating them correctly into their writing correctly. They will be writing in a genre of their choice, adding what they have reviewed and learned for punctuation throughout the week. At the end of the lesson, the students will publish their written work.
Indiana Curricular Standards
English
Standard 6: WRITING: English Language ConventionsConventions include the grade-level-appropriate mechanics of writing, such as penmanship, spelling, grammar, capitalization, punctuation, sentence structure, and manuscript form.
Standard 4: WRITING: ProcessThe writing process includes prewriting, drafting, editing, and revising. Students progress through these stages to write clear, coherent, and focused paragraphs and essays.
ISTE Standards
Facilitate and Inspire Student Learning and Creativity
c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning,
and creative processes
Design and Develop Digital-Age Learning Experiences and Assessments
c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using
digital tools and resources
Assessments
Formative/Summative
Formative Assessment:
Class discussions, writing they have done so far – During class discussions, students will be assessed on what they already know about certain forms of punctuation, such as commas, question marks, periods, etc. For example, during the Period review day, students will be asked what they believe the uses of periods are and will create a class list. The students will be assessed on their current knowledge of periods. This will happen for all forms of punctuation that are reviewed for this lesson. In addition, students can discuss and edit their writing with peers to get feedback before publishing.
Summative Assessment:
Final published writing, class review of punctuation – Students will be assessed on if they used the required forms of punctuation in their writing. For example, for periods, students are required to show 5 examples of how periods are used (imperative, declarative, abbreviations, etc.) in their writing. During some of the reviews of a certain punctuation mark, students will be asked to complete a small worksheet to show their knowledge of what they have learned for that punctuation mark. For example, during the Question Mark review, students will complete a worksheet that asks them to identify questions that show disbelief or are a direct question, and they will change non-imperative sentences to questions.
Prior Knowledge
Curricular Knowledge or Skills:
Students have background knowledge in the uses of punctuation, including how/when to use question marks, periods, commas, and exclamation points. Students will be pre-assessed by creating a class list of what they know about each type of punctuation.
Technology Knowledge:
Students have some knowledge and are familiar with using the internet, Microsoft PowerPoint, and Microsoft Word. The students have used these programs in their weekly computer education class.
Technology
Internet Resources: (please list URLs): NONE
Hardware: Computers and/or Laptops
Software: Microsoft Word, Microsoft PowerPoint, Inspiration, CorelDraw, Kidspiration
Procedure
Day 1 – Introduction to Punctuation Mark Lesson
1) Teacher will begin with by reading aloud one of several books on punctuation. Examples might include:
Twenty-Odd Ducks: Why Every Punctuation Mark Counts! By Lynne Truss
Eats, Shoots, & Leaves: Why, Commas Really Do Make a Difference! By Lynne Truss
Punctuation Power: Punctuation and How to Use It by Marvin Terban & Eric Brace
2) Teacher will facilitate a KWL chart with students that include each of the punctuation marks being investigated during the unit (question marks, exclamation points, periods, and commas).
Students will also be asked to provide examples of how different forms of punctuation can be used to change meaning in a sentence.
3) The teacher will then explain to students that they will create a piece of writing in a genre of their choice, using what they have learned about question marks, exclamation points, periods, and commas in their writing.
4)Invitations to different genres will be placed in front of the class for students to choose. They will select one of the available instruction form sheets. Sheets should be created so there are a variety of genres in the class. Genres to choose from can include fantasy, science fiction, mystery, realistic fiction, and poetry.
5)Students will discuss in groups their ideas for their stories. If students already have an idea, they may use the computer program Inspiration to map out brainstorming ideas.
Day 2 – Periods
1) The class will have an open discussion. In the discussion, the class will tell what the period is and its different uses. The teacher will ask an open-ended question such as, “Who can tell me when a period is used and why?” The teacher will write on the board to make a list of all the class’s reasons for when to use a period. The students will give some examples, such as in sentences, abbreviations, titles, etc. The teacher then will open up the discussion to the difference between declarative (statements) and imperative (command) sentences.
Wrapping up the discussion, the teacher will cover some of the uses of the period (end of sentences, abbreviations, titles, etc.) and clarify the difference between declarative and imperative sentences.
2) At this point the students will be asked to create a few sentences of their own, both declarative and imperative, while using the other uses of periods (abbr., title, endings, etc.) The students will then share their examples and explain why their sentence is one of the two types that use periods.
3) Students will continue with their weeklong genre writing. Students will be asked to give 5 examples of how periods are used within their writing by making declarative and imperative sentences, and using titles (Mr., Dr. etc.), abbreviations, etc. (make the students aware this can be achieved by editing already written work or through new writing).
4) Students can begin their writing piece on paper, Microsoft Word, or Microsoft PowerPoint. They can edit with peers or use Microsoft Word.
5) Students will be asked to share how they incorporated the period and its uses into their writing. The teacher will be looking for students who have been successful and for students who are having difficulty in using the period.
Day 3 – Question Mark
1) The class will have a mini-congress. In the congress, the class will discuss the question mark and its different uses. The teacher will ask an open-ended question such as, “Who can tell me when a question mark is used?” The teacher will put examples given by the class on the board. The teacher will ask if a statement such as, “There is peanut butter pie in the refrigerator” can be followed by a question mark, have the students defend their reasoning. Ultimately (hopefully), coming to the conclusion a question mark can be used in a disbelieving statement.
2) Wrapping up the discussion, the teacher will cover some of the uses of the question mark, 1- It can be used to ask a direct question. 2- It can be used to show disbelief.
3) At this point the students will be asked to split into groups of 3-4 students per group. Each group will be given a handout with several sentences without punctuation. The groups will be asked to identify and discuss the interrogative sentences. The groups then will convert any non-interrogative sentences into a disbelieving statement using proper punctuation. Closing the mini-lesson, the students will be asked to share their sentence exercise.
4) Students will continue with their week long genre writing. Students will be asked to write at least three sentences that demonstrate proper use of the question mark (make the students aware this can be achieved by editing already written work or through new writing). Additionally, the students will be encouraged to write at least one sentence as a direct question and one as a disbelieving statement. However, this is not a requirement.
5) Students can continue to write their piece on paper, Microsoft Word, or Microsoft PowerPoint. They can edit with peers or use Microsoft Word.
6) Students will be asked to share how they incorporated the question mark and its uses into their writing. The teacher will be looking for students who have been successful and for students who are having difficulty in using the question mark.
Day 4 – Exclamation Point
1) The teacher will write two sentences on the board. One will end in a period, and the other will end in an exclamation point.
- Example: Sally bought ice cream for all of us.
- Sally bought ice cream for all of us!
2) Students will be asked to identify what is different about these sentences and to figure out which punctuation is correct.
- Chances are that some students will argue that one is right over the other.
- The point of this to get the students to talk about the punctuation used is how it is meant to be said.
§ Every sentence could include an exclamation if it is meant to show expression or feeling.
3) When students can finally agree that punctuation describes how something is said, they will be asked to think about a few more sentences.
- Example: Yow! That hurt.
- That hurt.
- Example: Get over here.
- Get over here!
4) Students will be asked to identify what they notice about these sentences and discuss the reason the sentences with exclamation points require an exclamation point and the other does not.
5) For the first set of sentences, if the students do not already know it is called, the teacher would tell them that they are called “interjections” and ask children to work in their groups to come up with other ideas for an interjection.
6) For the second set of sentences, students will hear the phrase “imperative sentence” and understand that it means a strong command for an exclamatory sentence.
7) Each group of students will be asked to write a sentence using an interjection and an imperative sentence on the board.
8) When every group has finished the class will talk about each groups’ sentences and discuss if they are or are not appropriate sentences for the exclamation point.
9) All week long, students will be working on genre writings, and each day they will be revising and adding onto their writings based off of the punctuation lesson for that day. For the lesson on the exclamation point, students will be asked to include at least three sentences with exclamation points into their stories.
(1) At least one sentence needs to include an interjection.
(2) At least one sentence needs simply be meant for expression and feeling and end in an exclamation point.
10 ) When students have had plenty of time working with their genre writings and revising to include sentences that include a variety of punctuation, students will have the opportunity to share some of the ideas they had come up with in including exclamation points. Students may also discuss what was difficult about being asked to include these kinds of sentences in their writing. Lastly, students will be given the opportunity about something they learned about exclamation points.
11) Students can continue to write their piece on paper, Microsoft Word, or Microsoft PowerPoint. They can edit with peers or use Microsoft Word.
Day 5 – Commas
1)To introduce the lesson on commas, read the book “Why Commas Really Do Make a Difference!” to the whole class.
2) Explain to the class that an independent clause is a part of a sentence that has both a subject and a verb and can be a sentence all by itself. A dependent clause is a part of a sentence that by itself is not a sentence. Ex: I want to go where Frank live. Part 1: I want to go is an independent clause Part 2: where Frank lives is a dependent clause. Knowing these distinctions will help the students understand some of the comma rules.
3) Help the students come up with a list of “Rules for using Commas” and to give an example for each rule:
- Use a comma to separate 2 independent clauses joined by for, and, nor, but or yet or so. If there is a list of three or more items
- If there are two or more adjectives in a row-
- When a dependent clause, unnecessary word or phrase and an independent clause are put together
- When an adjective clause is unnecessary
- Before a direct quote
- A name or title that is used to address or call a person to attention.
- A comma usually follows a transition word.
4) Students will be required to choose which three rules they want to include in their writing.
5) Students can continue to write their piece on paper, Microsoft Word, or Microsoft PowerPoint. They can edit with peers or use Microsoft Word.
6) Students will be asked to share how they incorporated the comma and its uses into their writing. The teacher will be looking for students who have been successful and for students who are having difficulty in using the comma.
Day 6 – Wrapping up / Publishing/ Sharing Writing
1. Students will finish writing their piece on paper, Microsoft Word, or Microsoft PowerPoint. They can edit with peers or use Microsoft Word.
2. Students can create their story using slides on Microsoft Word and illustrations from CorelDraw. They can use Microsoft Word to print and type out. They may also use paper to write or draw on. They could even present their information using Kidspiration.
3. Students will have the opportunity to share their stories with the class or another student.
4. Students will discuss what they have learned about the different types of punctuation.
5. Students will share how they implemented punctuation marks into their writing.
Differentiated Instruction
ESL
- ESL students can use Microsoft Word to instantly get feedback on spelling by using the spell check feature.
- ESL students may use CorelDraw to show their writing through pictures (mostly pictures/limited text).
- ESL students have the option to present their information in a variety of ways (Microsoft Word, Microsoft PowerPoint, CorelDraw, Kidspiration, etc).
Challenge/Extend
- Gifted students can write their stories in multiple genres (a sci-fi poem, a mystery that uses slide shows with drawings, etc.)
- Gifted students would be able to self-assess their projects and understanding of punctuation.
- Gifted students could find other ways in which periods, question marks, exclamation points, and commas are used in writing.
- Gifted students could use Talking Text to access texts about punctuation and genres that are more advanced.
Special Needs
- Students could use Microsoft’s Ease of Access Center to make their/classmate’s texts larger for visually impaired students. In addition, they could also make their texts text-to-speech for hearing impaired students.
- Students can Microsoft Word for a variety of reasons such as read aloud text, spell check, one click thesaurus, highlighted text, outlining, etc. for their writing project.
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