Please join fellow WBT educators in a lively discussion of Chris Biffle's latest book, "Whole Brain Teaching for Challenging Kids"! Earn WBT Certification points in the Official WBT Book Club! Points will be awarded to Whole Brainers who regularly post thoughtful, energetic posts, 700 points possible during the summer session! Book Club Guidelines 1. Become a member of this site. Scroll down on the right and click "Join this site". Only members are able to post. 2. Enter your email address in the box on the right (just below the Members section). This will allow you to receive messages from Coach B regarding new discussion topics and important info. 3. Click on the Chapter links on the right to see questions related to each chapter of the book and post a comment with a thoughtful reply. Try not to exceed 250 words. 4. Feel free to ask questions and answer others' questions using the "Questions Page" on the right. Don't hold back! But dress appropriately; the weather in Teacher Heaven is electrified with funtricity so it can sizzle. 5. Please sign all of your posts with your real first and last name. 6. Big Important Note! Please use college level literacy in your assignments. Avoid spelling errors, typos, awkward sentences, incomplete answers. Sorry, no rewrites!
Whole Brain Teaching Certification Points (CP) will generally be awarded as follows: Perfect, fully developed, assignment: 25 CP 1 error: 20 CP 2 errors: 10 CP 3 or more errors, 0 CP. An outstanding, insightful assignment will earn (gasp!) a 5 POINT BONUS! Awarding of points may vary from the above, at the discretion of WBT staff members.
Monday, June 3, 2013
Chapter 31: Bonus Chapter: The WBT Five Step Lesson Template
Following the models in this chapter, write your own Five Step Lesson Plan. Pages 218-228
Step 2 Answer: Contact force is a force, a push or pull that acts on an object, which requires two pieces of material to touch (for gestures, hold one hand up and push it away with the other when saying “push”, pull the hand toward yourself when saying “pull, and hold both hands together when saying “requires two pieces of material to touch).
Step 3 Explain: Give examples of contact force (pushing a piece of furniture, pushing a grocery cart, friction, etc.). Ask students to give examples of contact force in their own lives. Then ask students to name the activities which require contact force in a list which contains contact forces and non-contact forces on the board. Ask students to explain why a force listed on the board is a contact force rather than a non-contact force using the Because Clapper.
Step 4 Test: Students respond yes” or No Way” (with emphatic gestures) to the following questions:
• Is rubbing your hands together a contact force? • Is blowing a ping pong ball across a tabletop with a straw a contact force? • Is the push and pull of magnetism an example of contact force? • Is pulling a sled an example of contact force? • Is kicking a ball an example of a contact force? • Is air resistance a contact force?
If 90% of the class answers correctly, use the QT test with the following True/False statements:
• Contact force is a force, a push or pull that acts on an object, which requires two pieces of material to touch. • Static electricity is an example of a non-contact force. • Pushing a car is an example of contact force. • Hitting a baseball is an example of contact force. • Contact force is a force, a push or pull that acts on an object, which does not require two pieces of material to touch.
If at least 90 % of students pass the QT test then go on to Step 5. If not, return and reteach Step 3 with new examples.
Step 5 Critical Thinking: Students complete one or more of the following exercises:
• Talk to your neighbor and compare/contrast contact and non-contact forces. • When given a list of forces, explain to your partner why each is either contact or non-contact using the Because Clapper. • Play Zork: Write a letter to the aliens on the Planet Zork explaining the differences between contact and non-contact forces. • Complete the following sentence frame (first by speaking then in writing) as many times as possible. _________ is/is not an example of a contact force because______________.
Post a sheet of paper with the words “Contact Force” on the Power Pix wall.
Step 1: (Question) What is multiplication? Step 2: (Answer) Multiplication is repeated addition. (The teacher will move hands one right after another and then make an addition sign with her arms) The groups must be equal! (Make a circle with hands and set circles next to each other.) Numbers will increase! (Shoot arms up!) Have students practice this definition with mirrors and teach their neighbors several times. Step 3: (Explain) Show multiplication problems represented with manipulatives. Show students how multiplication can be represented as repeated addition. (Example: 2x3 can be 2+2+2=6 or 3+3=6) Have students come to the board and represent problems. Provide student groups with manipulatives and allow them to build multiplication problems. Allow groups to rotate around and identify the multiplication problem from the other groups’ manipulatives. Have students defend their answer with the Because Clapper. (We know this is showing 3x4 because there are 3 groups of 4, or 4+4+4=12.) Step 4: (Test) Have students respond “Yes!” (Head nod with thumbs up) or “No Way” (Head shake with hands pushed apart) to the following questions: • Do numbers decrease when we multiply them? • Are the groups equal in multiplication? • Is multiplication repeated subtraction? • Is multiplication repeated addition? • Is the repeated addition for 2x1 1+1? • Do numbers increase when we multiply them? If 90% of the class answers correctly, move on to the QT. If not, go back and reteach with further examples, gestures, and Teach-Ok. QT: (True/False statements: Students will give a thumbs up for true and a thumbs down for false. Smart Cards can also be used.) • Multiplication is repeated addition. • Numbers decrease when they are multiplied. • Groups of multiplication problems do not have to be equal. • The repeated addition for 4x3 is 3+3+3+3 • Multiplication is repeated subtraction. • The repeated addition for 2x5 is 4+6. Step 5: (Critical Thinking) Encourage students to complete one or more critical thinking activities, such as: • Compare and contrast multiplication and addition with your table partner. • Given a set of multiple-choice questions, identify the “Smarty,” or right answer and defend your reason with a Because clapper. Disprove the other answers with a Because clapper. • Teach your shoe how to create a multiplication sentence from a repeated addition problem. Then teach your shoe how to create a repeated addition problem from a multiplication sentence. • Teach your neighbor the definition of multiplication using your Two Finger All Terrain Action Figures. • Write your own multiple-choice question using multiplication and repeated addition. Identify your own “Smarty,” “Trickster,” and “Doofus” answers. Explain to a neighbor why each answer fits the category using a Because clapper.
Julia Berry /Chapter 31 / March Assignment The Five-Step Lesson Plan: Introducing multiple meaning words, synonyms, and antonyms. Step 1 Question: What are multiple meaning words?
Step 2 Answer: A multiple meaning word has more than one meaning. (Gestures: The teacher will wiggle fingers on both hands above the head, and then hold up only one finger on the right hand, while still wiggling fingers on left hand. Students will mirror gestures.) Teach –Ok.
Step 3 Explain / Expand: Provide examples of some multiple meaning words. (Ex. Dear-deer, groan-grown, horse-hoarse, throne-thrown, sink, and bridge). Ask students to brainstorm for more ideas. Explain: Multiple meaning words have some special names. For synonym, have students mirror drawing an “S” two times in the air to represent synonym and the word same. Then, mirror words: “Synonyms are words that have the same meaning as another word.” Ask students to give some examples (using hand gestures for “S”.) Students will also use Because Clapper and Adders (rolling their fingers) to justify their answer. An antonym can also be another multiple meaning word. Students will mirror gesture an “A” by placing hands to a point over their heads, and then making an “O” by joining fingers and thumbs. Students will also mirror the following words: “An antonym means a word that means the opposite of another word.” Students will be asked again, to give some examples using hand gestures, Because Clapper, and Adders.
Step 4 Test: Students will respond out loud True or False for the following questions: 1. An antonym is a word that means the same as another word. 2. A synonym is a word that means the opposite of another word. 3. Hot and cold are antonyms. 4. Empty and full are synonyms. 5. Multiple meaning words are only used in the United States. If 90% of the class answers correctly, use the QT. If not, go back to reteach. Students will be given two words and will answer “A” or “S” for antonym or synonym: Loud-Noisy Empty-Full Abolish-Destroy Above-Over Night-Day Hot-Cold Shiny-Bright Fast-Quick Safe-Dangerous If 90% of the class answers correctly, students will go to Step Five Critical Thinking: Students will complete one or more of the following exercises. 1. Synonym and Antonym Word Toss Game to practice matching synonyms and antonyms. This can be done in small groups. 2. Synonym and Antonym Activity Sheet where you choose the best answer. 3. Write It! Challenge: Write what a person might say using the word (s) in two meaningful sentences. (Ex. scale, press, slip, sink.) 4. Who Wants To Be a Multiple Meaning Millionaire? (Game.) Post-new words (synonym and antonym) on Power Pix wall.
Step 1 Question: Today’s burning question is: What is a Reading Theme? Step 2 Answer: A reading theme is a message, from the story, that applies to your own life. Teach your neighbor what I have just taught you. (switch) Step 3 Explain: Part 1: When you read a story, the author has a reason for writing. Teach your neighbor, with tiny gestures what I have just taught you. (switch) Part 2: Hidden deep in the story structure is a hidden message. Teach your neighbor, using expressionistic voices, about the hidden messages. (switch) Part 3: This message serves to teach a lesson, moral, or show you about life. Teach your neighbor about how the hidden message in themes teaches lessons about life. (switch) Part 4: Today we are going to look at some of the more common themes you have seen in books. Turn to your neighbor and exclaim to them how excited you are to learn about themes. (switch) Friendship, perseverance, and growing up are 3 common themes in literature. Teach your neighbor these common themes. (switch) Think about a book that you have read that focused on friendships between the characters. With a full body turn discuss with your neighbor books we have read that focus on friendship. (switch) Fourth Grade Rats is a book we have read that shows the theme of Friendship.
Think about a book that you have read that focused on perseverance of where one or more characters never quit. With grand gestures discuss with your neighbor books we have read that focus on perseverance. (switch) The Man Who Walked Between Towers is a book we have read about perseverance.
Think about a book that you have read that focused on courage or standing up for what you believe in. With a full body turn and discuss with your neighbor books we have read that focus courage. (switch) Holes is a book we have read that is all about courage.
Think about a book that you have read that focused on growing up or finding their way in life. With a full body turn and discuss with your neighbor books we have read that focus on growing up. (switch) Because of Mr. Terupt is a book we have read that teaches the theme of growing up. Step 4 Quick Test: 1. Reading themes are the characters in the story. 2. Reading themes are the settings of the story. 3. Reading themes are about the message the author tells in story. 4. An example of a reading theme is perseverance. 5. An example of a reading theme is clouds. 6. An example of a reading theme is courage. 7. An example of a reading theme is bravery. 8. An example of a reading theme is friendship. 9. A moral of a fable can be a reading theme. 10. Reading themes are summaries of the entire story.
Step 5 Extend: For our extension of the lesson today, you are going to work with your partner to identify the themes of one of our literature study books from this year. Look up at our genre wall and choose one book we have read. With this book you will complete a WBT Brainstorming chart to identify the theme of the book you have chosen. Teach your neighbor how you are going to choose your brainstorming topic. Take out your reading notebooks and draw two columns. Label each section of your rows with who, what, when, where, why, and how on the left hand column and then begin filling this in for your book. Teach your neighbor how you are going to brainstorming for the theme of the book you chose. When you are done, you are going to add a sticky note onto the book title as to what you think the book’s theme is.
Teach your neighbor how you are going to show what you think the theme is for your book.
Krystal, Excellent job! Remember if 90% of the class answers correctly on the Quick Test, then move on. If not, go back and reteach with further examples, gestures, and Teach-Ok. You could also put the power pix up for theme at the end of the lesson. You had on minor error "Teach your neighbor how you are going to brainstorming". Here are 25 certification points!
Step Two: Answer: A living thing changes and grows. Gesture: Start with arms and hands close to the center of the body. Move arms and hands up and out over the head rounding them back to the center of the body.
Step Three: Explain: Give examples of living things. Ask students to name living things inside and outside the classroom. Ask students to explain why something is or isn’t a living thing using “because” as they explain. Use as many Teach-Okay cycles as needed before Step Four.
Step Four: Test: Students respond “Yes” or “No Way” (with gestures) to the following questions:
*Is a tree living? *Is a rock living? *Is a student living? *Is a cat living? *Is a desk living?
If 90% of the class answers correctly, use the QT test with the following True/False statements: *Every living thing grows and changes. *Every living thing is green. *An animal is a living thing. *A plant is a living thing. *A plate is a living thing.
If at least 90% of my students passed the QT test then I will go on to Step Five. If not, I will reteach Step Three with new materials.
Step Five: Critical Thinking: Students complete one or more of the following exercises:
*Use props to explain living things to your partner. *Talk to your neighbor and compare and contrast living things that are plants and living things that are animals. *Play Zork: Write a letter to the aliens on Planet Zork. Explain living things using examples they can understand. *Given the sentence starter “A living thing…”, complete each of the sentence types in the Genius Ladder. *Complete the following sentence frame (first by speaking then in writing) as many times as possible. ______________________is/is not an example of a living thing because ________________________.
Post a sheet of paper with the words Living Things on the Power Pix Wall.
Kay, Great lesson! I appreciate the variety of critical thinking activities. Be sure to check out the Brainy gestures and phrases in the updated WBT 2.0! Here are 25 points and a 5 point bonus!
Chapter 31: Bonus Chapter: The WBT Five Step Lesson Template
Please Note: Prior to the lesson, I will read aloud to the students the book, “Just Me and 6,000 Rats (a Tale of Conjunctions).”
Step 1 Question: What is a conjunction?
Step 2 Answer: A conjunction is a word that joins together words, phrases, or parts of sentences (Accompanying gestures will include closed fists brought to chest for “conjunction,” clasping hands together for “joins,” fingers to mouth and drawing fingers away from mouth for “words,” Fingers to mouth and drawing fingers away from mouth in longer, swirling action “phrases,” and finger and thumb nearly touching, then stretching hand outward to arm’s length, followed by period gesture for “sentences.” I will implement Teach/Okay and Switch, and students will teach their shoulder partner using emphatic gestures.
Step 3 Explain: Using gestures, I will explain the three most-used conjunctions are and, or, and but (I will teach students “FANBOYS,” additional conjunctions later in the week.). Gestures include three fingers held up for “three,” conjunction (gesture given above), hands clasped together for “and,” left palm turned upward and held out to the left side of the body followed by the right palm held upward and outward to the right side of the body for “or,” and hands on hips for “but” (Students also use this gesture for “however.). I will implement Teach/Okay and Switch, and students will teach their shoulder partners using emphatic gestures. I will further explain that there are more conjunctions, however, today, we will be working with the conjunctions and, or, and but.
I will share with students interactive examples on the SMART Board (During one activity, students will have to find conjunctions in lists of words that include adjectives, prepositions, and adverbs). Students will have to explain why the word is or isn’t a conjunction using Oral Writing and the Because Clapper.
Step 4 Test: We will play Yes-No Way! Students will respond either “Yes!” or “No Way!” using emphatic gestures. I will ask the following questions: • Is “yes” a conjunction? • Is “and” a conjunction? • Is “from” a conjunction? • Is “but” a conjunction? • Is “into” a conjunction? • Is “or” a conjunction?
If 90% of students answer correctly, I will implement the QT test with the following statements:
• Conjunctions are persons, places, and things. • Conjunctions join words. • Conjunctions tell when or where. • Conjunctions join parts of sentences. • Three common conjunctions are and, but, and or.
If 90% of students pass the QT test, I will move on to Step 5. If not, I will return to Step 3, and reteach with new materials.
Step 5 Critical Thinking: Students will complete one or more of the following activities: • Write “Seven-Up” sentences (sentences of seven or more words) containing conjunctions. Underline, highlight, or circle the conjunctions. • Kindergarten Buddies: Write a letter to your kindergarten buddy. Using words and examples they can understand, explain the word, “conjunction.” • Use Brain Toys such as Sockless Hand Puppets, Air Whiteboard, and Props to explain conjunctions to your shoulder partner. • Using Chromebooks and Haiku Deck (presentation software), create a three-slide presentation explaining and illustrating conjunctions.
At the conclusion of the lesson, I will post a mini-poster of the word “conjunction” to the Power Pix wall.
Jacqueline, Super lesson! This really goes hand in hand with the new set of Brainy posters that Coach shared last week in 2.0! I like the variety in your critical thinking activities! Here are 25 certification points and a 5 point bonus!
Step 1: What is a homophone? Step 2: A homophone is a word that sounds (cup hand to ear) like another word, but is spelled (mimic writing) differently. Students will then turn to their partners and teach each other what a homophone is. Step 3: Give examples of homophones (eye-I, new-knew, hear-here, one-won, etc.). List one set of homophones on the board (including some words that do not have homophone pairs), ask students to determine the corresponding words that are homophones and spell them. Write what students identify on the board. Ask students to describe why a word is or is not a homophone with the words on the board using the because clapper. Step 4: Play Yes-No Way with the following questions: • Is no a homophone? • Is yes a homophone? • Is right a homophone? • Is hair a homophone? • Is mouth a homophone? • Is nose a homophone?
If 90% of the class understands the concept, proceed on to QT test with true/false questions:
• A homophone is an action word. • A homophone is a describing word. • A homophone is a word that sounds like another word, but is spelled differently. • “There” is a homophone. • “Was” is a homophone. • “Two” is a homophone.
If 90% of the class understands the concept, proceed on to step 5. If not, reteach using new materials.
Step 5: Students complete one or more of the following activities:
• Have students make a list of all the homophones they can think of. • Have students look back through spelling lists to find homophones. • Look at weekly reading passage and have students underline homophones. • Have students work with partners to come up with complete sentences for 10 homophones and use them to tell each other a story. • Have students use Yes/No cards to indicate whether the words on a preprepared list are homophones or not.
Amanda, Nice job! Don't forget to use those Brain Toys during your critical thinking activities, they really add the FUNtricity! Check out the Power Pix for added reinforcement. Here are 25 certification points!
Step One: Question: What is an adjective? Turn and ask your partner what an adjective is. Don’t forget to use your gesture for adjective. (Demonstrate pretend holding of a ball) Teach.
Step 2: Answer: An adjective is a word that describes a noun. Teach.
Step 3: Explain/ Expand: Mirror Words, “An adjective can answer the question ‘What kind?’”. (Demonstrate the gesture of raising your shoulders and holding your hands up as if asking a question) Teach. If I say, “the rough water”, rough tells what kind of water. If I say “the shiny penny” shiny tells what kind of penny. Let’s see if we can spot adjectives that answer the question, “What kind?” Display the following sentences on the Smartboard and have students decide which word in each phrase is an adjective answering the question, “What kind?” 1. a mighty roar 2. the sinking ship 3. his frizzy hair 4. her striped dress 5. my Mom’s loud voice Now turn to your partner and explain why the word voice is not an adjective answering the question, “What kind?” Teach.
Step 4: Test: Using Smart Cards, ask the following questions: In the phrase, “the shiny apple” is the word apple an adjective that answers the question, “What kind?” In the phrase, “my talented sister”, is talented an adjective that answers the question, “What kind?” In the phrase, “that hard test”, is test an adjective that answers the question, “What kind?” The teacher checks for 90% accuracy. If 90% accuracy is not reached, go back to step 3 and provide the following examples: The broken pencil- ask “What kind of pencil?” A fantasy story- ask, “What kind of story?” An addition problem-ask, “What kind of problem?” A beautiful day- ask, “What kind of day?” Now retest using “Yes” and “No way” In the phrase, “the funny clown” is the word funny and adjective that answers the question, “What kind?” In the phrase, “the fluffy kitty” is kitty an adjective that answers the question, “What kind?” In the phrase, “the warm soup” is warm an adjective that answers the question, “What kind?” The teacher checks for 90% accuracy. If 90% of the children can recognize these adjectives, move on to Step 5.
Step 5: Critical Thinking: Students complete one or more of the following tasks. 1. Complete a worksheet with sentence frames where the adjective is left blank. 2. Complete each step of the Genius Ladder using an adjective that answers the question, “What kind?” for the spicy sentence. 3. Think up 10 adjectives that answer the question, “What kind?” for this phrase: the __________dog. 4. Write a letter to your parents telling them about what you learned about adjectives today. Don’t forget to show them some examples! 5. Write two sentences that contain an adjective that answers the question, “What kind?”. Now, write a sentence for each using because to explain how you know that your sentence has an adjective that answers the question, “What kind?” Post a paper on the Power Pix board under adjective labeled “What kind?” to show that there are several types of adjectives. (How many and which one will be displayed after a lesson on each.) Liz Howard
Liz, That's a very effective lesson! I like the variety you used in Step 5! Your students will have a firm grasp on adjectives after completing these steps! Here are 25 certification points and a 5 point bonus!
Step 2 Answer: A mammal is a vertebrate (pointing to your backbone), that has hair or fur, (pointing to your hair), has live young. (cradling your arms like holding a baby), and feeds their babies milk, (gesturing drinking).
Step 3 Explain: Give examples of mammals. Ask students to point out mammals from a group of animal photos. Ask students to explain why a particular photo is NOT a mammal, using the “Because Clapper“.
Step 4 Test: Student will respond with “Yes” or “No Way” to the following questions”
* Is a bird a mammal? * Is an elephant a mammal? * Is a person a mammal? * Is a dog a mammal? * Is a squirrel a mammal? * Is a goldfish a mammal?
Given that 90% of the class answers the above questions correctly, use the QT test with the following True/False statements:
* Every animal is a mammal. * All mammal babies drink their mother’s milk. * Mammals can only have hair. * Mammals can only have fur. * Mammals lay eggs. * Mammals have live babies.
If 90% of the students pass the QT test, then go on to Step 5. If not, return and reteach Step 3 using new materials.
Step 5 Critical Thinking: Students will use Sockless Hand Puppets to explain mammals to their neighbor!
At the end of the lesson post a sheet of typing paper with the word “mammal” on the Power Pix wall.
Bethany, Great job! You could even add in some of the new Brainies that Coach B. offers in 2.0 to spice it up even more! (Check out the last few webcasts). I love your gestures in this lesson! Here are 25 certification points!
Step Two: Answer: An amphibian is an animal that lives part of its life on land and part of its life in water. Gestures: Start with hands on the floor and knees bent with feet on the floor (like a frog). An amphibian (Spring up when saying the word “amphibian”.) is an animal (Hold hands up to chest like a bunny.) that lives (Make a large circle with arms.) part (Separate circle and hold out right arm.) of its life on land (Use both hands to make ‘flat’ motions in front of chest, then make a large circle again.) and part (Separate circles and hold out left arm.) of its life in water (Use both hands to make ‘wavy’ motions in front of chest.).
Step Three: Explain: Show pictures of and give examples of amphibians. Explain that all amphibians lay their eggs in fresh water and they only emerge on to land as adults. They must always live near water. Read “The Salamander Room” by Anne Mazer. Discuss the animals mentioned in the book and help children identify which animals are amphibians. Ask students to name amphibians that they have seen those that they have not seen. Ask students to explain why an animal is or is not an amphibian using “because” as they explain. Provide as many Teach-Okay cycles as are needed before proceeding to Step Four.
Step Four: Test: Students use “Smart Cards” to respond “Yes” or “No” (The teacher elicits responses by using the oral cues, “vote”, and “unvote”.) to the following questions:
*Is a poison dart frog an amphibian? *Is an elephant an amphibian? *Is a macaw an amphibian? *Is a salamander an amphibian? *Is an alligator an amphibian?
If 90% of the class answers correctly, use the QT test with the following True/False statements:
*An African Toad is an amphibian. *Amphibians lay their eggs on dry land. *All amphibians have smooth skin. *A newt is an amphibian. *Amphibians must live near water.
If at least 90% of my students passed the QT test then I will go on to Step Five. If not, I will reteach Step Three with new materials.
Step Five: Critical Thinking: Students complete one or more of the following exercises:
*Use Sockless Hand Puppets then Props to explain amphibians to your partner. *With your partner compare and contrast frogs and toads, salamanders and lizards. *Using examples of amphibians complete each sentence type in the Genius Ladder. *Play Zork: Write a letter to the aliens on Planet Zork. Explain amphibians using examples that they can understand. *Complete the following sentence frame (first orally, then written) as many times as possible. A(n)_______________ is/is not an amphibian because _________________.
At the end of the lesson, post a sheet of paper with the word “amphibian” on the Power Pix Wall.
Julia, What a great lesson! I love the Salamander Room, and I love that you used it in your lesson! Great choices on your Critical Thinking! Here are 25 certification points and a 5 point bonus!
Step 2: Answer: Authors write to 1. Persuade- put hands in a praying position. Clap Clap TEACH! 2. Inform -Cup hands around mouth, like you are whispering in an ear. Clap Clap TEACH! 3. Entertain –Spread out fingers on both sides of your head in an entertaining manner with a funny look on your face! Clap Clap TEACH!
Step 3: Explain/ Expand: Mirror Words, “An author’s purpose is the reason for writing. Teach. If an author wants to change how you feel about a subject, they will try to persuade you. Teach. If an author is writing about why you should wear uniforms to school, they are trying to persuade you. Teach. If an author is giving you information, the author is writing to inform you. Teach. If an author is writing about how to make a peanut butter and jelly sandwich, the author is writing to inform you. Teach. If an author is writing a funny story or joke, the author is writing to entertain you. Teach. If an author is writing about why the chicken crossed the road, the author is writing to entertain you. Teach.
Step 4: Test: Using Smart Cards, ask the following questions: Is the author writing to inform you when the subject is about chickens crossing the road? Is the author writing to persuade you when the subject is about why teachers should wear uniforms? Is the author writing to entertain you when the subject is about the price of apples?
I check for 90% accuracy. If 90% accuracy is not reached, I go back to step 3 and reteach with new materials.
Step 5: Critical Thinking: Students complete one or more of the following tasks.
Students work in small groups to match cut up sentences with the three types of the author’s purpose. Students write the author’s purpose on a whiteboard in front of three books. Students can work in pairs to sort one shelf of library books according to the author’s purpose. Students write genius sentences with one of three different author purposes. When checked by the teacher, students can teach other students about the purpose of their writing. At the end of the lesson, post a sheet of typing paper with the words “author’s purpose” on the Power Pix Wall. Krissa White
Krissa, Nice work! You may want to extend step 3 a little more and show examples of books for each reason an author writes in addition to verbal examples. I have also shown books and pages out of magazines, newspaper clippings etc. on my Yes/No Way and QT testing on step 4, so that might help when assessing. I like your critical thinking choices! Here are 25 certification points!
Step 2 Answer: Division is when you divide a number into equal groups, it is the opposite of multiplication. (For gestures take your hand and moving it open in down in front of your fact divide it in half, then make equal circles with your hand)
Step 3 Explain: Work sample division problems using manipulatives to separate them into equal groups. Use “Help Me!” as a cue for students to tell me the next step. Have students work with partners to answer some problems using manipulatives. Then transfer that to solving the problems on the board and model how to write the problems. Have students work with partners to answer some problems.
Step 4 Test: Students respond “Yes” or “No way” (with gestures) to the following questions: • Is division dividing a number into equal groups? • Is it the same as multiplication? • Does 45 divided by 5 equal 9? • Is this the division gesture? (Use several gestures) • Can you use repeated subtraction to solve a division problem?
If 90% of the class responds correctly, use the QT test with the following True/False statements.
• Division is dividing a number into equal groups. • All division problems will separate into equal groups evenly. • 42 divided by 7 is 6. • You can use repeated subtraction to solve a division problem. • Numbers increase when you divide.
If at least 90% of your students passed the QT test then go on the step 5. If not, return and reteach Step 3 with new materials.
Step 5 Critical Thinking: Students complete one or more of the following exercises. • Write sentences comparing and contrasting multiplication and division. • Write your own division word problems. • Write a letter to your cousin Doofus describing how to divide. Use simple examples and a labeled diagram that even Doofus could understand. • Use Sockless Hand Puppets to explain how to divide to your neighbor.
At the end of the lesson, post a sheet of typing paper with the word “division” on the Power Pix wall.
Step 2 Answer: A producer is the first level in the food chain in which it serves as the food source for consumers at higher levels in the food chain.
Step 3 Explain/Expand: Provide examples of producers. Producers are green plants such as trees, grass, vegetables, and fruit producers found in land habitats. Producers are also algae found in aquatic habitats. Algae range from single cell organisms such as Chlorella to giant kelp that can grow to up to 50 meters long.
Producers use the process of photosynthesis to produce energy from nonorganic sources. The plant producer uses chlorophyll, water, nutrients, and the sun to create carbohydrates. The carbohydrates are stored in the plant and used for plant growth.
Step 4 Test: Students respond “Yes” or “No Way” (with emphatic gestures) to the following questions:
Is a seagull a producer? Is an oak tree a producer? Is kelp a producer? Is a jackrabbit a producer? Is seaweed a producer? Is a human a producer?
If 90% of the class answers correctly, use the QT test with the following True/False statements.
Producers are the first level of the food chain. All producers live in land habitats. All producers use chlorophyll to produce energy. Producers manufacture proteins to help create new plant growth. Clover is a producer. Producers use chlorophyll to produce energy from water, nutrients, and the sun.
If at least 90% of the class passed the QT test then to on to step 5. If not, return and reteach Step 3 with new materials.
Step 5 Critical Thinking: Students complete one of the following exercises:
Given a list of one producer and multiple consumers create a food chain, then act out the food chain with your team mates. Meet with your team and create a “Producer” Content Statement for your science notebook.
Steve, Great job! Make sure you provide a gesture for "producer" to help them make the association. Here are 25 certification points and a 5 point bonus!
Step 2: Answer: A pronoun is a word that takes the place of a noun in a sentence. The teacher will say a sentence using a person’s name, move to the side, then say the sentence again using a pronoun.
Step 3: Explain: The teacher will provide other examples of pronouns using students. To explain the pronouns “we,” “they,” “he,” and “she,” the teacher will call students to the front of the classroom. The teacher will use the student’s real names first in a sentence, then replace the student’s names with pronouns in the same sentences.
Step 4: Test: Students will hold up their Smart Cards to the following questions: Can I use “we” in place of Avis and Ron? Can I use “they” instead of Fred, Sue, and Ron? Can I use “he” in place of Sue? Can I use “she” in place of Ron?
If 90% of the students answer the questions correctly, the teacher will move on to Step 5. If less than 90% of the class answers the questions in Step incorrectly, then reteach Step 3 using students and more examples.
Step 5: Writing: After successfully completing Step 4, students will work with their “buddy partner” to create four sentences. In each sentence, students will replace the nouns in the sentences with pronouns. At the end of Step 5 each pair of students will share their sentences with their table. Irish Brown
Irish, Pronouns can be tricky business! You may want to provide some "non examples" of pronouns in Step 4. For example, you could ask if dog is a pronoun, if building is a pronoun etc. In step 5, try to add some Brain Toys in to increase the fun (limbic system) while increasing critical thinking! Here are 25 certification points.
Chapter 31: Bonus Chapter: The WBT Five Step Lesson Template
Following the models in this chapter, write your own Five Step Lesson Plan.
1. (Question) What is a synonym?
2. (Answer) A synonym is a word that has a meaning similar or like another word. For example, cool and cold are synonyms.
3. (Expand the examples) Some other examples of synonyms include above/over, auto/car, large/big, small/tiny stop/cease, exit/leave, rest/relax, garbage/trash woman/lady infant/baby shut/close own/possess false/untrue ill/sick hard/difficult, and shout/yell. Mirrors with words… synonyms are words that mean about the same thing. Teach/Okay children teach what a synonym is… Mirrors off.
Now I want you to turn and talk to your partner creating as many synonym pairs as possible. You may write your synonyms on your whiteboards.
Give the students time to create and write synonym pairs.
Select a synonym pair from various students’ white board and have the students teach the synonyms to the class using the compare and connect gesture.
4. (Test) I will have premade synonym pairs, and I will use red and green cards to test the student understandings.
5. (Critical Thinking) At this point, I will give examples and nonexamples of synonyms and ask the children to explain how and why the words relate in meaning, or explain how and why the words do not relate in meaning. This is another great way to add compare/contrast and connect. My word selections will be purposeful and require the students to work with partners and to determine how the words are related. This is a way to include prefixes and suffixes as well as Latin and Greek roots.
The final step will be to use chart paper and let teams create synonym word lists to post as anchor charts.
Dian, This is a nice lesson! Don't forget, If 90% of the students answer the questions correctly on step 4, the teacher will move on to Step 5. If less than 90% of the class answers the questions in Step 4 incorrectly, then reteach Step 3 using more examples. You may also want to add some Brain Toys in your Critical Thinking (step 5) to spice it up and add an element of fun. Here are 25 certification points!
Step 2: A factor is any number that can be multiplied (cross arms to make an X) to equal (make an equal sign with arms) a product. For example, ALL of the factors of 4 are 1, 4, and 2. Explain 1x4 & 2x2 are the only two ways you can multiply and get the product of 4.
Step 3: All numbers have at least 2 factors, 1 and itself. 1 is a factor of 9, just like 1 is a factor of 23, 567. Can someone try to name a factor of 12? Call on various students until we have listed all factors of the number 12. Have the students explain why those numbers are factors or how do they know that they are factors. So, let’s summarize what we’ve just learned.
Mirror Words: A factor is any number that can be multiplied (cross arms to make an X) to equal (make an equal sign with arms) a product.
Now, (clap clap) TEACH!!!
Step 4: After reviewing what a factor is and going over numerous examples, we will do an assessment.
By either giving a thumbs up (for yes) or a thumbs down (for no), the students will respond to the following questions: *Is 5 a factor of 10? *Is 2 a factor of 13? *is 3 a factor of 12? *Is 1 a factor of 179, 234?
If 90% of the class answers these correctly, we will do a quick true/false test in which I will provide examples of factor pairs and a number and they will determine whether it truly is the list of factors for that number or not.
If I am having a lower percentage of students passing the assessment, I’ll go back and reteach.
Step 5: After testing, to expand, I will provide factors (for larger numbers) and have the students work in teams to determine what number the pairs are all factors of. They will be expected to discuss this with their tables and be able to prove their answers. They will also be given 2 larger number that they are to do a double bubble map (compare/contrast) of all of the factors. We will display these on posters.
Kasey, Nice job! Factors really seem to stump the kids and this lesson will really help them with comprehension! You may want to add in some teach/okay and mirror words in the first 2 steps to break it down even more. Here are 25 certification points!
Step 1 Question: Today’s question of the day is: What do plants need to survive? Step 2 Answer: Plants need air (motion with hands; the air around you), water (use hands to motion rain falling), space, sunlight (use hands to gesture space and the sun) and soil with nutrients (gesture strong muscles). Repeat for clarity. Now, teach your partner what we just learned. Teach! Step 3 Explain: Part 1: Plants need air to breathe and water to stay healthy, just like we do. Teach your neighbor, with tiny gestures what plants need. Teach! Part 2: Plants need space so their roots can grow and take in more water. They need sunlight to get energy to make food. Teach your neighbor, using baby voices, about why plants need space and sunlight. Teach! Part 3: Plants also need soil with nutrients, like nitrogen. Teach your neighbor about what we have learned about plants so far. Teach! Part 4: Today we are going to look at some of the vocabulary words you have seen. Turn to your neighbor and tell them how excited you are to learn about your new vocabulary words. Teach.
Nutrients and energy some of your new vocabulary words.
Tell your neighbor about your new vocabulary words. Think about what these words might mean. Take a guess and with a full body turn discuss with your neighbor what these the words might mean. Teach.
Think about why plants need these things to survive. With grand gestures discuss with your neighbor why plants need air, water, space, sunlight and soil. Teach.
Think about what would happen if plants did not have all of these things. What would happen? With a full body turn and discuss with your neighbor what would happen if a plant did not have access to these things.
Step 4 Quick Test: 1. Plants need milk to survive. 2. Plants are living things. 3. Plants need sun and soil. 4. Water is one thing plants need to survive. 5. Plants do need space to survive. 6. Plants have lungs like we do. 7. Plants get energy from sunlight. 8. Nutrients are important for plants to survive.
Step 5 Extend: For our extension of the lesson today, you are going to draw a picture that will include all of the things that plants need to survive. Using humongous gestures tell your neighbor what plants need to survive. When you are finished turn to your neighbor and use your picture to explain what plants need to survive and why. Teach your neighbor what plants need using your picture as a prop. Brandi Young
Step 1: Question: What is a benefit and what is a cost?
Step 2: Answer: A benefit is something good or helpful a person gets. A cost is what a person gives up. Step 3: Explain: The teacher will provide examples of benefits and costs as they pertain to saving and spending money to purchase goods or services.
Step 4: Test: Students will hold up their Smart Cards to the following questions: Is a benefit good or helpful? Is a cost something that a person gives up? Are there personal benefits of spending money? Are there personal costs of spending money?
If 90% of the students answer the questions correctly, the teacher will move to Step 5. If less than 90% of the class answers the questions correctly, then reteach/review Step 3 using more examples.
Step 5: Writing - After completing Step 4, students will work in pairs and come up with goods/services they have wanted to purchase before, but had to decide whether or not to spend their money or save their money. Karlyn Davis
Karlyn, You have a good beginning here. You may want to beef it up a little with more critical thinking type questions. You could also add in some brain toys in step 5 to help them activate several areas of the brain while adding an element of fun! Here are 25 certification points.
Step 2 Answer: Multiplication is when you add set groups of numbers together a certain amount of times. (For gestures hold up three fingers on each hand and make an X with your arms)
Step 3 Explain: Students will work with their shoulder partner. Give each groups a set of manipulative. Demonstrate on smartboard the separation of the manipulatives into a set group. Tell the students to make a certain number of those groups. Have the students work with their partner to solve some problems using the manipulatives.
Step 4 Test: Ask the students questions with them responding by a thumbs up gesture for “Yes” and a thumbs down gesture for “No”. • Is Multiplication the same as Division? • Do all your groups have to be the same amount to get the correct answer in multiplication? • Is the arms by your side the multiplication gesture? • Is the arms crossed in front of you like and “X” the multiplication gesture? • Does 3 times 3 equal 9? • Can you use addition to solve a multiplication problem? If 90% of the class get the answers correct use the QT test with the following true/false statements. • Multiplication is the same as addition. • 3 times 4 is 12. • Numbers increase when you multiply. • You can use repeated addition to solve a multiplication problem. • When multiplying the numbers must be in smallest to largest order to get the correct answer.
If at least 90% of your students passed the QT test then go on to step 5. If not, return and reteach Step 3 using new materials.
Step 5 Critical Thinking: Students complete one or more of the following exercises. • Write sentences comparing and contrasting multiplication and addition. • Write your own multiplication word problem. • Use Sockless Hand Puppets and explain to your neighbor how to multiply.
At the end of the lesson, post a sheet of typing paper with the word “multiplication” on the Power Pix wall.
Karen, Breaking down the concept of multiplication this way will not only help activate several areas of the brain, but will also develop critical thinking skills! Here are 25 certification points.
1. Ask the Essential Question – “What are dynamics?” 2. Answer the Essential Question – “Dynamics is how loud or soft music can be played”. “When music is loud it is called forte (move hands away from mouth in a huge fashion). When music is soft it is called piano (hold hands close to hear like you are hard of hearing).” 3. Give Examples – a. The teacher sings the class warm-up chant using soft dynamics. The class then sings the class warm-up song using soft dynamics. The teacher will say to the students (using mirror words) “When we sing soft, we are singing at a piano level”. Students then teach their partner that phrase. b. The teacher will then sing the class warm-up chant using loud dynamics. The class will then sing the class warm-up chant using loud dynamics. The teacher will say to the students (using mirror words) “When we sing loud, we are singing at a forte level”. Students then teach their partner that phrase. c. The class will then use hand drums, mirror words, and teach ok to practice playing different class rhythm patterns at both levels of dynamics. 4. Assessment – to assess the students understanding of the lesson topic, they will participate in the QT test. The teacher will play various piano melodies on the piano (some loud and some soft). The students will respond with eyes covered, thumbs up for loud and thumbs down for soft. 5. Critical Thinking- Oral Writing a. The final piece to my dynamics lesson will have the students speaking using Brainie Oral Writing gestures. The students will respond to the following sentence stem. i. “Today I learned that dynamics is (answer the question).” ii. “For Example, (insert dynamic level) is the (loud or soft) dynamic.
Jason, Nice job! You are doing a wonderful job connecting all of the WBT strategies to your music lessons! You could even make some power pix to hang up for each of the gestures that you are teaching to help reinforce them. There are some templates available for free on Teachers Pay Teachers (just type in Electronic PowerPix Templates). Here are 25 certification points!
Prior to beginning this lesson I will have read my students the book "Bartholemew and the Ooblek" by Dr. Seuss.
Essential Question: What is an adjective? (Adjective Power Pic will be displayed on board.)
Answer: An adjective is a word that describes a noun. Fluffy dog. (Pretend to pet a dog.)
Explain: Teacher will bring in a stuffed pet dog and remind students that dog is a noun, and that all of the words that can be thought of to describe the dog are adjectives. Teacher will give a couple of examples using the following sentence frame: Miss Ray brought a __________ dog to school. Students will use this sentence frame and "Tag Team Switch" to think of other adjectives to describe the dog. Students will share sentences.
The teacher will tell the students that the classroom is full of nouns that are just waiting to be described. The teacher will provide the following two examples: I see a large wardrobe. I see an oval table. Students will use this sentence frame and "Tag Team Switch" to think of other adjectives that could describe nouns in the classroom. Students will share sentences.
Test: Students will play QT. With their heads down, they will give a thumbs up or a thumbs down to a series of teacher questions. An adjective describes a verb. An adjective describes a noun. Soft is an adjective. Sticky is an adjective. Student is an adjective. Sing is an adjective. Loud is an adjective.
Critical Thinking: Teacher will give each student a dollop of Ooblek. (Ooblek is made by mixing together corn starch, water, and green food coloring.) Students will use a bubble map to write adjectives to describe the Ooblek. Under the bubble map they will write a descriptive paragraph about the Ooblek using the words from their bubble map.
Question: What is an adjective? (Adjective Power Pic will be displayed on board.)
Answer: An adjective is a word that describes a noun. Fluffy dog. (Pretend to be petting a dog.)
Examples: Teacher will bring in a stuffed dog and remind students that dog is a noun. Teacher will then give examples of adjectives that could be used to describe the dog using the following sentence frame: Miss Ray brought a ________ dog to school. Students will work with their partners using this sentence frame and "Tag Team Switch" to think of other adjectives that could describe the dog.
Teacher will tell students that our room is full of nouns that are just waiting to be described. The teacher will give the following two examples: I see a large wardrobe. I see an oval table. Students will work with their partners using this sentence frame and "Tag Team Switch" to think of other adjectives that could describe nouns within the room.
Test: Students will play QT by putting their hands down and giving a thumbs up or a thumbs down in response to teacher questions. An adjective describes a verb. An adjective describes a noun. Soft is an adjective. Green is an adjective. Student is an adjective. Loud is an adjective. Apple is an adjective.
Critical Thinking: Teacher will give each student a dollop of Ooblek. (Ooblek is made by mixing together corn starch, water, and green food coloring.) Students will think of words to describe the Ooblek and write them on a bubble map. Underneath the bubble map they will write a descriptive paragraph about the Ooblek using words from the bubble map.
Joyce, What a fun lesson! They will love connecting Ooblek and adjectives! You used each section of the WBT lesson plan well, and I'm sure your students will come away with a solid understanding of adjectives! Here are 25 certification points!
Step 2 Answer: A contraction is when two words (show the number two with your fingers) slam together (clap your hands together), some letters fly away (wiggle your fingers as if they are flying away) and they are replaced with an apostrophe! Zeep! (Make the apostrophe gesture.)
Step 3 Explanation: The teacher will share sentences with contractions and sentences without contractions but the possibility of having contractions. The teacher will have students change the contractions into two words and the two words into contractions. Example sentences are as follows:
1. I will not go to the party. 2. I didn’t like cookies. 3. They haven’t gotten their grades yet. 4. She cannot eat peanuts. 5. He is going to school. 6. They’d like to go the pool today.
The teacher will then encourage students to identify sentences with and without contractions. The students will take turns saying a sentence with a contraction.
Step 4 Test: The teacher will say QT and the students will raise their hand and say QT. Students will then cover their eyes and show a thumbs up for a yes answer and a thumbs down for a no answer. The teacher will ask or share the following questions and sentences:
1. They’ll is a contraction for they will. 2. A contraction is made up of three words with an apostrophe. 3. A contraction is made up of two words with an apostrophe. 4. You would can make a contraction. 5. The sentence, “I went to the story yesterday.” has a contraction in it. 6. The question, “Where’d you go last night?” has a contraction in it. 7. Wouldn’t is a contraction for would not.
Students may also use white boards. The teacher can tell the students words or contractions and then have the students write the opposite on their board. For example, the teacher could say the word “she’ll” and the students would write “she will” and hold up their boards.
Step 5 Critical Thinking: The teacher may complete the following activities.
1. Talk with a partner about why we use contractions. 2. Write a letter to a younger sibling or your Kindergarten Book Buddy telling them what contractions are and why you can use them.
Amber, Excellent job! I love your gestures for contractions, what fun! I also really like your critical thinking choice of including the Kindergarten Book Buddies. Your kiddos can teach the kindergarteners some WBT along the way! Here are 25 certification points and a 5 point bonus!
Step 2: Answer question A rectangle is a shape with four sides and four corners. Gesture: With one finger, draw an imaginary rectangle in the air. (Make the top and bottom lines very long and the end lines very short, to distinguish rectangles from squares.)
Step 3: Explain Explain that rectangles have 4 straight lines and four courners. Give examples of a rectangle. Ask students to name rectangle inside and outside the classroom. Ask students to explain why something is or isn’t a rectangle using “because” as they explain. Use as many Teach-Okay cycles as needed before going to Step Four.
Step 4: Students respond “yes” or “No Way” (with emphatic gestures) to the following questions: Students respond “Yes” or “No Way” (with gestures) to the following questions:
*Is the door a rectangle? *Is the red table a rectangle? *Is a pencil a rectangle? *Is the clock a rectangle? *Is the purple table a rectangle?
If 90% of the class answers correctly, use the QT test with the following True/False statements:
*All rectangles have 3 straight lines *Every rectangle has three sides. *Our window is a rectangle *Story spots are rectangles. *Cabinet doors are rectangles . *Squares are rectangles.
If at least 90% of my students passed the QT test then I will go on to Step Five. If not, I will reteach Step Three with new materials and examples.
Step 5 Critical Thinking: Students complete one or more of the following exercises: This unit is done during the second week of Kindergarten. Most students cannot write yet. Most of this assignment will be done with a combination of oral, illustration and dictating. *Complete the following sentence frame (first by speaking, then illustrating) as many times as possible. ______________________is/is not an example of a living thing because ________________________. *Students will use Sockless Hand Puppets to explain rectangles to their neighbor!. *Talk to your neighbor and compare and contrast things that are rectangles and squares.
Living / Nonliving Things 1. What is a living organism or thing? 2. A living organism has five characteristics that make it different from nonliving things. (Hold up five fingers and bounce hand around.) Teach / Okay Class (clap) / Yes (clap) 3. -A living organism grows (Palms together & horizontal to floor, raise top hand). (finger drum roll) Teach / (finger drum roll) Okay Clllllaaaaaaaasss / YYYYYYYYeeeeeeeeessssssss -A living organism needs food. (Scoop up “food” with hand, put to lips, and smack lips.) Plants make their own food using materials in the environment. Animals eat food. Other organizes like fungi, absorb food. (Repeat using magic mirrors.) Teach / Okay Class / Yes -A living organism eliminates waste. Teachity / Okayity Class Boom / Yes Boom 4. Test – answer “Yes” (Pump fist) if correct or “No way” (Hand to forehead, extend out) if incorrect. -Do living organisms need food? -Do living organisms eliminate wastes? -Do nonliving things eat? -Do living organisms grow? -Do living organisms have seven characteristics? If 90% of students answer correctly, continue with characteristics. If not, reteach # 3 3. (Continued) – Silent mirrors. Fourth (hold up 4 fingers), a living organism reproduces or make more organisms like themselves. (Hold up one finger on each hand, then 2, ect.) Teeeeeeeeeeach / Okaaaaaaaaaay Class / Yes - Fifth (hold up five fingers), a living organism reacts to stimuli (make scared face with hands framing face and fingers spread out) or anything that makes you do something. Give examples. Teach / Okay Classsssssssssss / Yessssssssssss 4. Test – answer “Yes” (Pump fist) if correct or “No way” (Hand to forehead, extend out) if incorrect. - Do living organisms have five basic characteristics? - Do living organisms eliminate wastes? - Do living organisms stay the same forever? - Do living organisms need food? - Do living organisms reproduce themselves? - Do living organisms ignore stimuli or things in the environment? If 90% of students answer, continue. If not, reteach # 3. QT – Thumb up if true, thumb down if false, horizontal if not sure. - Living things stay the same size forever. - Living things make, eat, or absorb food. - Living things never get rid of wastes. - Living organisms will make more of themselves. - Living things grow. 5. Critical thinking – -Choose a living or nonliving thing in the room (could go outside) and tell your partner how you know it is living/nonliving. -Students need two stickies. Label one living, write a characteristic of a living organism on it and put on or by an organism in the room. Label the other nonliving, add why it isn’t living and stick on or by object. - Label science notebook page Living / Nonliving. Draw or glue in a living and a nonliving example. Write at least 2 sentences for each one proving it is living or not. Add “Living Organism” poster to concept wall (Power Pix).
QUESTION: What is a square? ANSWER: A square is a shape with 4 sides the same length and 4 right angles. Teach your neighbor that a square is a shape with 4 (gesture) sides the same length and 4 (gesture) right angles. Teach! (clap) Students: Okay! [teaching with gestures] EXPAND: Class class! Each shape on this checkerboard is a square because each side of the shape is the same length and each angle is a right angle. (clap x2) Teach! Students: (clap x2)Okay! Teacher: Class o class? Students: Yes o Yes? Teacher: This whiteboard is not a square because (clap) two sides are longer than the other two sides. (clap 3x fast) Teach! Students: (clap 3 x fast) Okay! [teaching with because clapper] Teacher: Cla….ss? Students: Ye….ss? TEST: Teacher: This shape has 5 sides (showing a pentagon) Is it a square? Kids: No Way! Teacher: This shape has 4 sides. (showing a shape where each side is a different length) Every side is a different length. Is it a square? Kids: (some say Yes!, some say No Way!) Teacher: This shape has 3 sides. Is it a square? Kids: No Way! Teacher: This shape has 4 sides. Each side is 1 inch. It has all right angles. Is it a square? Kids: Yes! Teacher:“Q-T” Students: Cutie! Teacher: A square has 4 sides. Students: [All have thumbs up.] Teacher: A square has only one right angle Students: [some have thumbs up, others have thumbs down] Teacher: A square must have BOTH 4 sides and 4 right angles. Students: [most have thumbs up] CRITICAL THINKING Teacher: Teach your neighbor at least two things about squares. Use a different brain toy each time. (Clap 4x) Teach……! Students: (clap 4x) Okay…..!
Jim, Great job! Moving through these steps helps the student learn, but is also so helpful as the teacher does a quick assessment to determine overall knowledge levels! Here are 25 certification points!
Step 1 (question): What is a personal narrative? What is a personal narrative? Tell your neighbor our writing question of the day!
Step 2 (answer): A personal narrative is a true story about yourself! Mirror words: A personal narrative is a true story about yourself (gesturing both hands upward to the sky on “true,” then miming opening a book for “story,” and finally pointing both thumbs to yourself). Now, tell your neighbors about personal narratives- teach!
Step 3 (explain): A personal narrative is a true story about yourself! Personal narratives can be anything that happened to you in your life that you think is important! Really! They can be about anything important that happens in your life! Tell your neighbors this exciting news- teach!
Try to think about times in your life that were really emotional. Remember when you were happiest, saddest, the most scared or surprised in your life, etc. Think of these times and try to remember all of the juicy details that go along with these moments of your life. Mirror words- Personal narratives can be about emotional times in your life that were happy, sad, scary, or surprising! Tell your neighbors what personal narratives can be about- teach!
Let me read a personal narrative from my writing notebook about the time when I was in fifth grade, and I was so surprised and upset that my cactus was suddenly missing off of my bedroom windowsill. How do you lose a cactus!? Listen in on my personal narrative and mirror my story gestures. (Reads story w/ gestures).
Classy, classy!? Note that my story included characters, setting, and an important or memorable event told in the order it happened! Mirror words- Personal narratives should include: characters, setting, and an important or memorable event told in the order it happened!! Please teach your neighbors all of the things that should be used in a personal narrative- teach!
Okay, class! We will be reading and writing a ton of different personal narratives in the upcoming weeks, so get ready! But first it is time to test what you know about personal narratives!
Step 4 (test): Yes-No Way 1. A personal narrative is a true story about yourself. 2. Personal narratives don’t have to have characters. 3. Personal narratives should be about an emotional time in your life. 4. Personal narratives can be about sad times in my life.
Okay, time for a cutie (QT)! 1. Personal narratives are made up. 2. Personal narratives should be about a boring time in your life. 3. I can write about anything emotional in my life for my personal narrative. 4. Personal narratives are stories that include characters. 5. Personal narratives are true stories about yourself. 6. Personal narratives should not include an important or memorable event. (seeing most, 90%, of the kids have passed, I’d move on to step 5. Otherwise, we’d review the 3rd step of the lesson again with more examples and practice)
Step 5 (critical thinking): Think again about any times in your life that were emotional. Use the following sentence frame to help you: I want to write about ______________ because _____________. For example, I want to write about the time I went camping with my sister because it was funny when a skunk wandered into our campground. Take a few moments to talk to your partner about some of the ideas you are having for your personal narratives using the sentence frame and *gasp* sockless hand puppets-teach!
Now class, in your writing notebooks, let’s make a list of all the ideas for awesome personal narrative stories that have sprung into your minds! Don’t write the whole story right now. Please only jot down enough of the idea about your story so that you can remember what you wanted to write about later on. A sentence or two will do just fine! Quick now, write down any good ideas that come to mind before they get away from you!
Brianne, Great work! You were able to use the 5 step lesson plan to help the students make connections that will translate easily into their long term memory! Here are 25 certification points!
I'm excited to share two!! I'm really digging all the formative assessment going on throughout the lesson; especially step 4. However, while walking around during the teach/ok, its important to note that you can assess student knowledge then too!
Lesson 1: Math lesson on adding fractions with common denominators
Step 1: Pose a Question T: The big question is- How do you add fractions with common denominators?
Step 2: Give Answer with Gestures T: Mirror! There are two rules when adding fractions: The denominators must be the same, and the denominators do not change. T: Mirror! When adding fractions with common denominators, take the numerators and add ‘em up, and the denominator stays the same!
Step 3: Expand Answer 1. Explain that when we add fractions, we want the fractions to have a common denominator *because* the denominator acts as a label and lets us know the size of the pieces. 2. Show students sample fraction addition questions and refer to the information given in step two. Have student complete a sample question cooperatively during the teach/ok. 3. Show students example of fraction addition where the sum has the same numerator and denominator. Explain that this is equivalent to 1.
Step 4: Test for Comprehension Agree/disagree (aka yes, no way) • 4/5 + 1/5= 5/10 • ¾ + ¼= 1 • 2/4 + ¼ = ¾
QT • When you add fractions, you add the numerators and the denominators. • When adding fractions with common denominators, the denominator stays the same. • If you don’t have common denominators, it’s ok to just add them together. • The denominators of fractions have to be the same if you want to add the fractions.
Step 5: Give Critical Thinking Tasks
Explain to your neighbor how to add fractions with common denominators.
Would the steps be the same with fractions with uncommon denominators? How could you solve an addition sentence with fractions with uncommon denominators?
Lesson 2: Science Lesson on Pitch
Step 1: Pose a Question T: The big question is- What effects the pitch of a sound?
Step 2: Give Answer with Gestures 1. T: Mirror! Sound is caused by vibrations. 2. T: Mirror! Pitch is the highness or lowness of a sound. 3. When the speed of vibration changes, pitch changes.
Step 3: Expand Answer 1. Show students the varying pitches of the tuning forks. The longer one has a lower pitch and the shorter one has a higher pitch. 2. Show students the varying pitches of different guitar strings. The thicker one has a lower pitch, the thinner one has a higher pitch. 3. Show students the varying pitches of the tightness of guitar strings. Loose strings have a lower pitch, tightening the string makes the pitch higher.
Step 4: Test for Comprehension Agree/disagree (aka yes, no way) • Loosening a string will make the pitch higher. • Loosening a string will make the pitch lower. • The long tuning fork had a lower pitch than the short tuning fork.
QT • Pitch is the loudness or quietness of sounds. • Pitch is the highness or lowness of sounds. • Thicker strings have a lower pitch and thinner strings have a higher pitch.
Step 5: Give Critical Thinking Tasks Show students glasses with varying amounts of water. Have students make a prediction about the pitch of the glass with the most water, and the pitch of the glass with the least water. Students will write answers on a post it. Then, will explain their thinking and the concepts to their neighbor.
Shila, Excellent lessons! Following these steps will help you keep them on their toes while implementing more critical thinking opportunities! Here are 25 certification points and a 10 point bonus!
Language Arts- Author’s Purpose Step 1: What is the author’s purpose?
Step 2: T: There are three purposes that an author has when writing and we are going to learn about them today. They are: to persuade, to inform, and to entertain. Basically, it’s as easy as PIE! Get it? Nod your head if you understand! S: Students nod their heads. T: To help us remember the author’s purpose, we will use gestures. For persuade, we will put our hands together like we are begging. For inform, we will point to our brains. For entertain, we will dance and move around our desks. Let’s practice. (We practice the gestures; I will mirror them to my students.)
Step 3: T: Every time you write anything, you should always have a purpose in mind. Every time you read anything, you should think about why the author is writing it. Give me a mighty “Oh Yeah!” if you understand. S: Oh Yeah! 1. If I am putting up a billboard that is advertising a product, what is my purpose? If I am producing a movie, what is my purpose? If I am writing a brochure for a waffle maker, what is my purpose? Everything that is orally stated or written has a purpose. It is either to persuade, inform, or entertain! 2. Show students pictures of billboards, advertisements, movie playbills, a joke book, brochures, and directions. Have students point out each purpose.
Step 4: Yes-No Way Test: • Is the author’s purpose to persuade, inform, and entertain? (YES) • Billboards entertain us. (NO-WAY) • Brochures inform us. (YES) • Recipe books persuade us. (NO-WAY) • There is a purpose for writing everything! (YES)
Step 5: Students will either choose to persuade, inform, or entertain. They will create a project that will show the class what purpose they had for writing. They can do any of the examples we talked about in class or that I showed them. If they have other ideas, they will conference with me so I can approve them. They will create whatever they choose, and then show the class so that they can guess what the author’s purpose was.
Social Studies- The Aztec Civilization Step 1: Who were the Aztecs?
Step 2: I will put my hands together like a temple and tell my students that the Aztecs were a civilization in Mesoamerican culture that built temples, sacrificed humans to their gods, and used the slash and burn method to clear land for crops.
Step 3: I will show my students a video of the Aztecs using the slash and burn method to clear land so that they can grow crops for food. T: The Aztecs sacrificed about 10,000 people a year to please the gods! They believed that it was what the gods wanted. Many of the people that were sacrificed were: prisoners of war, slaves, and even some people who were willing to die. T: The Great Temple was built in Tenochtitlan. Tenochtitlan was the city center of the Aztec civilization. T: The Aztecs used slash and burn to clear land. They would cut the trees down and set fire to the land so that everything would cease to exist. When the land was cleared, they would plant and grow crops for consumption. I will show my students a drawing of the great temple in Tenochtitlan. I will explain to them that there were no cameras, so everything was drawn to be remembered. This will be crazy to them!
Step 4: Yes-No Way Test: • Prisoners of war were sacrificed to the gods. (YES) • The Aztecs used terrace farming to grow crops. (NO-WAY) • Around 10,000 people were sacrificed every year. (YES) QT: • The Aztecs sacrificed more animals than humans. (FALSE- humans) • Tenochtitlan was the city center. (TRUE)
Step 5: Students will be given an option to: make a bridge or temple, write a message in Aztec symbols, create an Aztec mask, make a Keynote on a famous Aztec ruler of their choice, or create a travel brochure for visiting the ancient Aztecs. They will be given class time to prepare their materials, and will present to the class when they are finished.
Hannah, These are great lessons! On the first one, I would suggest breaking down step 1 a little more. Introduce one term/gesture at a time, have them mirror it and then teach/ok with their partner. Then, add the next gesture. After they have learned all 3 gestures, then you might have them do all three together in a teach/okay. The goal is to have as much repetition as possible to build those dendrites! Here are 25 certification points and a 10 point bonus for the extra work!
The Five-Step Lesson Plan: Identify -ar verbs: precursor to conjugation lesson
Step 1 Question: What is an –ar verb?
Step 2 Answer: A verb that ends in -ar. (Gestures: The teacher will move her arms like she is jogging to signal verb and then place her hands palms facing one another in front of her body moving from her to her right deliberately to show the end. The students will mirror gestures.) Teach –Ok- or in Spanish by this time of the year- Ensena- Bien
Step 3 Explain / Expand: Provide examples of some-ar verbs using gestures that correspond with each as previously reviewed in class. (Ex.cantar, escuchar, patinar, hablar, etc…). Ask students to brainstorm for more ideas using air whiteboards.
Step 4 Test: Students will provide the gestures ONLY for the terms I say aloud in Spanish that qualify as –ar verbs. Remind students to show me and not tell me. 1. practicar 2. cantar 3. cocinar 4. leer 5. tener If 90% of the class answers correctly, allow for 3 more examples using a student leader. If not, go back to re teach.
On the mini white boards, students will beat the clock and write at least 3 –ar Spanish verbs and circle the-ar ending. Play short clip of Jeopardy music and once it stops, all white boards must be revealed.
If 90% of the class shows –ar verbs correctly, we will proceed to Step Five Critical Thinking:
Students will complete the following activities. 1. Complete a Spanish –ar stem changing chart. 2. Choose 3 -ar verbs to use in a sentence from the stem changing chart and illustrate at least one. 3. Make a T chart of -ar verbs vs -er/-ir verbs.
Bethann, Nice work! You were able to include several aspects of WBT that will be very helpful as they conquer these verbs! Here are 25 certification points!
Chapter 31 Create your own lesson plan. This is how I would teach “What is a noun?” Students will focus on the painting “Starry Night” while looking for nouns in the painting.
Step One: Question: What is a noun?
Step Two: Answer: A noun is the name of a person, place, or thing (stated almost as a song).
Gesture: Start with pointing to yourself (person), place (a map on the board with the town we live in), or thing (point to something on my wrist like a watch, bracelet, or ring and eventually to the nouns in the painting.)
Step Three: Explain: Give examples of nouns. Ask students to name nouns that are in the painting, “Starry Night.” Ask students to explain why something is or isn’t a noun “because” as they explain. Use as many Teach-Okay cycles as needed before Step Four.
Step Four: Test: Students will respond “Yes” or “No Way” (with gestures) to the following questions. Test – answer “Yes” (Pump fist) if correct or “No way” (Hand to forehead, extend out) if incorrect. *Is a “tree” a noun? *Is a “church” a noun? *Is “crying” a noun? *Is “sad” a noun? *Is a “hill” a noun? *Is a “cafeteria” a noun? *Is a “teacher” a noun?
If 90% of the class answers correctly, use the QT test with the following True/False statements: *A noun is a name of a person, place, or verb. *A noun is the name of an adjective, place, or thing. *A noun is the name of a person place or thing (stated almost as a song). *A cat is a noun. *Dancing is a noun. *A student is a noun. *Exercising is a noun.
If at least 90% of my students passed the QT test then I will go on to Step Five. If not, I will reteach Step Three with a new painting like Claude Monet’s “Bridge of Giverny.”
Step Five: Critical Thinking: Students complete one or more of the following exercises. A famous painting with representational objects can be used here.
*Pass out photo cards of different paintings for students to name the nouns found in the paintings with their partners. *Use sockless hand puppets to explain nouns to your partner. *Talk to your partner to compare and contrast nouns that are people, places, or things. *Play Zork: Write a letter to the aliens on Planet Zork. Explain nouns using examples they can understand. (This can be a class exercise for a young group if it is too difficult for a young class.) *Given the sentence starter “A noun…”, complete each of the sentence types in the Genius Ladder. *Complete the following sentence frame (first by speaking then in writing) as many times as possible. ______________________is/is not an example of a noun because ________________________. *Post a sheet of paper with the word “noun” on the Power Pix Wall. *Divide a sheet of paper into three areas for students to draw and color 1) persons, 2) places, and 3) things. After, have a noun party and display the art. Hooray for nouns!
Step 1: Question- How do you get our IANs (interactive notebooks) ready for today’s lesson? Step 2: Answer- We must label our Table of Contents with the title and page number. We have to turn to the next blank page, put the label on the left, and the title and date on the right. Don’t forget your page numbers on the bottom. Step 3: Expand- Students will watch me as I model label the IAN correctly. This will be done using the document camera. Step 4: Test– Using their IANs, time the class to see how quickly they can label their IANs. After doing this, record their time on the board. The class will try to beat their time during the next subject with an IAN. Step 5: Critical Thinking – Use sockless hand puppets, then the Air Blackboard, then Props, then Action figures to explain _______ to your neighbor. At the end of the lesson, I will post a sheet of typing paper with the words “Labeling our IANs” on the PowerPix wall.
Courtney, You have the basic steps here for a great 5 step lesson plan. I'd like to see a little more detail though in steps three through five. This should help them with this procedure and keep the transition time to a minimum! Here are 25 certification points.
Question: What is an adjective? Answer: An adjective is a word that describes a noun. Gesture=fingertips to lips kiss (same as spicy sentence) Expand: Here is a blah sentence, “The cat runs.” We can add an adjective to tell us more about the cat. “The calico cat runs.” Calico is the adjective. (Teacher uses gesture.) Students tell each other the adjective (calico) in the sentence. Here is another adjective to describe the cat: “The fat cat runs.” Fat is the adjective in this sentence. Students tell partners the adjective in the new sentence.
Fat and calico are adjectives (gesture) because (gesture) they describe the cat. Students repeat to partners this sentence with gestures.
Ask students to share with partners other adjectives that could use to be used to describe the cat.
Test: Students respond with yes/no cards to the following questions: Is brown an adjective? Is skinny an adjective? Is cat an adjective? Is scared an adjective? Is jumps an adjective?
If 90% of the class answers correctly use the QT test with the following: An adjective describes a noun. An adjective can be a color word. An adjective is an action word. Spotted is an adjective. Fast is an adjective. If 90% of the students pass the QT test, go to step 5. Otherwise review step 3
Critical Thinking:
Write 5 simple (blah) sentences. Rewrite the sentence adding an adjective.
Post a sheet with the word “adjective” on the power pix wall.
CCSS.ELA-Literacy.L.3.1.f Ensure subject-verb and pronoun-antecedent agreement.*
Step One: Question: What is an pronoun ? Turn and ask your partner what an pronoun is. Don’t forget to use your gesture for pronoun. (Demonstrate hand over hand to show that a pronoun takes the place of a pronoun.) Teach.
Step 2: Answer: An pronoun is a word that replaces a noun. Teach.
Step 3: Explain/ Expand: Mirror Words, “An pronoun can substitute a noun and be a person, place or thing such as she, he, her him, or it )?’”. (Demonstrate pointing to an example of each. Teach.
A boy is a he or him. A girl is a she or her A desk or the playground is an it. Teach. Teacher: What is a pronoun? Class: Takes the place of a noun Teacher will have students teach that to their partner. Then the teacher will model each of the examples of a pronoun such as a person he or she, then they or them, and it. Class will teach each other about each of the pronouns.
Step 4: Test: Using thumbs up approach with identifying correct and incorrect pronoun. Identify a pronoun A girl is a pronoun He is a pronoun She is a pronoun Candy is a pronoun Chicago is a pronoun
It is a pronoun. A pronoun can also be a group of people they are them If 90% of the children can recognize these pronoun, move on to Step 5. Step 5: Critical Thinking: Students complete one or more of the following tasks.
On the Smartboard thumbs up for the pronouns and thumbs down for the pronoun Write a paragraph with nouns with your partner. Rewrite the paragraph with 5 pronouns instead.
Make a triple whammy sentence with three pronouns and nouns in one sentence. Illustrate and write three examples of pronouns and underneath the nouns in a bold color.
Step 1 Question: (Mirror words using Brainies) “What is cause and effect? Our question for today is ‘What is cause and effect?’”. (Teach/Okay)
Step 2 Answer: 1. (Mirror Words) “Cause and effect relationships can be found when we read. (Teach/Okay) 2. (Mirror Words) Good readers look for cause and effect relationships when they read to help them understand what they are reading. (Teach/Okay) 3. (Mirror Words) The CAUSE is the reason WHY something happens, and it happens first. (Teach/Okay) 4. (Mirror Words) The EFFECT is WHAT happens as a result of the cause. (Teach/Okay) 5. (Mirror Words)(For Example Brainy) “For example, (If/Then Brainy) IF I don't put my heading on my test, THEN Mrs. Avery will waste her precious time trying to figure out who the test belongs to.
Step 3 Expand: I will then provide examples of different cause and effect relationships using the If/Then gestures. (Mirror Words) *If it is raining outside, then I will need my umbrella. *If my iPad battery dies, then I will charge it. *If I keep my desk organized, then I will be able to easily find my things. *If I eat my dinner, then I can have a piece of cake.
Step 4 Test: I will provide additional examples using correct and incorrect responses to test for comprehension. My students will use the thumbs up/thumbs down method for me to evaluate and determine if it is necessary for me to reteach the skill.
*I went to the bank because I was hungry. *Because I was hungry, I went to the pantry to get a snack. *Since it was cold outside, I wore my coat. *Because my shoes were too small, my feet started hurting.
Step 5 Critical Thinking: Students will use Sockless Hand Puppets to orally complete these sentence frames. Next they will write the sentence frames and provide the missing cause or effect. *The pencil was sharpened because_________________________. *Because I had finished reading my library book,________________. *We cheered loudly for the football team when ________________. *I grabbed a Kleenex because___________________________. *Since I ran over a nail on my bicycle,______________________.
A cause and effect Power Pix can then be added to the Power Pix Wall.
Kelly Avery WBT Intern
(Third times a charm...or at least I'm hoping! I've tried posting this from my Word document three times now, and each time it distorts my sentence frames. If it does it again, I hope you can accept it! When I post it in the blog it doesn't look distorted, but after I publish it, it does! #crazycomputers )
Kelly, Don't worry, I've had the same issues with Word! This will be an effective lesson on cause and effect. It is often so hard for them to differentiate between the two and then keep them straight! Here are 25 certification points!
Step 1 Question: What is a contact force?
ReplyDeleteStep 2 Answer: Contact force is a force, a push or pull that acts on an object, which requires two pieces of material to touch (for gestures, hold one hand up and push it away with the other when saying “push”, pull the hand toward yourself when saying “pull, and hold both hands together when saying “requires two pieces of material to touch).
Step 3 Explain: Give examples of contact force (pushing a piece of furniture, pushing a grocery cart, friction, etc.). Ask students to give examples of contact force in their own lives. Then ask students to name the activities which require contact force in a list which contains contact forces and non-contact forces on the board. Ask students to explain why a force listed on the board is a contact force rather than a non-contact force using the Because Clapper.
Step 4 Test: Students respond yes” or No Way” (with emphatic gestures) to the following questions:
• Is rubbing your hands together a contact force?
• Is blowing a ping pong ball across a tabletop with a straw a contact force?
• Is the push and pull of magnetism an example of contact force?
• Is pulling a sled an example of contact force?
• Is kicking a ball an example of a contact force?
• Is air resistance a contact force?
If 90% of the class answers correctly, use the QT test with the following True/False statements:
• Contact force is a force, a push or pull that acts on an object, which requires two pieces of material to touch.
• Static electricity is an example of a non-contact force.
• Pushing a car is an example of contact force.
• Hitting a baseball is an example of contact force.
• Contact force is a force, a push or pull that acts on an object, which does not require two pieces of material to touch.
If at least 90 % of students pass the QT test then go on to Step 5. If not, return and reteach Step 3 with new examples.
Step 5 Critical Thinking: Students complete one or more of the following exercises:
• Talk to your neighbor and compare/contrast contact and non-contact forces.
• When given a list of forces, explain to your partner why each is either contact or non-contact using the Because Clapper.
• Play Zork: Write a letter to the aliens on the Planet Zork explaining the differences between contact and non-contact forces.
• Complete the following sentence frame (first by speaking then in writing) as many times as possible. _________ is/is not an example of a contact force because______________.
Post a sheet of paper with the words “Contact Force” on the Power Pix wall.
Jamie Rickman
Jamie,
DeleteThis is a great lesson. I like your critical thinking choices! Here are 25 certification points!
Step 1: (Question) What is multiplication?
ReplyDeleteStep 2: (Answer) Multiplication is repeated addition. (The teacher will move hands one right after another and then make an addition sign with her arms) The groups must be equal! (Make a circle with hands and set circles next to each other.) Numbers will increase! (Shoot arms up!) Have students practice this definition with mirrors and teach their neighbors several times.
Step 3: (Explain) Show multiplication problems represented with manipulatives. Show students how multiplication can be represented as repeated addition. (Example: 2x3 can be 2+2+2=6 or 3+3=6) Have students come to the board and represent problems. Provide student groups with manipulatives and allow them to build multiplication problems. Allow groups to rotate around and identify the multiplication problem from the other groups’ manipulatives. Have students defend their answer with the Because Clapper. (We know this is showing 3x4 because there are 3 groups of 4, or 4+4+4=12.)
Step 4: (Test) Have students respond “Yes!” (Head nod with thumbs up) or “No Way” (Head shake with hands pushed apart) to the following questions:
• Do numbers decrease when we multiply them?
• Are the groups equal in multiplication?
• Is multiplication repeated subtraction?
• Is multiplication repeated addition?
• Is the repeated addition for 2x1 1+1?
• Do numbers increase when we multiply them?
If 90% of the class answers correctly, move on to the QT. If not, go back and reteach with further examples, gestures, and Teach-Ok.
QT: (True/False statements: Students will give a thumbs up for true and a thumbs down for false. Smart Cards can also be used.)
• Multiplication is repeated addition.
• Numbers decrease when they are multiplied.
• Groups of multiplication problems do not have to be equal.
• The repeated addition for 4x3 is 3+3+3+3
• Multiplication is repeated subtraction.
• The repeated addition for 2x5 is 4+6.
Step 5: (Critical Thinking) Encourage students to complete one or more critical thinking activities, such as:
• Compare and contrast multiplication and addition with your table partner.
• Given a set of multiple-choice questions, identify the “Smarty,” or right answer and defend your reason with a Because clapper. Disprove the other answers with a Because clapper.
• Teach your shoe how to create a multiplication sentence from a repeated addition problem. Then teach your shoe how to create a repeated addition problem from a multiplication sentence.
• Teach your neighbor the definition of multiplication using your Two Finger All Terrain Action Figures.
• Write your own multiple-choice question using multiplication and repeated addition. Identify your own “Smarty,” “Trickster,” and “Doofus” answers. Explain to a neighbor why each answer fits the category using a Because clapper.
Madeline,
DeleteI like the variety in your Step 5 choices! Here are 25 certification points!
Julia Berry /Chapter 31 / March Assignment
ReplyDeleteThe Five-Step Lesson Plan: Introducing multiple meaning words, synonyms, and antonyms.
Step 1 Question: What are multiple meaning words?
Step 2 Answer: A multiple meaning word has more than one meaning. (Gestures: The teacher will wiggle fingers on both hands above the head, and then hold up only one finger on the right hand, while still wiggling fingers on left hand. Students will mirror gestures.) Teach –Ok.
Step 3 Explain / Expand: Provide examples of some multiple meaning words. (Ex. Dear-deer, groan-grown, horse-hoarse, throne-thrown, sink, and bridge). Ask students to brainstorm for more ideas.
Explain: Multiple meaning words have some special names. For synonym, have students mirror drawing an “S” two times in the air to represent synonym and the word same. Then, mirror words: “Synonyms are words that have the same meaning as another word.” Ask students to give some examples (using hand gestures for “S”.) Students will also use Because Clapper and Adders (rolling their fingers) to justify their answer.
An antonym can also be another multiple meaning word. Students will mirror gesture an “A” by placing hands to a point over their heads, and then making an “O” by joining fingers and thumbs. Students will also mirror the following words: “An antonym means a word that means the opposite of another word.” Students will be asked again, to give some examples using hand gestures, Because Clapper, and Adders.
Step 4 Test: Students will respond out loud True or False for the following questions:
1. An antonym is a word that means the same as another word.
2. A synonym is a word that means the opposite of another word.
3. Hot and cold are antonyms.
4. Empty and full are synonyms.
5. Multiple meaning words are only used in the United States.
If 90% of the class answers correctly, use the QT. If not, go back to reteach.
Students will be given two words and will answer “A” or “S” for antonym or synonym:
Loud-Noisy Empty-Full Abolish-Destroy
Above-Over Night-Day Hot-Cold
Shiny-Bright Fast-Quick Safe-Dangerous
If 90% of the class answers correctly, students will go to Step Five Critical Thinking: Students will complete one or more of the following exercises.
1. Synonym and Antonym Word Toss Game to practice matching synonyms and antonyms. This can be done in small groups.
2. Synonym and Antonym Activity Sheet where you choose the best answer.
3. Write It! Challenge: Write what a person might say using the word (s) in two meaningful sentences. (Ex. scale, press, slip, sink.)
4. Who Wants To Be a Multiple Meaning Millionaire? (Game.)
Post-new words (synonym and antonym) on Power Pix wall.
Julia,
DeleteExcellent lesson using the 5 steps! Here are 25 certification points and a 5 point bonus!
Step 1 Question: Today’s burning question is:
ReplyDeleteWhat is a Reading Theme?
Step 2 Answer: A reading theme is a message, from the story, that applies to your own life. Teach your neighbor what I have just taught you. (switch)
Step 3 Explain:
Part 1: When you read a story, the author has a reason for writing. Teach your neighbor, with tiny gestures what I have just taught you. (switch)
Part 2: Hidden deep in the story structure is a hidden message. Teach your neighbor, using expressionistic voices, about the hidden messages. (switch)
Part 3: This message serves to teach a lesson, moral, or show you about life. Teach your neighbor about how the hidden message in themes teaches lessons about life. (switch)
Part 4: Today we are going to look at some of the more common themes you have seen in books. Turn to your neighbor and exclaim to them how excited you are to learn about themes. (switch)
Friendship, perseverance, and growing up are 3 common themes in literature.
Teach your neighbor these common themes. (switch)
Think about a book that you have read that focused on friendships between the characters. With a full body turn discuss with your neighbor books we have read that focus on friendship. (switch)
Fourth Grade Rats is a book we have read that shows the theme of Friendship.
Think about a book that you have read that focused on perseverance of where one or more characters never quit. With grand gestures discuss with your neighbor books we have read that focus on perseverance. (switch)
The Man Who Walked Between Towers is a book we have read about perseverance.
Think about a book that you have read that focused on courage or standing up for what you believe in. With a full body turn and discuss with your neighbor books we have read that focus courage. (switch)
Holes is a book we have read that is all about courage.
Think about a book that you have read that focused on growing up or finding their way in life. With a full body turn and discuss with your neighbor books we have read that focus on growing up. (switch)
Because of Mr. Terupt is a book we have read that teaches the theme of growing up.
Step 4 Quick Test:
1. Reading themes are the characters in the story.
2. Reading themes are the settings of the story.
3. Reading themes are about the message the author tells in story.
4. An example of a reading theme is perseverance.
5. An example of a reading theme is clouds.
6. An example of a reading theme is courage.
7. An example of a reading theme is bravery.
8. An example of a reading theme is friendship.
9. A moral of a fable can be a reading theme.
10. Reading themes are summaries of the entire story.
Step 5 Extend:
For our extension of the lesson today, you are going to work with your partner to identify the themes of one of our literature study books from this year. Look up at our genre wall and choose one book we have read. With this book you will complete a WBT Brainstorming chart to identify the theme of the book you have chosen.
Teach your neighbor how you are going to choose your brainstorming topic.
Take out your reading notebooks and draw two columns. Label each section of your rows with who, what, when, where, why, and how on the left hand column and then begin filling this in for your book. Teach your neighbor how you are going to brainstorming for the theme of the book you chose.
When you are done, you are going to add a sticky note onto the book title as to what you think the book’s theme is.
Teach your neighbor how you are going to show what you think the theme is for your book.
Krystal,
DeleteExcellent job! Remember if 90% of the class answers correctly on the Quick Test, then move on. If not, go back and reteach with further examples, gestures, and Teach-Ok. You could also put the power pix up for theme at the end of the lesson. You had on minor error "Teach your neighbor how you are going to brainstorming". Here are 25 certification points!
Themes and morals are different.
DeleteA theme is an insight about life or human nature revealed in the story.
A moral is a lesson learned from the story.
Kay Spencer
ReplyDeleteChapter 31
Step One: Question: What is a living thing?
Step Two: Answer: A living thing changes and grows.
Gesture: Start with arms and hands close to the center of the body. Move arms and hands up and out over the head rounding them back to the center of the body.
Step Three: Explain: Give examples of living things. Ask students to name living things inside and outside the classroom. Ask students to explain why something is or isn’t a living thing using “because” as they explain. Use as many Teach-Okay cycles as needed before Step Four.
Step Four: Test: Students respond “Yes” or “No Way” (with gestures) to the following questions:
*Is a tree living?
*Is a rock living?
*Is a student living?
*Is a cat living?
*Is a desk living?
If 90% of the class answers correctly, use the QT test with the following True/False statements:
*Every living thing grows and changes.
*Every living thing is green.
*An animal is a living thing.
*A plant is a living thing.
*A plate is a living thing.
If at least 90% of my students passed the QT test then I will go on to Step Five. If not, I will reteach Step Three with new materials.
Step Five: Critical Thinking: Students complete one or more of the following exercises:
*Use props to explain living things to your partner.
*Talk to your neighbor and compare and contrast living things that are plants and living things that are animals.
*Play Zork: Write a letter to the aliens on Planet Zork. Explain living things using examples they can understand.
*Given the sentence starter “A living thing…”, complete each of the sentence types in the Genius Ladder.
*Complete the following sentence frame (first by speaking then in writing) as many times as possible. ______________________is/is not an example of a living thing because ________________________.
Post a sheet of paper with the words Living Things on the Power Pix Wall.
Kay,
DeleteGreat lesson! I appreciate the variety of critical thinking activities. Be sure to check out the Brainy gestures and phrases in the updated WBT 2.0! Here are 25 points and a 5 point bonus!
This comment has been removed by the author.
ReplyDeleteChapter 31: Bonus Chapter: The WBT Five Step Lesson Template
ReplyDeletePlease Note: Prior to the lesson, I will read aloud to the students the book, “Just Me and 6,000 Rats (a Tale of Conjunctions).”
Step 1 Question: What is a conjunction?
Step 2 Answer: A conjunction is a word that joins together words, phrases, or parts of sentences (Accompanying gestures will include closed fists brought to chest for “conjunction,” clasping hands together for “joins,” fingers to mouth and drawing fingers away from mouth for “words,” Fingers to mouth and drawing fingers away from mouth in longer, swirling action “phrases,” and finger and thumb nearly touching, then stretching hand outward to arm’s length, followed by period gesture for “sentences.” I will implement Teach/Okay and Switch, and students will teach their shoulder partner using emphatic gestures.
Step 3 Explain: Using gestures, I will explain the three most-used conjunctions are and, or, and but (I will teach students “FANBOYS,” additional conjunctions later in the week.). Gestures include three fingers held up for “three,” conjunction (gesture given above), hands clasped together for “and,” left palm turned upward and held out to the left side of the body followed by the right palm held upward and outward to the right side of the body for “or,” and hands on hips for “but” (Students also use this gesture for “however.). I will implement Teach/Okay and Switch, and students will teach their shoulder partners using emphatic gestures. I will further explain that there are more conjunctions, however, today, we will be working with the conjunctions and, or, and but.
I will share with students interactive examples on the SMART Board (During one activity, students will have to find conjunctions in lists of words that include adjectives, prepositions, and adverbs). Students will have to explain why the word is or isn’t a conjunction using Oral Writing and the Because Clapper.
Step 4 Test: We will play Yes-No Way! Students will respond either “Yes!” or “No Way!” using emphatic gestures. I will ask the following questions:
• Is “yes” a conjunction?
• Is “and” a conjunction?
• Is “from” a conjunction?
• Is “but” a conjunction?
• Is “into” a conjunction?
• Is “or” a conjunction?
If 90% of students answer correctly, I will implement the QT test with the following statements:
• Conjunctions are persons, places, and things.
• Conjunctions join words.
• Conjunctions tell when or where.
• Conjunctions join parts of sentences.
• Three common conjunctions are and, but, and or.
If 90% of students pass the QT test, I will move on to Step 5. If not, I will return to Step 3, and reteach with new materials.
Step 5 Critical Thinking:
Students will complete one or more of the following activities:
• Write “Seven-Up” sentences (sentences of seven or more words) containing conjunctions. Underline, highlight, or circle the conjunctions.
• Kindergarten Buddies: Write a letter to your kindergarten buddy. Using words and examples they can understand, explain the word, “conjunction.”
• Use Brain Toys such as Sockless Hand Puppets, Air Whiteboard, and Props to explain conjunctions to your shoulder partner.
• Using Chromebooks and Haiku Deck (presentation software), create a three-slide presentation explaining and illustrating conjunctions.
At the conclusion of the lesson, I will post a mini-poster of the word “conjunction” to the Power Pix wall.
Jacqueline Nessuno
Jacqueline,
DeleteSuper lesson! This really goes hand in hand with the new set of Brainy posters that Coach shared last week in 2.0! I like the variety in your critical thinking activities! Here are 25 certification points and a 5 point bonus!
Thank you for your kind words, Michelle! I wanted to let you know I plan to teach this lesson on Monday for my final observation. I'm super excited!
DeleteStep 1: What is a homophone?
ReplyDeleteStep 2: A homophone is a word that sounds (cup hand to ear) like another word, but is spelled (mimic writing) differently. Students will then turn to their partners and teach each other what a homophone is.
Step 3: Give examples of homophones (eye-I, new-knew, hear-here, one-won, etc.). List one set of homophones on the board (including some words that do not have homophone pairs), ask students to determine the corresponding words that are homophones and spell them. Write what students identify on the board. Ask students to describe why a word is or is not a homophone with the words on the board using the because clapper.
Step 4: Play Yes-No Way with the following questions:
• Is no a homophone?
• Is yes a homophone?
• Is right a homophone?
• Is hair a homophone?
• Is mouth a homophone?
• Is nose a homophone?
If 90% of the class understands the concept, proceed on to QT test with true/false questions:
• A homophone is an action word.
• A homophone is a describing word.
• A homophone is a word that sounds like another word, but is spelled differently.
• “There” is a homophone.
• “Was” is a homophone.
• “Two” is a homophone.
If 90% of the class understands the concept, proceed on to step 5. If not, reteach using new materials.
Step 5: Students complete one or more of the following activities:
• Have students make a list of all the homophones they can think of.
• Have students look back through spelling lists to find homophones.
• Look at weekly reading passage and have students underline homophones.
• Have students work with partners to come up with complete sentences for 10 homophones and use them to tell each other a story.
• Have students use Yes/No cards to indicate whether the words on a preprepared list are homophones or not.
Amanda Blum
Amanda,
DeleteNice job! Don't forget to use those Brain Toys during your critical thinking activities, they really add the FUNtricity! Check out the Power Pix for added reinforcement. Here are 25 certification points!
Step One: Question: What is an adjective? Turn and ask your partner what an adjective is. Don’t forget to use your gesture for adjective. (Demonstrate pretend holding of a ball) Teach.
ReplyDeleteStep 2: Answer: An adjective is a word that describes a noun. Teach.
Step 3: Explain/ Expand: Mirror Words, “An adjective can answer the question ‘What kind?’”. (Demonstrate the gesture of raising your shoulders and holding your hands up as if asking a question) Teach.
If I say, “the rough water”, rough tells what kind of water. If I say “the shiny penny” shiny tells what kind of penny. Let’s see if we can spot adjectives that answer the question, “What kind?”
Display the following sentences on the Smartboard and have students decide which word in each phrase is an adjective answering the question, “What kind?”
1. a mighty roar
2. the sinking ship
3. his frizzy hair
4. her striped dress
5. my Mom’s loud voice
Now turn to your partner and explain why the word voice is not an adjective answering the question, “What kind?” Teach.
Step 4: Test: Using Smart Cards, ask the following questions:
In the phrase, “the shiny apple” is the word apple an adjective that answers the question, “What kind?”
In the phrase, “my talented sister”, is talented an adjective that answers the question, “What kind?”
In the phrase, “that hard test”, is test an adjective that answers the question, “What kind?”
The teacher checks for 90% accuracy. If 90% accuracy is not reached, go back to step 3 and provide the following examples:
The broken pencil- ask “What kind of pencil?”
A fantasy story- ask, “What kind of story?”
An addition problem-ask, “What kind of problem?”
A beautiful day- ask, “What kind of day?”
Now retest using “Yes” and “No way”
In the phrase, “the funny clown” is the word funny and adjective that answers the question, “What kind?”
In the phrase, “the fluffy kitty” is kitty an adjective that answers the question, “What kind?”
In the phrase, “the warm soup” is warm an adjective that answers the question, “What kind?”
The teacher checks for 90% accuracy. If 90% of the children can recognize these adjectives, move on to Step 5.
Step 5: Critical Thinking: Students complete one or more of the following tasks.
1. Complete a worksheet with sentence frames where the adjective is left blank.
2. Complete each step of the Genius Ladder using an adjective that answers the question, “What kind?” for the spicy sentence.
3. Think up 10 adjectives that answer the question, “What kind?” for this phrase: the __________dog.
4. Write a letter to your parents telling them about what you learned about adjectives today. Don’t forget to show them some examples!
5. Write two sentences that contain an adjective that answers the question, “What kind?”. Now, write a sentence for each using because to explain how you know that your sentence has an adjective that answers the question, “What kind?”
Post a paper on the Power Pix board under adjective labeled “What kind?” to show that there are several types of adjectives. (How many and which one will be displayed after a lesson on each.)
Liz Howard
Liz,
DeleteThat's a very effective lesson! I like the variety you used in Step 5! Your students will have a firm grasp on adjectives after completing these steps! Here are 25 certification points and a 5 point bonus!
Bethany Kirkland Chapter 31
ReplyDeleteMammals
Step 1 Question: What is a mammal?
Step 2 Answer: A mammal is a vertebrate (pointing to your backbone), that has hair or fur, (pointing to your hair), has live young. (cradling your arms like holding a baby), and feeds their babies milk, (gesturing drinking).
Step 3 Explain: Give examples of mammals. Ask students to point out mammals from a group of animal photos. Ask students to explain why a particular photo is NOT a mammal, using the “Because Clapper“.
Step 4 Test: Student will respond with “Yes” or “No Way” to the following questions”
* Is a bird a mammal?
* Is an elephant a mammal?
* Is a person a mammal?
* Is a dog a mammal?
* Is a squirrel a mammal?
* Is a goldfish a mammal?
Given that 90% of the class answers the above questions correctly, use the QT test with the following True/False statements:
* Every animal is a mammal.
* All mammal babies drink their mother’s milk.
* Mammals can only have hair.
* Mammals can only have fur.
* Mammals lay eggs.
* Mammals have live babies.
If 90% of the students pass the QT test, then go on to Step 5. If not, return and reteach Step 3 using new materials.
Step 5 Critical Thinking: Students will use Sockless Hand Puppets to explain mammals to their neighbor!
At the end of the lesson post a sheet of typing paper with the word “mammal” on the Power Pix wall.
Bethany,
DeleteGreat job! You could even add in some of the new Brainies that Coach B. offers in 2.0 to spice it up even more! (Check out the last few webcasts). I love your gestures in this lesson! Here are 25 certification points!
Five Step Lesson Plan: Amphibians
ReplyDeleteStep One: Question: What is an amphibian?
Step Two: Answer: An amphibian is an animal that lives part of its life on land and part of its life in water.
Gestures: Start with hands on the floor and knees bent with feet on the floor (like a frog). An amphibian (Spring up when saying the word “amphibian”.) is an animal (Hold hands up to chest like a bunny.) that lives (Make a large circle with arms.) part (Separate circle and hold out right arm.) of its life on land (Use both hands to make ‘flat’ motions in front of chest, then make a large circle again.) and part (Separate circles and hold out left arm.) of its life in water (Use both hands to make ‘wavy’ motions in front of chest.).
Step Three: Explain: Show pictures of and give examples of amphibians. Explain that all amphibians lay their eggs in fresh water and they only emerge on to land as adults. They must always live near water. Read “The Salamander Room” by Anne Mazer. Discuss the animals mentioned in the book and help children identify which animals are amphibians. Ask students to name amphibians that they have seen those that they have not seen. Ask students to explain why an animal is or is not an amphibian using “because” as they explain. Provide as many Teach-Okay cycles as are needed before proceeding to Step Four.
Step Four: Test: Students use “Smart Cards” to respond “Yes” or “No” (The teacher elicits responses by using the oral cues, “vote”, and “unvote”.) to the following questions:
*Is a poison dart frog an amphibian?
*Is an elephant an amphibian?
*Is a macaw an amphibian?
*Is a salamander an amphibian?
*Is an alligator an amphibian?
If 90% of the class answers correctly, use the QT test with the following True/False statements:
*An African Toad is an amphibian.
*Amphibians lay their eggs on dry land.
*All amphibians have smooth skin.
*A newt is an amphibian.
*Amphibians must live near water.
If at least 90% of my students passed the QT test then I will go on to Step Five. If not, I will reteach Step Three with new materials.
Step Five: Critical Thinking: Students complete one or more of the following exercises:
*Use Sockless Hand Puppets then Props to explain amphibians to your partner.
*With your partner compare and contrast frogs and toads, salamanders and lizards. *Using examples of amphibians complete each sentence type in the Genius Ladder. *Play Zork: Write a letter to the aliens on Planet Zork. Explain amphibians using examples that they can understand.
*Complete the following sentence frame (first orally, then written) as many times as possible. A(n)_______________ is/is not an amphibian because _________________.
At the end of the lesson, post a sheet of paper with the word “amphibian” on the Power Pix Wall.
Julia,
DeleteWhat a great lesson! I love the Salamander Room, and I love that you used it in your lesson! Great choices on your Critical Thinking! Here are 25 certification points and a 5 point bonus!
Step 1: Question: Why do authors write?
ReplyDeleteStep 2: Answer:
Authors write to
1. Persuade- put hands in a praying position. Clap Clap TEACH!
2. Inform -Cup hands around mouth, like you are whispering in an ear. Clap Clap TEACH!
3. Entertain –Spread out fingers on both sides of your head in an entertaining manner with a funny look on your face! Clap Clap TEACH!
Step 3: Explain/ Expand: Mirror Words, “An author’s purpose is the reason for writing. Teach.
If an author wants to change how you feel about a subject, they will try to persuade you. Teach.
If an author is writing about why you should wear uniforms to school, they are trying to persuade you. Teach.
If an author is giving you information, the author is writing to inform you. Teach.
If an author is writing about how to make a peanut butter and jelly sandwich, the author is writing to inform you. Teach.
If an author is writing a funny story or joke, the author is writing to entertain you. Teach.
If an author is writing about why the chicken crossed the road, the author is writing to entertain you. Teach.
Step 4: Test: Using Smart Cards, ask the following questions:
Is the author writing to inform you when the subject is about chickens crossing the road?
Is the author writing to persuade you when the subject is about why teachers should wear uniforms?
Is the author writing to entertain you when the subject is about the price of apples?
I check for 90% accuracy. If 90% accuracy is not reached, I go back to step 3 and reteach with new materials.
Step 5: Critical Thinking: Students complete one or more of the following tasks.
Students work in small groups to match cut up sentences with the three types of the author’s purpose.
Students write the author’s purpose on a whiteboard in front of three books.
Students can work in pairs to sort one shelf of library books according to the author’s purpose.
Students write genius sentences with one of three different author purposes. When checked by the teacher, students can teach other students about the purpose of their writing.
At the end of the lesson, post a sheet of typing paper with the words “author’s purpose” on the Power Pix Wall.
Krissa White
Krissa,
DeleteNice work! You may want to extend step 3 a little more and show examples of books for each reason an author writes in addition to verbal examples. I have also shown books and pages out of magazines, newspaper clippings etc. on my Yes/No Way and QT testing on step 4, so that might help when assessing. I like your critical thinking choices! Here are 25 certification points!
Chapter 31: The WBT Five Step Lesson Template
ReplyDeleteStep 1 Question: What is division?
Step 2 Answer: Division is when you divide a number into equal groups, it is the opposite of multiplication. (For gestures take your hand and moving it open in down in front of your fact divide it in half, then make equal circles with your hand)
Step 3 Explain: Work sample division problems using manipulatives to separate them into equal groups. Use “Help Me!” as a cue for students to tell me the next step. Have students work with partners to answer some problems using manipulatives. Then transfer that to solving the problems on the board and model how to write the problems. Have students work with partners to answer some problems.
Step 4 Test: Students respond “Yes” or “No way” (with gestures) to the following questions:
• Is division dividing a number into equal groups?
• Is it the same as multiplication?
• Does 45 divided by 5 equal 9?
• Is this the division gesture? (Use several gestures)
• Can you use repeated subtraction to solve a division problem?
If 90% of the class responds correctly, use the QT test with the following True/False statements.
• Division is dividing a number into equal groups.
• All division problems will separate into equal groups evenly.
• 42 divided by 7 is 6.
• You can use repeated subtraction to solve a division problem.
• Numbers increase when you divide.
If at least 90% of your students passed the QT test then go on the step 5. If not, return and reteach Step 3 with new materials.
Step 5 Critical Thinking: Students complete one or more of the following exercises.
• Write sentences comparing and contrasting multiplication and division.
• Write your own division word problems.
• Write a letter to your cousin Doofus describing how to divide. Use simple examples and a labeled diagram that even Doofus could understand.
• Use Sockless Hand Puppets to explain how to divide to your neighbor.
At the end of the lesson, post a sheet of typing paper with the word “division” on the Power Pix wall.
Tonya,
DeleteGreat job! Nice work on step 4! Here are 25 certification points and a 5 point bonus!
Chapter 31
ReplyDeleteStep 1 Question: What is a producer?
Step 2 Answer: A producer is the first level in the food chain in which it serves as the food source for consumers at higher levels in the food chain.
Step 3 Explain/Expand: Provide examples of producers.
Producers are green plants such as trees, grass, vegetables, and fruit producers found in land habitats.
Producers are also algae found in aquatic habitats. Algae range from single cell organisms such as Chlorella to giant kelp that can grow to up to 50 meters long.
Producers use the process of photosynthesis to produce energy from nonorganic sources. The plant producer uses chlorophyll, water, nutrients, and the sun to create carbohydrates. The carbohydrates are stored in the plant and used for plant growth.
Step 4 Test: Students respond “Yes” or “No Way” (with emphatic gestures) to the following questions:
Is a seagull a producer?
Is an oak tree a producer?
Is kelp a producer?
Is a jackrabbit a producer?
Is seaweed a producer?
Is a human a producer?
If 90% of the class answers correctly, use the QT test with the following True/False statements.
Producers are the first level of the food chain.
All producers live in land habitats.
All producers use chlorophyll to produce energy.
Producers manufacture proteins to help create new plant growth.
Clover is a producer.
Producers use chlorophyll to produce energy from water, nutrients, and the sun.
If at least 90% of the class passed the QT test then to on to step 5. If not, return and reteach Step 3 with new materials.
Step 5 Critical Thinking: Students complete one of the following exercises:
Given a list of one producer and multiple consumers create a food chain, then act out the food chain with your team mates.
Meet with your team and create a “Producer” Content Statement for your science notebook.
Steve Sublett
Steve,
DeleteGreat job! Make sure you provide a gesture for "producer" to help them make the association. Here are 25 certification points and a 5 point bonus!
Pronouns
ReplyDeleteStep 1: Question: What is a pronoun?
Step 2: Answer: A pronoun is a word that takes the place of a noun in a sentence. The teacher will say a sentence using a person’s name, move to the side, then say the sentence again using a pronoun.
Step 3: Explain: The teacher will provide other examples of pronouns using students. To explain the pronouns “we,” “they,” “he,” and “she,” the teacher will call students to the front of the classroom. The teacher will use the student’s real names first in a sentence, then replace the student’s names with pronouns in the same sentences.
Step 4: Test: Students will hold up their Smart Cards to the following questions:
Can I use “we” in place of Avis and Ron?
Can I use “they” instead of Fred, Sue, and Ron?
Can I use “he” in place of Sue?
Can I use “she” in place of Ron?
If 90% of the students answer the questions correctly, the teacher will move on to Step 5. If less than 90% of the class answers the questions in Step incorrectly, then reteach Step 3 using students and more examples.
Step 5: Writing: After successfully completing Step 4, students will work with their “buddy partner” to create four sentences. In each sentence, students will replace the nouns in the sentences with pronouns. At the end of Step 5 each pair of students will share their sentences with their table.
Irish Brown
Irish,
DeletePronouns can be tricky business! You may want to provide some "non examples" of pronouns in Step 4. For example, you could ask if dog is a pronoun, if building is a pronoun etc. In step 5, try to add some Brain Toys in to increase the fun (limbic system) while increasing critical thinking! Here are 25 certification points.
Chapter 31: Bonus Chapter: The WBT Five Step Lesson Template
ReplyDeleteFollowing the models in this chapter, write your own Five Step Lesson Plan.
1. (Question) What is a synonym?
2. (Answer) A synonym is a word that has a meaning similar or like another word. For example, cool and cold are synonyms.
3. (Expand the examples) Some other examples of synonyms include above/over, auto/car, large/big, small/tiny stop/cease, exit/leave, rest/relax, garbage/trash
woman/lady infant/baby shut/close own/possess false/untrue ill/sick hard/difficult, and shout/yell.
Mirrors with words… synonyms are words that mean about the same thing.
Teach/Okay children teach what a synonym is… Mirrors off.
Now I want you to turn and talk to your partner creating as many synonym pairs as possible. You may write your synonyms on your whiteboards.
Give the students time to create and write synonym pairs.
Select a synonym pair from various students’ white board and have the students teach the synonyms to the class using the compare and connect gesture.
4. (Test) I will have premade synonym pairs, and I will use red and green cards to test the student understandings.
5. (Critical Thinking) At this point, I will give examples and nonexamples of synonyms and ask the children to explain how and why the words relate in meaning, or explain how and why the words do not relate in meaning. This is another great way to add compare/contrast and connect. My word selections will be purposeful and require the students to work with partners and to determine how the words are related. This is a way to include prefixes and suffixes as well as Latin and Greek roots.
The final step will be to use chart paper and let teams create synonym word lists to post as anchor charts.
Dian,
DeleteThis is a nice lesson! Don't forget, If 90% of the students answer the questions correctly on step 4, the teacher will move on to Step 5. If less than 90% of the class answers the questions in Step 4 incorrectly, then reteach Step 3 using more examples. You may also want to add some Brain Toys in your Critical Thinking (step 5) to spice it up and add an element of fun. Here are 25 certification points!
Chapter 31
ReplyDeleteStep 1: What is a factor?
Step 2: A factor is any number that can be multiplied (cross arms to make an X) to equal (make an equal sign with arms) a product. For example, ALL of the factors of 4 are 1, 4, and 2. Explain 1x4 & 2x2 are the only two ways you can multiply and get the product of 4.
Step 3: All numbers have at least 2 factors, 1 and itself. 1 is a factor of 9, just like 1 is a factor of 23, 567. Can someone try to name a factor of 12? Call on various students until we have listed all factors of the number 12. Have the students explain why those numbers are factors or how do they know that they are factors. So, let’s summarize what we’ve just learned.
Mirror Words: A factor is any number that can be multiplied (cross arms to make an X) to equal (make an equal sign with arms) a product.
Now, (clap clap) TEACH!!!
Step 4: After reviewing what a factor is and going over numerous examples, we will do an assessment.
By either giving a thumbs up (for yes) or a thumbs down (for no), the students will respond to the following questions:
*Is 5 a factor of 10?
*Is 2 a factor of 13?
*is 3 a factor of 12?
*Is 1 a factor of 179, 234?
If 90% of the class answers these correctly, we will do a quick true/false test in which I will provide examples of factor pairs and a number and they will determine whether it truly is the list of factors for that number or not.
If I am having a lower percentage of students passing the assessment, I’ll go back and reteach.
Step 5: After testing, to expand, I will provide factors (for larger numbers) and have the students work in teams to determine what number the pairs are all factors of. They will be expected to discuss this with their tables and be able to prove their answers. They will also be given 2 larger number that they are to do a double bubble map (compare/contrast) of all of the factors. We will display these on posters.
Kasey,
DeleteNice job! Factors really seem to stump the kids and this lesson will really help them with comprehension! You may want to add in some teach/okay and mirror words in the first 2 steps to break it down even more. Here are 25 certification points!
Brandi Young Ch.31 Lesson Template
ReplyDeleteStep 1 Question: Today’s question of the day is:
What do plants need to survive?
Step 2 Answer: Plants need air (motion with hands; the air around you), water (use hands to motion rain falling), space, sunlight (use hands to gesture space and the sun) and soil with nutrients (gesture strong muscles). Repeat for clarity. Now, teach your partner what we just learned. Teach!
Step 3 Explain:
Part 1: Plants need air to breathe and water to stay healthy, just like we do. Teach your neighbor, with tiny gestures what plants need. Teach!
Part 2: Plants need space so their roots can grow and take in more water. They need sunlight to get energy to make food. Teach your neighbor, using baby voices, about why plants need space and sunlight. Teach!
Part 3: Plants also need soil with nutrients, like nitrogen. Teach your neighbor about what we have learned about plants so far. Teach!
Part 4: Today we are going to look at some of the vocabulary words you have seen. Turn to your neighbor and tell them how excited you are to learn about your new vocabulary words. Teach.
Nutrients and energy some of your new vocabulary words.
Tell your neighbor about your new vocabulary words.
Think about what these words might mean. Take a guess and with a full body turn discuss with your neighbor what these the words might mean. Teach.
Think about why plants need these things to survive. With grand gestures discuss with your neighbor why plants need air, water, space, sunlight and soil. Teach.
Think about what would happen if plants did not have all of these things. What would happen? With a full body turn and discuss with your neighbor what would happen if a plant did not have access to these things.
Step 4 Quick Test:
1. Plants need milk to survive.
2. Plants are living things.
3. Plants need sun and soil.
4. Water is one thing plants need to survive.
5. Plants do need space to survive.
6. Plants have lungs like we do.
7. Plants get energy from sunlight.
8. Nutrients are important for plants to survive.
Step 5 Extend:
For our extension of the lesson today, you are going to draw a picture that will include all of the things that plants need to survive. Using humongous gestures tell your neighbor what plants need to survive.
When you are finished turn to your neighbor and use your picture to explain what plants need to survive and why.
Teach your neighbor what plants need using your picture as a prop.
Brandi Young
Brandi,
DeleteExcellent job! Here are 25 certification points and a 5 point bonus!
This comment has been removed by the author.
DeleteBenefits and Costs (Social Studies)
ReplyDeleteStep 1: Question: What is a benefit and what is a cost?
Step 2: Answer: A benefit is something good or helpful a person gets.
A cost is what a person gives up.
Step 3: Explain: The teacher will provide examples of benefits and costs as they pertain to saving and spending money to purchase goods or services.
Step 4: Test: Students will hold up their Smart Cards to the following questions:
Is a benefit good or helpful?
Is a cost something that a person gives up?
Are there personal benefits of spending money?
Are there personal costs of spending money?
If 90% of the students answer the questions correctly, the teacher will move to Step 5. If less than 90% of the class answers the questions correctly, then reteach/review Step 3 using more examples.
Step 5: Writing - After completing Step 4, students will work in pairs and come up with goods/services they have wanted to purchase before, but had to decide whether or not to spend their money or save their money.
Karlyn Davis
Karlyn,
DeleteYou have a good beginning here. You may want to beef it up a little with more critical thinking type questions. You could also add in some brain toys in step 5 to help them activate several areas of the brain while adding an element of fun! Here are 25 certification points.
Ch. 31: The WBT Five Step Lesson Template
ReplyDeleteStep 1 Question: What is multiplication?
Step 2 Answer: Multiplication is when you add set groups of numbers together a certain amount of times. (For gestures hold up three fingers on each hand and make an X with your arms)
Step 3 Explain: Students will work with their shoulder partner. Give each groups a set of manipulative. Demonstrate on smartboard the separation of the manipulatives into a set group. Tell the students to make a certain number of those groups. Have the students work with their partner to solve some problems using the manipulatives.
Step 4 Test: Ask the students questions with them responding by a thumbs up gesture for “Yes” and a thumbs down gesture for “No”.
• Is Multiplication the same as Division?
• Do all your groups have to be the same amount to get the correct answer in multiplication?
• Is the arms by your side the multiplication gesture?
• Is the arms crossed in front of you like and “X” the multiplication gesture?
• Does 3 times 3 equal 9?
• Can you use addition to solve a multiplication problem?
If 90% of the class get the answers correct use the QT test with the following true/false statements.
• Multiplication is the same as addition.
• 3 times 4 is 12.
• Numbers increase when you multiply.
• You can use repeated addition to solve a multiplication problem.
• When multiplying the numbers must be in smallest to largest order to get the correct answer.
If at least 90% of your students passed the QT test then go on to step 5. If not, return and reteach Step 3 using new materials.
Step 5 Critical Thinking: Students complete one or more of the following exercises.
• Write sentences comparing and contrasting multiplication and addition.
• Write your own multiplication word problem.
• Use Sockless Hand Puppets and explain to your neighbor how to multiply.
At the end of the lesson, post a sheet of typing paper with the word “multiplication” on the Power Pix wall.
Karen,
DeleteBreaking down the concept of multiplication this way will not only help activate several areas of the brain, but will also develop critical thinking skills! Here are 25 certification points.
Sample Music 5 Step Lesson
ReplyDelete1. Ask the Essential Question – “What are dynamics?”
2. Answer the Essential Question – “Dynamics is how loud or soft music can be played”. “When music is loud it is called forte (move hands away from mouth in a huge fashion). When music is soft it is called piano (hold hands close to hear like you are hard of hearing).”
3. Give Examples –
a. The teacher sings the class warm-up chant using soft dynamics. The class then sings the class warm-up song using soft dynamics. The teacher will say to the students (using mirror words) “When we sing soft, we are singing at a piano level”. Students then teach their partner that phrase.
b. The teacher will then sing the class warm-up chant using loud dynamics. The class will then sing the class warm-up chant using loud dynamics. The teacher will say to the students (using mirror words) “When we sing loud, we are singing at a forte level”. Students then teach their partner that phrase.
c. The class will then use hand drums, mirror words, and teach ok to practice playing different class rhythm patterns at both levels of dynamics.
4. Assessment – to assess the students understanding of the lesson topic, they will participate in the QT test. The teacher will play various piano melodies on the piano (some loud and some soft). The students will respond with eyes covered, thumbs up for loud and thumbs down for soft.
5. Critical Thinking- Oral Writing
a. The final piece to my dynamics lesson will have the students speaking using Brainie Oral Writing gestures. The students will respond to the following sentence stem.
i. “Today I learned that dynamics is (answer the question).”
ii. “For Example, (insert dynamic level) is the (loud or soft) dynamic.
-Jason thomashefsky
Jason,
DeleteNice job! You are doing a wonderful job connecting all of the WBT strategies to your music lessons! You could even make some power pix to hang up for each of the gestures that you are teaching to help reinforce them. There are some templates available for free on Teachers Pay Teachers (just type in Electronic PowerPix Templates). Here are 25 certification points!
Prior to beginning this lesson I will have read my students the book "Bartholemew and the Ooblek" by Dr. Seuss.
ReplyDeleteEssential Question: What is an adjective? (Adjective Power Pic will be displayed on board.)
Answer: An adjective is a word that describes a noun. Fluffy dog. (Pretend to pet a dog.)
Explain: Teacher will bring in a stuffed pet dog and remind students that dog is a noun, and that all of the words that can be thought of to describe the dog are adjectives. Teacher will give a couple of examples using the following sentence frame: Miss Ray brought a __________ dog to school. Students will use this sentence frame and "Tag Team Switch" to think of other adjectives to describe the dog. Students will share sentences.
The teacher will tell the students that the classroom is full of nouns that are just waiting to be described. The teacher will provide the following two examples: I see a large wardrobe. I see an oval table. Students will use this sentence frame and "Tag Team Switch" to think of other adjectives that could describe nouns in the classroom. Students will share sentences.
Test: Students will play QT. With their heads down, they will give a thumbs up or a thumbs down to a series of teacher questions.
An adjective describes a verb.
An adjective describes a noun.
Soft is an adjective.
Sticky is an adjective.
Student is an adjective.
Sing is an adjective.
Loud is an adjective.
Critical Thinking: Teacher will give each student a dollop of Ooblek. (Ooblek is made by mixing together corn starch, water, and green food coloring.) Students will use a bubble map to write adjectives to describe the Ooblek. Under the bubble map they will write a descriptive paragraph about the Ooblek using the words from their bubble map.
(scored below 2nd post)
DeleteQuestion: What is an adjective? (Adjective Power Pic will be displayed on board.)
ReplyDeleteAnswer: An adjective is a word that describes a noun. Fluffy dog. (Pretend to be petting a dog.)
Examples: Teacher will bring in a stuffed dog and remind students that dog is a noun. Teacher will then give examples of adjectives that could be used to describe the dog using the following sentence frame: Miss Ray brought a ________ dog to school. Students will work with their partners using this sentence frame and "Tag Team Switch" to think of other adjectives that could describe the dog.
Teacher will tell students that our room is full of nouns that are just waiting to be described. The teacher will give the following two examples: I see a large wardrobe. I see an oval table. Students will work with their partners using this sentence frame and "Tag Team Switch" to think of other adjectives that could describe nouns within the room.
Test: Students will play QT by putting their hands down and giving a thumbs up or a thumbs down in response to teacher questions.
An adjective describes a verb.
An adjective describes a noun.
Soft is an adjective.
Green is an adjective.
Student is an adjective.
Loud is an adjective.
Apple is an adjective.
Critical Thinking: Teacher will give each student a dollop of Ooblek. (Ooblek is made by mixing together corn starch, water, and green food coloring.) Students will think of words to describe the Ooblek and write them on a bubble map. Underneath the bubble map they will write a descriptive paragraph about the Ooblek using words from the bubble map.
Joyce,
DeleteWhat a fun lesson! They will love connecting Ooblek and adjectives! You used each section of the WBT lesson plan well, and I'm sure your students will come away with a solid understanding of adjectives! Here are 25 certification points!
Step 1 Question: What is a contraction?
ReplyDeleteStep 2 Answer: A contraction is when two words (show the number two with your fingers) slam together (clap your hands together), some letters fly away (wiggle your fingers as if they are flying away) and they are replaced with an apostrophe! Zeep! (Make the apostrophe gesture.)
Step 3 Explanation: The teacher will share sentences with contractions and sentences without contractions but the possibility of having contractions. The teacher will have students change the contractions into two words and the two words into contractions. Example sentences are as follows:
1. I will not go to the party.
2. I didn’t like cookies.
3. They haven’t gotten their grades yet.
4. She cannot eat peanuts.
5. He is going to school.
6. They’d like to go the pool today.
The teacher will then encourage students to identify sentences with and without contractions. The students will take turns saying a sentence with a contraction.
Step 4 Test: The teacher will say QT and the students will raise their hand and say QT. Students will then cover their eyes and show a thumbs up for a yes answer and a thumbs down for a no answer. The teacher will ask or share the following questions and sentences:
1. They’ll is a contraction for they will.
2. A contraction is made up of three words with an apostrophe.
3. A contraction is made up of two words with an apostrophe.
4. You would can make a contraction.
5. The sentence, “I went to the story yesterday.” has a contraction in it.
6. The question, “Where’d you go last night?” has a contraction in it.
7. Wouldn’t is a contraction for would not.
Students may also use white boards. The teacher can tell the students words or contractions and then have the students write the opposite on their board. For example, the teacher could say the word “she’ll” and the students would write “she will” and hold up their boards.
Step 5 Critical Thinking: The teacher may complete the following activities.
1. Talk with a partner about why we use contractions.
2. Write a letter to a younger sibling or your Kindergarten Book Buddy telling them what contractions are and why you can use them.
Amber Hartzler
Amber,
DeleteExcellent job! I love your gestures for contractions, what fun! I also really like your critical thinking choice of including the Kindergarten Book Buddies. Your kiddos can teach the kindergarteners some WBT along the way! Here are 25 certification points and a 5 point bonus!
Step 1: Ask question
ReplyDeleteWhat is a rectangle?
Step 2: Answer question
A rectangle is a shape with four sides and four corners.
Gesture: With one finger, draw an imaginary rectangle in the air. (Make the top and bottom lines very long and the end lines very short, to distinguish rectangles from squares.)
Step 3: Explain
Explain that rectangles have 4 straight lines and four courners. Give examples of a rectangle. Ask students to name rectangle inside and outside the classroom. Ask students to explain why something is or isn’t a rectangle using “because” as they explain. Use as many Teach-Okay cycles as needed before going to Step Four.
Step 4: Students respond “yes” or “No Way” (with emphatic gestures) to the following questions:
Students respond “Yes” or “No Way” (with gestures) to the following questions:
*Is the door a rectangle?
*Is the red table a rectangle?
*Is a pencil a rectangle?
*Is the clock a rectangle?
*Is the purple table a rectangle?
If 90% of the class answers correctly, use the QT test with the following True/False statements:
*All rectangles have 3 straight lines
*Every rectangle has three sides.
*Our window is a rectangle
*Story spots are rectangles.
*Cabinet doors are rectangles .
*Squares are rectangles.
If at least 90% of my students passed the QT test then I will go on to Step Five. If not, I will reteach Step Three with new materials and examples.
Step 5 Critical Thinking: Students complete one or more of the following exercises:
This unit is done during the second week of Kindergarten. Most students cannot write yet. Most of this assignment will be done with a combination of oral, illustration and dictating.
*Complete the following sentence frame (first by speaking, then illustrating) as many times as possible. ______________________is/is not an example of a living thing because ________________________.
*Students will use Sockless Hand Puppets to explain rectangles to their neighbor!.
*Talk to your neighbor and compare and contrast things that are rectangles and squares.
Kim Kirkpatrick
Kim,
DeleteYour kindergarteners will be the brightest kids on the block after lessons like this! Great job! Here are 25 certification points!
Living / Nonliving Things
ReplyDelete1. What is a living organism or thing?
2. A living organism has five characteristics that make it different from nonliving things. (Hold up five fingers and bounce hand around.)
Teach / Okay
Class (clap) / Yes (clap)
3. -A living organism grows (Palms together & horizontal to floor, raise top hand).
(finger drum roll) Teach / (finger drum roll) Okay
Clllllaaaaaaaasss / YYYYYYYYeeeeeeeeessssssss
-A living organism needs food. (Scoop up “food” with hand, put to lips, and smack lips.) Plants make their own food using materials in the environment. Animals eat food. Other organizes like fungi, absorb food. (Repeat using magic mirrors.)
Teach / Okay
Class / Yes
-A living organism eliminates waste.
Teachity / Okayity
Class Boom / Yes Boom
4. Test – answer “Yes” (Pump fist) if correct or “No way” (Hand to forehead, extend out) if incorrect.
-Do living organisms need food?
-Do living organisms eliminate wastes?
-Do nonliving things eat?
-Do living organisms grow?
-Do living organisms have seven characteristics?
If 90% of students answer correctly, continue with characteristics. If not, reteach # 3
3. (Continued) – Silent mirrors. Fourth (hold up 4 fingers), a living organism reproduces or make more organisms like themselves. (Hold up one finger on each hand, then 2, ect.)
Teeeeeeeeeeach / Okaaaaaaaaaay
Class / Yes
- Fifth (hold up five fingers), a living organism reacts to stimuli (make scared face with hands framing face and fingers spread out) or anything that makes you do something. Give examples.
Teach / Okay
Classsssssssssss / Yessssssssssss
4. Test – answer “Yes” (Pump fist) if correct or “No way” (Hand to forehead, extend out) if incorrect.
- Do living organisms have five basic characteristics?
- Do living organisms eliminate wastes?
- Do living organisms stay the same forever?
- Do living organisms need food?
- Do living organisms reproduce themselves?
- Do living organisms ignore stimuli or things in the environment?
If 90% of students answer, continue. If not, reteach # 3.
QT – Thumb up if true, thumb down if false, horizontal if not sure.
- Living things stay the same size forever.
- Living things make, eat, or absorb food.
- Living things never get rid of wastes.
- Living organisms will make more of themselves.
- Living things grow.
5. Critical thinking –
-Choose a living or nonliving thing in the room (could go outside) and tell your partner how you know it is living/nonliving.
-Students need two stickies. Label one living, write a characteristic of a living organism on it and put on or by an organism in the room. Label the other nonliving, add why it isn’t living and stick on or by object.
- Label science notebook page Living / Nonliving. Draw or glue in a living and a nonliving example. Write at least 2 sentences for each one proving it is living or not.
Add “Living Organism” poster to concept wall (Power Pix).
Sheryl Larson
Sheryl,
DeleteFantastic job! I like your critical thinking choices (a lot of variety)! Here are 25 certification points!
QUESTION: What is a square?
ReplyDeleteANSWER: A square is a shape with 4 sides the same length and 4 right angles.
Teach your neighbor that a square is a shape with 4 (gesture) sides the same length and 4 (gesture) right angles. Teach! (clap)
Students: Okay! [teaching with gestures]
EXPAND: Class class! Each shape on this checkerboard is a square because each side of the shape is the same length and each angle is a right angle. (clap x2) Teach!
Students: (clap x2)Okay!
Teacher: Class o class?
Students: Yes o Yes?
Teacher: This whiteboard is not a square because (clap) two sides are longer than the other two sides. (clap 3x fast) Teach!
Students: (clap 3 x fast) Okay! [teaching with because clapper]
Teacher: Cla….ss?
Students: Ye….ss?
TEST:
Teacher: This shape has 5 sides (showing a pentagon) Is it a square?
Kids: No Way!
Teacher: This shape has 4 sides. (showing a shape where each side is a different length) Every side is a different length. Is it a square?
Kids: (some say Yes!, some say No Way!)
Teacher: This shape has 3 sides. Is it a square?
Kids: No Way!
Teacher: This shape has 4 sides. Each side is 1 inch. It has all right angles. Is it a square?
Kids: Yes!
Teacher:“Q-T”
Students: Cutie!
Teacher: A square has 4 sides.
Students: [All have thumbs up.]
Teacher: A square has only one right angle
Students: [some have thumbs up, others have thumbs down]
Teacher: A square must have BOTH 4 sides and 4 right angles.
Students: [most have thumbs up]
CRITICAL THINKING
Teacher: Teach your neighbor at least two things about squares. Use a different brain toy each time. (Clap 4x) Teach……!
Students: (clap 4x) Okay…..!
Signed Jim Hobley, Wholebrainer
Jim,
DeleteGreat job! Moving through these steps helps the student learn, but is also so helpful as the teacher does a quick assessment to determine overall knowledge levels! Here are 25 certification points!
Step 1 (question): What is a personal narrative? What is a personal narrative? Tell your neighbor our writing question of the day!
ReplyDeleteStep 2 (answer): A personal narrative is a true story about yourself! Mirror words: A personal narrative is a true story about yourself (gesturing both hands upward to the sky on “true,” then miming opening a book for “story,” and finally pointing both thumbs to yourself). Now, tell your neighbors about personal narratives- teach!
Step 3 (explain): A personal narrative is a true story about yourself! Personal narratives can be anything that happened to you in your life that you think is important! Really! They can be about anything important that happens in your life! Tell your neighbors this exciting news- teach!
Try to think about times in your life that were really emotional. Remember when you were happiest, saddest, the most scared or surprised in your life, etc. Think of these times and try to remember all of the juicy details that go along with these moments of your life. Mirror words- Personal narratives can be about emotional times in your life that were happy, sad, scary, or surprising! Tell your neighbors what personal narratives can be about- teach!
Let me read a personal narrative from my writing notebook about the time when I was in fifth grade, and I was so surprised and upset that my cactus was suddenly missing off of my bedroom windowsill. How do you lose a cactus!? Listen in on my personal narrative and mirror my story gestures. (Reads story w/ gestures).
Classy, classy!? Note that my story included characters, setting, and an important or memorable event told in the order it happened! Mirror words- Personal narratives should include: characters, setting, and an important or memorable event told in the order it happened!! Please teach your neighbors all of the things that should be used in a personal narrative- teach!
Okay, class! We will be reading and writing a ton of different personal narratives in the upcoming weeks, so get ready! But first it is time to test what you know about personal narratives!
Step 4 (test):
Yes-No Way
1. A personal narrative is a true story about yourself.
2. Personal narratives don’t have to have characters.
3. Personal narratives should be about an emotional time in your life.
4. Personal narratives can be about sad times in my life.
Okay, time for a cutie (QT)!
1. Personal narratives are made up.
2. Personal narratives should be about a boring time in your life.
3. I can write about anything emotional in my life for my personal narrative.
4. Personal narratives are stories that include characters.
5. Personal narratives are true stories about yourself.
6. Personal narratives should not include an important or memorable event.
(seeing most, 90%, of the kids have passed, I’d move on to step 5. Otherwise, we’d review the 3rd step of the lesson again with more examples and practice)
Step 5 (critical thinking): Think again about any times in your life that were emotional. Use the following sentence frame to help you: I want to write about ______________ because _____________. For example, I want to write about the time I went camping with my sister because it was funny when a skunk wandered into our campground. Take a few moments to talk to your partner about some of the ideas you are having for your personal narratives using the sentence frame and *gasp* sockless hand puppets-teach!
Now class, in your writing notebooks, let’s make a list of all the ideas for awesome personal narrative stories that have sprung into your minds! Don’t write the whole story right now. Please only jot down enough of the idea about your story so that you can remember what you wanted to write about later on. A sentence or two will do just fine! Quick now, write down any good ideas that come to mind before they get away from you!
Brianne,
DeleteGreat work! You were able to use the 5 step lesson plan to help the students make connections that will translate easily into their long term memory! Here are 25 certification points!
I'm excited to share two!! I'm really digging all the formative assessment going on throughout the lesson; especially step 4. However, while walking around during the teach/ok, its important to note that you can assess student knowledge then too!
ReplyDeleteLesson 1: Math lesson on adding fractions with common denominators
Step 1: Pose a Question
T: The big question is- How do you add fractions with common denominators?
Step 2: Give Answer with Gestures
T: Mirror! There are two rules when adding fractions: The denominators must be the same, and the denominators do not change.
T: Mirror! When adding fractions with common denominators, take the numerators and add ‘em up, and the denominator stays the same!
Step 3: Expand Answer
1. Explain that when we add fractions, we want the fractions to have a common denominator *because* the denominator acts as a label and lets us know the size of the pieces.
2. Show students sample fraction addition questions and refer to the information given in step two.
Have student complete a sample question cooperatively during the teach/ok.
3. Show students example of fraction addition where the sum has the same numerator and denominator. Explain that this is equivalent to 1.
Step 4: Test for Comprehension
Agree/disagree (aka yes, no way)
• 4/5 + 1/5= 5/10
• ¾ + ¼= 1
• 2/4 + ¼ = ¾
QT
• When you add fractions, you add the numerators and the denominators.
• When adding fractions with common denominators, the denominator stays the same.
• If you don’t have common denominators, it’s ok to just add them together.
• The denominators of fractions have to be the same if you want to add the fractions.
Step 5: Give Critical Thinking Tasks
Explain to your neighbor how to add fractions with common denominators.
Would the steps be the same with fractions with uncommon denominators? How could you solve an addition sentence with fractions with uncommon denominators?
Lesson 2: Science Lesson on Pitch
Step 1: Pose a Question
T: The big question is- What effects the pitch of a sound?
Step 2: Give Answer with Gestures
1. T: Mirror! Sound is caused by vibrations.
2. T: Mirror! Pitch is the highness or lowness of a sound.
3. When the speed of vibration changes, pitch changes.
Step 3: Expand Answer
1. Show students the varying pitches of the tuning forks. The longer one has a lower pitch and the shorter one has a higher pitch.
2. Show students the varying pitches of different guitar strings. The thicker one has a lower pitch, the thinner one has a higher pitch.
3. Show students the varying pitches of the tightness of guitar strings. Loose strings have a lower pitch, tightening the string makes the pitch higher.
Step 4: Test for Comprehension
Agree/disagree (aka yes, no way)
• Loosening a string will make the pitch higher.
• Loosening a string will make the pitch lower.
• The long tuning fork had a lower pitch than the short tuning fork.
QT
• Pitch is the loudness or quietness of sounds.
• Pitch is the highness or lowness of sounds.
• Thicker strings have a lower pitch and thinner strings have a higher pitch.
Step 5: Give Critical Thinking Tasks
Show students glasses with varying amounts of water. Have students make a prediction about the pitch of the glass with the most water, and the pitch of the glass with the least water. Students will write answers on a post it. Then, will explain their thinking and the concepts to their neighbor.
Shila,
DeleteExcellent lessons! Following these steps will help you keep them on their toes while implementing more critical thinking opportunities! Here are 25 certification points and a 10 point bonus!
Language Arts- Author’s Purpose
ReplyDeleteStep 1:
What is the author’s purpose?
Step 2:
T: There are three purposes that an author has when writing and we are going to learn about them today. They are: to persuade, to inform, and to entertain. Basically, it’s as easy as PIE! Get it? Nod your head if you understand!
S: Students nod their heads.
T: To help us remember the author’s purpose, we will use gestures. For persuade, we will put our hands together like we are begging. For inform, we will point to our brains. For entertain, we will dance and move around our desks. Let’s practice. (We practice the gestures; I will mirror them to my students.)
Step 3:
T: Every time you write anything, you should always have a purpose in mind. Every time you read anything, you should think about why the author is writing it. Give me a mighty “Oh Yeah!” if you understand.
S: Oh Yeah!
1. If I am putting up a billboard that is advertising a product, what is my purpose? If I am producing a movie, what is my purpose? If I am writing a brochure for a waffle maker, what is my purpose? Everything that is orally stated or written has a purpose. It is either to persuade, inform, or entertain!
2. Show students pictures of billboards, advertisements, movie playbills, a joke book, brochures, and directions. Have students point out each purpose.
Step 4:
Yes-No Way Test:
• Is the author’s purpose to persuade, inform, and entertain? (YES)
• Billboards entertain us. (NO-WAY)
• Brochures inform us. (YES)
• Recipe books persuade us. (NO-WAY)
• There is a purpose for writing everything! (YES)
Step 5:
Students will either choose to persuade, inform, or entertain. They will create a project that will show the class what purpose they had for writing. They can do any of the examples we talked about in class or that I showed them. If they have other ideas, they will conference with me so I can approve them. They will create whatever they choose, and then show the class so that they can guess what the author’s purpose was.
Social Studies- The Aztec Civilization
Step 1:
Who were the Aztecs?
Step 2:
I will put my hands together like a temple and tell my students that the Aztecs were a civilization in Mesoamerican culture that built temples, sacrificed humans to their gods, and used the slash and burn method to clear land for crops.
Step 3:
I will show my students a video of the Aztecs using the slash and burn method to clear land so that they can grow crops for food.
T: The Aztecs sacrificed about 10,000 people a year to please the gods! They believed that it was what the gods wanted. Many of the people that were sacrificed were: prisoners of war, slaves, and even some people who were willing to die.
T: The Great Temple was built in Tenochtitlan. Tenochtitlan was the city center of the Aztec civilization.
T: The Aztecs used slash and burn to clear land. They would cut the trees down and set fire to the land so that everything would cease to exist. When the land was cleared, they would plant and grow crops for consumption.
I will show my students a drawing of the great temple in Tenochtitlan. I will explain to them that there were no cameras, so everything was drawn to be remembered. This will be crazy to them!
Step 4:
Yes-No Way Test:
• Prisoners of war were sacrificed to the gods. (YES)
• The Aztecs used terrace farming to grow crops. (NO-WAY)
• Around 10,000 people were sacrificed every year. (YES)
QT:
• The Aztecs sacrificed more animals than humans. (FALSE- humans)
• Tenochtitlan was the city center. (TRUE)
Step 5:
Students will be given an option to: make a bridge or temple, write a message in Aztec symbols, create an Aztec mask, make a Keynote on a famous Aztec ruler of their choice, or create a travel brochure for visiting the ancient Aztecs. They will be given class time to prepare their materials, and will present to the class when they are finished.
Hannah,
DeleteThese are great lessons! On the first one, I would suggest breaking down step 1 a little more. Introduce one term/gesture at a time, have them mirror it and then teach/ok with their partner. Then, add the next gesture. After they have learned all 3 gestures, then you might have them do all three together in a teach/okay. The goal is to have as much repetition as possible to build those dendrites! Here are 25 certification points and a 10 point bonus for the extra work!
The Five-Step Lesson Plan: Identify -ar verbs: precursor to conjugation lesson
ReplyDeleteStep 1 Question: What is an –ar verb?
Step 2 Answer: A verb that ends in -ar. (Gestures: The teacher will move her arms like she is jogging to signal verb and then place her hands palms facing one another in front of her body moving from her to her right deliberately to show the end. The students will mirror gestures.) Teach –Ok- or in Spanish by this time of the year- Ensena- Bien
Step 3 Explain / Expand: Provide examples of some-ar verbs using gestures that correspond with each as previously reviewed in class. (Ex.cantar, escuchar, patinar, hablar, etc…). Ask students to brainstorm for more ideas using air whiteboards.
Step 4 Test: Students will provide the gestures ONLY for the terms I say aloud in Spanish that qualify as –ar verbs. Remind students to show me and not tell me.
1. practicar
2. cantar
3. cocinar
4. leer
5. tener
If 90% of the class answers correctly, allow for 3 more examples using a student leader. If not, go back to re teach.
On the mini white boards, students will beat the clock and write at least 3 –ar Spanish verbs and circle the-ar ending. Play short clip of Jeopardy music and once it stops, all white boards must be revealed.
If 90% of the class shows –ar verbs correctly, we will proceed to Step Five Critical Thinking:
Students will complete the following activities.
1. Complete a Spanish –ar stem changing chart.
2. Choose 3 -ar verbs to use in a sentence from the stem changing chart and illustrate at least one.
3. Make a T chart of -ar verbs vs -er/-ir verbs.
Bethann Barneman
Bethann,
DeleteNice work! You were able to include several aspects of WBT that will be very helpful as they conquer these verbs! Here are 25 certification points!
Chapter 31 Create your own lesson plan. This is how I would teach “What is a noun?” Students will focus on the painting “Starry Night” while looking for nouns in the painting.
ReplyDeleteStep One: Question: What is a noun?
Step Two: Answer: A noun is the name of a person, place, or thing (stated almost as a song).
Gesture: Start with pointing to yourself (person), place (a map on the board with the town we live in),
or thing (point to something on my wrist like a watch, bracelet, or ring and eventually to the nouns in the painting.)
Step Three: Explain: Give examples of nouns. Ask students to name nouns that are in the painting, “Starry Night.” Ask students to explain why something is or isn’t a noun “because” as they explain. Use as many Teach-Okay cycles as needed before Step Four.
Step Four: Test: Students will respond “Yes” or “No Way” (with gestures) to the following questions. Test – answer “Yes” (Pump fist) if correct or “No way” (Hand to forehead, extend out) if incorrect.
*Is a “tree” a noun?
*Is a “church” a noun?
*Is “crying” a noun?
*Is “sad” a noun?
*Is a “hill” a noun?
*Is a “cafeteria” a noun?
*Is a “teacher” a noun?
If 90% of the class answers correctly, use the QT test with the following True/False statements:
*A noun is a name of a person, place, or verb.
*A noun is the name of an adjective, place, or thing.
*A noun is the name of a person place or thing (stated almost as a song).
*A cat is a noun.
*Dancing is a noun.
*A student is a noun.
*Exercising is a noun.
If at least 90% of my students passed the QT test then I will go on to Step Five. If not, I will reteach Step Three with a new painting like Claude Monet’s “Bridge of Giverny.”
Step Five: Critical Thinking: Students complete one or more of the following exercises. A famous painting with representational objects can be used here.
*Pass out photo cards of different paintings for students to name the nouns found in the paintings with their partners.
*Use sockless hand puppets to explain nouns to your partner.
*Talk to your partner to compare and contrast nouns that are people, places, or things.
*Play Zork: Write a letter to the aliens on Planet Zork. Explain nouns using examples they can understand. (This can be a class exercise for a young group if it is too difficult for a young class.)
*Given the sentence starter “A noun…”, complete each of the sentence types in the Genius Ladder.
*Complete the following sentence frame (first by speaking then in writing) as many times as possible. ______________________is/is not an example of a noun because ________________________.
*Post a sheet of paper with the word “noun” on the Power Pix Wall.
*Divide a sheet of paper into three areas for students to draw and color 1) persons, 2) places, and 3) things. After, have a noun party and display the art. Hooray for nouns!
Regina-Champagne Babin
Regina,
DeleteFantastic idea to use the famous paintings! Great job,here are 25 certification points!
Step 1: Question- How do you get our IANs (interactive notebooks) ready for today’s lesson?
ReplyDeleteStep 2: Answer- We must label our Table of Contents with the title and page number. We have to turn to the next blank page, put the label on the left, and the title and date on the right. Don’t forget your page numbers on the bottom.
Step 3: Expand- Students will watch me as I model label the IAN correctly. This will be done using the document camera.
Step 4: Test– Using their IANs, time the class to see how quickly they can label their IANs. After doing this, record their time on the board. The class will try to beat their time during the next subject with an IAN.
Step 5: Critical Thinking – Use sockless hand puppets, then the Air Blackboard, then Props, then Action figures to explain _______ to your neighbor.
At the end of the lesson, I will post a sheet of typing paper with the words “Labeling our IANs” on the PowerPix wall.
-Courtney Wood
Courtney,
DeleteYou have the basic steps here for a great 5 step lesson plan. I'd like to see a little more detail though in steps three through five. This should help them with this procedure and keep the transition time to a minimum! Here are 25 certification points.
Question: What is an adjective?
ReplyDeleteAnswer: An adjective is a word that describes a noun. Gesture=fingertips to lips kiss (same as spicy sentence)
Expand: Here is a blah sentence, “The cat runs.”
We can add an adjective to tell us more about the cat.
“The calico cat runs.” Calico is the adjective. (Teacher uses gesture.) Students tell each other the adjective (calico) in the sentence. Here is another adjective to describe the cat: “The fat cat runs.” Fat is the adjective in this sentence. Students tell partners the adjective in the new sentence.
Fat and calico are adjectives (gesture) because (gesture) they describe the cat. Students repeat to partners this sentence with gestures.
Ask students to share with partners other adjectives that could use to be used to describe the cat.
Test: Students respond with yes/no cards to the following questions:
Is brown an adjective?
Is skinny an adjective?
Is cat an adjective?
Is scared an adjective?
Is jumps an adjective?
If 90% of the class answers correctly use the QT test with the following:
An adjective describes a noun.
An adjective can be a color word.
An adjective is an action word.
Spotted is an adjective.
Fast is an adjective.
If 90% of the students pass the QT test, go to step 5. Otherwise review step 3
Critical Thinking:
Write 5 simple (blah) sentences.
Rewrite the sentence adding an adjective.
Post a sheet with the word “adjective” on the power pix wall.
Susan,
DeleteVery nice! Here are 25 certification points!
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ReplyDeletePronoun Lesson
ReplyDeleteStandards:
CCSS.ELA-Literacy.L.3.1.f
Ensure subject-verb and pronoun-antecedent agreement.*
Step One: Question: What is an pronoun ? Turn and ask your partner what an pronoun is. Don’t forget to use your gesture for pronoun. (Demonstrate hand over hand to show that a pronoun takes the place of a pronoun.) Teach.
Step 2: Answer: An pronoun is a word that replaces a noun. Teach.
Step 3: Explain/ Expand: Mirror Words, “An pronoun can substitute a noun and be a person, place or thing such as she, he, her him, or it )?’”. (Demonstrate pointing to an example of each. Teach.
A boy is a he or him.
A girl is a she or her
A desk or the playground is an it. Teach.
Teacher: What is a pronoun?
Class: Takes the place of a noun
Teacher will have students teach that to their partner.
Then the teacher will model each of the examples of a pronoun such as a person he or she, then they or them, and it.
Class will teach each other about each of the pronouns.
Step 4: Test: Using thumbs up approach with identifying correct and incorrect pronoun.
Identify a pronoun
A girl is a pronoun
He is a pronoun
She is a pronoun
Candy is a pronoun
Chicago is a pronoun
It is a pronoun.
A pronoun can also be a group of people they are them
If 90% of the children can recognize these pronoun, move on to Step 5.
Step 5: Critical Thinking: Students complete one or more of the following tasks.
On the Smartboard thumbs up for the pronouns and thumbs down for the pronoun
Write a paragraph with nouns with your partner. Rewrite the paragraph with 5 pronouns instead.
Make a triple whammy sentence with three pronouns and nouns in one sentence. Illustrate and write three examples of pronouns and underneath the nouns in a bold color.
Chris,
DeleteGreat job! You have some good critical thinking choices to extend in step five! Here are 25 certification points!
I appreciate your input. Critical thinking is a challenge with a self-contained class but it can be done.
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ReplyDeleteThis comment has been removed by the author.
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ReplyDeleteStep 1 Question:
ReplyDelete(Mirror words using Brainies) “What is cause and effect? Our question for today is ‘What is cause and effect?’”. (Teach/Okay)
Step 2 Answer:
1. (Mirror Words) “Cause and effect relationships can be found when we read. (Teach/Okay)
2. (Mirror Words) Good readers look for cause and effect relationships when they read to help them understand what they are reading. (Teach/Okay)
3. (Mirror Words) The CAUSE is the reason WHY something happens, and it happens first. (Teach/Okay)
4. (Mirror Words) The EFFECT is WHAT happens as a result of the cause. (Teach/Okay)
5. (Mirror Words)(For Example Brainy) “For example, (If/Then Brainy) IF I don't put my heading on my test, THEN Mrs. Avery will waste her precious time trying to figure out who the test belongs to.
Step 3 Expand:
I will then provide examples of different cause and effect relationships using the If/Then gestures.
(Mirror Words)
*If it is raining outside, then I will need my umbrella.
*If my iPad battery dies, then I will charge it.
*If I keep my desk organized, then I will be able to easily find my things.
*If I eat my dinner, then I can have a piece of cake.
Step 4 Test:
I will provide additional examples using correct and incorrect responses to test for comprehension. My students will use the thumbs up/thumbs down method for me to evaluate and determine if it is necessary for me to reteach the skill.
*I went to the bank because I was hungry.
*Because I was hungry, I went to the pantry to get a snack.
*Since it was cold outside, I wore my coat.
*Because my shoes were too small, my feet started hurting.
Step 5 Critical Thinking:
Students will use Sockless Hand Puppets to orally complete these sentence frames. Next they will write the sentence frames and provide the missing cause or effect.
*The pencil was sharpened because_________________________.
*Because I had finished reading my library book,________________.
*We cheered loudly for the football team when ________________.
*I grabbed a Kleenex because___________________________.
*Since I ran over a nail on my bicycle,______________________.
A cause and effect Power Pix can then be added to the Power Pix Wall.
Kelly Avery
WBT Intern
(Third times a charm...or at least I'm hoping! I've tried posting this from my Word document three times now, and each time it distorts my sentence frames. If it does it again, I hope you can accept it! When I post it in the blog it doesn't look distorted, but after I publish it, it does! #crazycomputers )
Kelly,
DeleteDon't worry, I've had the same issues with Word! This will be an effective lesson on cause and effect. It is often so hard for them to differentiate between the two and then keep them straight! Here are 25 certification points!
I created a 5 step lesson plan for Possessive Nouns. It can be found at:
ReplyDeletehttps://docs.google.com/presentation/d/1-tu17PXafCnksrob6WNtFuaaToJHOQg-MDyGTfNOaMg/edit#slide=id.g6856d02317931dac_0
Geni Ainge
Geni,
ReplyDeleteCan you cut/paste it here please? I went to the site but it said I need to request access.
Thanks! Michelle