Michele

 See lessons on Kat's page for WHERE TO setup. __Lesson 1

Literacy-The Writing Process__ This lesson is designed for fourth grade students to help them organize their thoughts and ideas as well as keep their topic focused during the pre writing stages of the writing process.

**__Subject__** - Reading, Writing, Speaking and Listening __**Commonwealth of Pennsylvania Standards and Anchors:**__ **__Vocabulary:__** Prewrite, draft, edit, revise, publish
 * 1.5.4.A. || Write with a clear **focus**, identifying topic, task, and audience. ||
 * 1.5.4.B. || Develop content appropriate for the topic.
 * Gather, organize, and select the most effective information appropriate for the topic, task, and audience.
 * Write one or more paragraphs that connect to one central idea. ||
 * 1.5.4.C. || Organize writing in a logical order.
 * Include a recognizable beginning, middle, and end.
 * Use appropriate transitions within sentences and between paragraphs. ||

During this lesson, the students will be using the 4Square Method to learn the steps of writing a paragraph.
 * __Objectives :__**


 * __Essential Questions__**:
 * * What role does writing play in our lives? ||
 * * How do we develop into effective writers? ||
 * * To what extent does the writing process contribute to the quality of writing? ||

__**Duration**__ - 60-75 minutes

Instructional Procedure W - During this lesson, students will learn to write a cohesive paragraph. They will do this by using the 4Square writing method.[|4Square blank example.docx] or use Smartboard and website: [] which is an interactive 4square model. The teacher will demonstrate first with a very simple topic, snacks, and demonstrate how a 4 square is done. [|4Square example 1.docx]
 * __Materials:__**
 * internet access
 * [|www.thinkfinity.org]
 * Smartboard
 * 4Square paper
 * lined paper
 * pencils
 * erasers

H - After several more similar examples, the teacher will distribute a blank 4 Square writing worksheet for the students to complete with a topic assigned by the teacher. After the students complete their 4 Square the class will discuss what they came up with as a whole. The teacher will then input the information on the board or Smartboard. The teacher will then demonstrate how to take the information from the 4Square and transfer to a paragraph. Example: I love snacks. Pretzels are my favorite because they are crunchy and salty. I also like popcorn with lots of butter. I also love the taste of peanuts. As you can see, pretzels, popcorn and peanuts are my favorite snacks to eat. The teacher will complete several examples with the class. E - The teacher will ask for suggestions from students to demonstrate how the 4Square model works with many topics. R - The students will work in small groups to create a paragraph in two steps. First they must complete a 4Square and present it to the class. Then they will take the information from the 4Square and create a paragraph that will be presented for peer review.

As a culminating activity, the teacher can complete “Paragraph Puzzle" [] which can be found on [|www.thinkfinity.org] . This is an interactive site that encourages students to think about a day with no TV, if they could do it and why or why not. In listing their reasons, they can follow the 4square format. What is your topic? Can you list three details for that topic? Can you write a concluding sentence for that topic? Can you take what you wrote in your 4Square and write a cohesive paragraph that makes sense? Did I meet the needs of all learners? How could I have adapted this lesson to further enhance independence? Did I meet my objective? Were the standards clearly addressed?
 * Questions for Students**:
 * Teacher Reflections:**

__**Instructional Strategies**:__
 * Active Engagement
 * Auditory
 * Differentiated Instruction
 * Explicit Instruction
 * Metacognition
 * Modeling
 * Scaffolding
 * Simulation

· Work through writing process as a whole group · Work through writing process in small groups · Work through the writing process individually · Whole class review/wrap up at end of lesson. || Wiggins and McTighe, 2005. // Understanding by Design //
 * ** WHERETO ** ||
 * ** W ** || = || During this lesson, students will learn to build correct, cohesive paragraphs. ||
 * ** H ** || = || Students will be able to use personal experiences, hobbies, foods etc., as examples in the various steps of the writing process. ||
 * ** E ** || = || Students will create a fun, silly paragraph as a whole class. ||
 * ** R ** || = || Students will work in small groups to create a simple paragraph, following the writing process. ||
 * ** E ** || = || Students will create a simple paragraph on an assigned topic. ||
 * ** T ** || = || The lesson contains whole group instruction, small group and individual practice, written and oral demonstrations and many opportunities for participation and practice. ||
 * ** O ** || = || · Discussion of “favorites”

**__Formative Assessment:__ Assessment Options:** Participation in group activities. Completion of 4Square sheet Completion of cohesive paragraph Rubric (below)
 * || ===Paragraph Writing===

Teacher Name: **M Sickle** Student Name: ||  ||


 * CATEGORY || **4** || **3** || **2** || **1** ||
 * **Focus on Topic (Content)** || There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. || Main idea is clear but the supporting information is general. || Main idea is somewhat clear but there is a need for more supporting information. || The main idea is not clear. There is a seemingly random collection of information. ||
 * **Accuracy of Facts (Content)** || All supportive facts are reported accurately. || Almost all supportive facts are reported accurately. || Most supportive facts are reported accurately. || NO facts are reported OR most are inaccurately reported. ||
 * **Adding Personality (Voice)** || The writer seems to be writing from knowledge or experience. The author has taken the ideas and made them "his own." || The writer seems to be drawing on knowledge or experience, but there is some lack of ownership of the topic. || The writer relates some of his own knowledge or experience, but it adds nothing to the discussion of the topic. || The writer has not tried to transform the information in a personal way. The ideas and the way they are expressed seem to belong to someone else. ||

Materials: [] [|www.thinkfinity.com] [|www.rubistar.com] "Search Thinkfinity." //Thousands of Free Lesson Plans and Educational Resources for Teachers | Verizon Thinkfinity.org//. Web. 01 Mar. 2010. []. Keywords: Literacy - Writing Process pre-write, draft, revise, edit, publish Paragraph Puzzle

Lesson 2 **__Subject__**: Math
 * __Grade Level/Course__**:4th Grade


 * __Title__**: Problem Solving- lesson was created to help 4th grade students solve story problems with using multiple operations (add, subtract, multiply, divide)

Alignment: Use appropriate mathematical vocabulary, graphs, and symbols when explaining how to solve a problem ||
 * 2.5.4.A. || Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts. ||
 * 2.5.4.B. || 


 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 10pt;">2.6.4.B. || <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 10pt;">Organize and display data using tables, pictures, tallies, bar graphs, line graphs, or pictographs ||

· <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Numerical quantities and calculations can be estimated by using numbers that are close to the actual values but easier to compute with.
 * Big Ideas from SAS: **
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Some questions can be answered by collecting, representing, and analyzing data, and the question to be answered determines the data to be collected, how best to collect it, and how best to represent it.


 * Competencies from SAS: **
 * <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt; line-height: 150%;">Apply increasingly sophisticated strategies to solve multiplication and division problems that include, and go beyond, basic facts and one-digit multiplier problems, using properties of addition and multiplication. Select and apply appropriate strategies to estimate and/or solve a variety of problems, including problems involving addition and subtraction of decimals and of fractions with like denominators. || X || X || X || X || X || X ||  ||   ||   || X ||


 * <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Continue to represent and analyze problems by making frequency tables, bar and picture graphs, line plots, and scatter plots; apply the concept of place value to develop an understanding and use of stem-and-leaf plots. Use plots to predict the likelihood of events. || X || X || X || X || X ||  || X ||   ||   || X ||

** Vocabulary: ** <span style="font-family: 'Corbel','sans-serif';">
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 10pt;">Associative Property **<span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 10pt;">: A property of addition or multiplication in which the regrouping of the addends or factors does not change the outcome of the operations [i.e., (a + b) + c = a + (b + c) and (ab)c = a(bc)].
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 10pt;">Commutative Property **<span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 10pt;">: A property of addition or multiplication in which the sum or product stays the same when the order of the addends or factors is changed (i.e., a + b = b + a and ab = ba).
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 10pt;">Factor **<span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 10pt;">: The number or variable multiplied in a multiplication expression.

Objective: Students will read a story problems based on a set of information and then decide first, what they are being asked? Second, what do they already know based on what they read? Next, decide which operations will be most effective in helping them solve the problem. Finally, they will solve the problem and explain how they did so. <span style="font-family: 'Corbel','sans-serif';">

Essential Question(s) <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 10pt;">How can we gather, record, and organize information, and how does the type of data influence the choice of display? <span style="font-family: 'Corbel','sans-serif';"> Duration: 50-60minutes <span style="font-family: 'Corbel','sans-serif';"> Materials: ** : ** Internet access, [|www.thinkfinity.org], [|www.nctm,org] , Smart board/Promethian board, Thinkfinity worksheets, mini-white boards, markers. <span style="font-family: 'Corbel','sans-serif';">

Instructional Procedure(s): The teacher will go over the Associative and Commutative Property of addition and multiplication. The teacher will also discuss the fact that this does not apply to subtraction and division and demonstrate why.

The teacher will review the steps for solving a problem. First we read the story problem twice. Then we underline what we are being asked. Next we put brackets around what we already know. We then use that information to decide which operation will help us answer our question. The teacher will complete a story problem with the class using the “think aloud” method (the teacher will describe what she is thinking as she completes the story problem). Then the teacher will complete a story problem having students use the “think aloud method”. The teacher can then demonstrate further by visiting []. The teacher will then assign cooperative groups for the students to work in. Based on the information given, the students need to complete a graphing exercise http://illuminations.nctm.org/lessons/inforepgraph/InfoRepGraph-AS-NameYourTune.pdf. In order to complete this chart the students will need to add, subtract and multiply. They then need answer the questions based on the chart they just completed. Finally, the students should be able to explain how they came up with the information for the chart as well as the accompanying questions. When the chart is complete the students will come back together as a group and discuss their findings. Students will then be given an assignment to collet data on a class decided topic. This data should be able to be collected at school. We will use the Smartboard and the web site [|www.amblesideprimary.com/ambleweb/mentalmaths/grapher.html] to imput our information and create class chart. Each student will then be asked to create a problem question based on our class graph and the students will ask a classmate to solve. A wrap us discussion regarding how using tables, charts, graphs, etc. are important tools for solving problems. If needed, additional examples can be completed over several practiced lessons.

** Questions for the students: ** What do I already know in this story problem? What am I being asked in this story problem? How will I answer these questions? What operations will I use? What information will be used in these operations? How did I solve the problem?

** Teacher Reflections: ** Did I meet the needs of all learners? How could I have adapted the lesson to further enhance independence? Did I meet my objective? Were the students successful? Were the standards clearly addressed? <span style="font-family: 'Corbel','sans-serif';">

Suggested Instructional Strategies (including WHERETO)
 * Scaffolding || Simulation || Kinesthetic/Tactile ||
 * Active Engagement || Project Based Learning || Auditory ||
 * Metacognition || Inquiry Based || Visual/Spatial ||
 * Modeling || Nonlinguistic Representation || Verbal/Linguistic ||
 * Explicit Instruction || Differentiated Learning || Musical/Rhythmic ||

<span style="font-family: 'Corbel','sans-serif';"> W-Students will solve open ended math story problems,based on presented information. Students will decide whay they are being asked, what do they already know and what do they need to do to solve the problem presented. H- Students will discuss real life problems they have faced and how they solved them. Next the teacher will present a problem and perform a Think aloud, a way to model the teachers thinking process while problem solving. During the Think Aloud, the teacher will ask for student suggestions and contine the Think Aloud to the solution of the problem.
 * <span style="font-family: 'Corbel','sans-serif';">Higher Order Thinking ||
 * <span style="font-family: 'Corbel','sans-serif';">Analyze ||
 * <span style="font-family: 'Corbel','sans-serif';">Application ||
 * <span style="font-family: 'Corbel','sans-serif';">Comprehension ||
 * <span style="font-family: 'Corbel','sans-serif';">Creation/Synthesis ||
 * <span style="font-family: 'Corbel','sans-serif';">Evaluation ||
 * <span style="font-family: 'Corbel','sans-serif';">Knowledge ||

E-After discussing real life problems as well as teacher Think Aloud, students will brain storm a problem for the group to solve.

R-Students and teacher will solve one or two problems as a class, paying attention to the steps needed to solve it. The teacher will then assign several problems for the studetns to complete in small groups.

E-Students will workk together in small groups and then come back together as a whole group to compare and discuss each group's problem and solution.

T-This lesson includes whole group and small group instruction. Small group instruction time will allow for the teacher to provided one to one instruction where needed. It also allows for the use of a variety of manipulatives as needed to solve various problems.

O-
 * Present a problem to the class
 * Discuss problems as well as problem solving steps
 * Solve several problems following the steps, as a whole group
 * Solve problems in small groups
 * Come back together as a whole group to discuss.
 * individual assessment

**__Assessment Options__** :

Participation during whole class lesson. Participation during group work. Completion of work sheets. Participation during the whole class creation of graph on Smartboard. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Teacher Name: **M Sickle** Student Name: ||  ||
 * || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13.5pt;">Math - Problem Solving : Solving Story Problems **

<span style="font-family: 'Corbel','sans-serif';"> Related Materials & Resources: [|www.Thinkfinity.org] , [] <span style="font-family: 'Corbel','sans-serif';"> Keywords: data, organize, analyze, problem solving, operations (add, subtract, multiply, divide)
 * <span style="color: black; display: block; font-family: 'Arial','sans-serif'; text-align: center;">CATEGORY || **<span style="color: black; font-family: 'Arial','sans-serif';">4 ** || **<span style="color: black; font-family: 'Arial','sans-serif';">3 ** || **<span style="color: black; font-family: 'Arial','sans-serif';">2 ** || **<span style="color: black; font-family: 'Arial','sans-serif';">1 ** ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Mathematical Concepts ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Explanation shows complete understanding of the mathematical concepts used to solve the problem(s). || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s). || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Explanation shows some understanding of the mathematical concepts needed to solve the problem(s). || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Strategy/Procedures ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Typically, uses an efficient and effective strategy to solve the problem(s). || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Typically, uses an effective strategy to solve the problem(s). || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Sometimes uses an effective strategy to solve problems, but does not do it consistently. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Rarely uses an effective strategy to solve problems. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Completion ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">All problems are completed. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">All but one of the problems are completed. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">All but two of the problems are completed. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Several of the problems are not completed. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Explanation ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Explanation is detailed and clear. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Explanation is clear. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Explanation is a little difficult to understand, but includes critical components. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Explanation is difficult to understand and is missing several components OR was not included. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Working with Others ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Student was an engaged partner, listening to suggestions of others and working cooperatively throughout lesson. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Student was an engaged partner but had trouble listening to others and/or working cooperatively. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Student cooperated with others, but needed prompting to stay on-task. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Student did not work effectively with others. ||