Students will model number sentences using various tools and manipulatives in order to demonstrate how to compose a 10 and some 1’s and decompose from a 10. Students will collaborate with on two DBI projects. Student conversations and demonstration of methods will be recorded in both written and digital form. Students will write in reflective journals, based on open-ended prompts. Students will complete a final reflection piece identifying their attitudes and dispositions about math. Rubric or Assessment Guidelines: Communication: checklists, verbal & written comments. Role myself, as teacher. – Evaluation method: rubric of quality criteria, holistic. Performance-based: show your work, written constructed response on white board or worksheet/journal. Product interactive journal, shared project entry, model using tools. – Process focused observation, watching”. – “kid Purpose diagnose student strengths & needs, provide feedback on student learning, inform – and guide instruction. Depth of Knowledge (DOK): Explanation #1 - TSWBAT recall or reproduce knowledge and/or will use simple procedures and/or formulas. Explanation #2 - TSWBAT explain reasoning behind strategy & application used, identify relationships between addition and subtraction. Explanation #3 TSWBAT clearly and precisely construct viable arguments to support their own – reasoning and to critique the reasoning of others. Explanation #4 TSWBAT analyze complex, real world scenarios, construct and use – mathematical models to interpret and solve problems. Central Text: Stuck, by Oliver Jeffers A tale of trying to solve a problem by throwing things at it. – Text Complexity Analysis: Quantitative: Grade Level PreK-5 Qualitative: Text Structure: Slightly Complex story line is clear, chronological, and follows a – pattern. Use of colorful illustration directly support and assist in interpreting the text, making the story come to life. Storyline is similar to familiar text, such as There Was an Old Woman The font is fancy, which may detract some readers from decoding text. Who Swallowed a Bat Language Features: Slightly Complex conventions are straightforward and easy to – understand. Vocabulary is contemporary and familiar, with most used conversationally. Some words may need further explanation (verbs and adjectives). Simple sentence structure. there is only one level of meaning. The theme is Meaning/Purpose: Slightly Complex – easy to identify and is revealed early in the text.
Students will model number sentences using various tools and manipulatives in order to demonstrate how to compose a 10 and some 1’s and decompose from a 10. Students will collaborate with on two DBI projects. Student conversations and demonstration of methods will be recorded in both written and digital form. Students will write in reflective journals, based on open-ended prompts. Students will complete a final reflection piece identifying their attitudes and dispositions about math. Rubric or Assessment Guidelines: Communication: checklists, verbal & written comments. Role – myself, as teacher. Evaluation method: rubric of quality criteria, holistic. Performance-based: show your work, written constructed response on white board or worksheet/journal. Product – interactive journal, shared project entry, model using tools. Process focused – observation, “kid watching”. Purpose – diagnose student strengths & needs, provide feedback on student learning, inform and guide instruction. Depth of Knowledge (DOK): Explanation #1 - TSWBAT recall or reproduce knowledge and/or will use simple procedures and/or formulas. Explanation #2 - TSWBAT explain reasoning behind strategy & application used, identify relationships between addition and subtraction. Explanation #3 – TSWBAT clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. Explanation #4 – TSWBAT analyze complex, real world scenarios, construct and use mathematical models to interpret and solve problems. Central Text: Stuck, by Oliver Jeffers – A tale of trying to solve a problem by throwing things at it. Text Complexity Analysis: Quantitative: Grade Level PreK-5 Qualitative: Text Structure: Slightly Complex – story line is clear, chronological, and follows a pattern. Use of colorful illustration directly support and assist in interpreting the text, making the story come to life. Storyline is similar to familiar text, such as There Was an Old Woman Who Swallowed a Bat The font is fancy, which may detract some readers from decoding text. Language Features: Slightly Complex – conventions are straightforward and easy to understand. Vocabulary is contemporary and familiar, with most used conversationally. Some words may need further explanation (verbs and adjectives). Simple sentence structure. Meaning/Purpose: Slightly Complex – there is only one level of meaning. The theme is easy to identify and is revealed early in the text.
_Tell-a-Story-Unit-Plan-Template.docx