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- Optimization Problems 2
- c3
- L.P gr 4 (2)
- Perimeter,Etc Assign
- 2002 AMC 10
- Vb Programs
- 2017 GRADE 3 and 4 SESSION 5.docx
- math ready student manual
- 2019-2020 harms math syllabus
- 7 8 Algebra Wksh1
- lessonplanelrc
- I-G6
- Sample Bridging Reviewer - Math
- Foundation - P1 A2009
- New Microsoft Word Document.docx
- Pmr Mat Kertas 1 Set 1
- Tos
- Aptitude Test
- News_5515152243600 (1).pdf
- Aptitude Questions

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Each week that I am in internship, I take over the majority of the teaching time that I am in the classroom.

Each day, I try to come up with different ways to keep the students engaged and on task, as well as

challenge those who need the extra challenge. For example, when my CT was out for the day and we had a

sub, I got to take over the lessons for the day all on my own and I put my own little twist on lessons to

make them more engaging than they would usually be. My CT doesn't typically use a lot of technology or

the smart board in her classroom. That day, I utilized both for a science lesson. I played them a brain pop

video on the subject and then I utilized the smart board to play an engaging game where students came

up to categorize hot and cold items.

Feap3b- Deepen and enrich students understanding through content area literacy strategies,

verbalization of thought, and application of the subject matter

After every lesson, students have to apply what they just learned independently at their seat. This allows

me to see the ones who may not have gotten it, by walking around and observing as they work. In my

class, we do an I do, we do, you do approach to learning and it really seems to work. I will first model on

the board, how to do it, then I allow for students to solve problems with me as a class. We will work out

problems step by step together. Then, students typically get a worksheet that they do independently on

the skill that was just taught. After I give them time to practice those skills on their own, I will have them

come and share their findings on the board.

Feab3c- Identify gaps in students subject matter knowledge

During a math unit, I give out mini quizzes throughout, so that I am able to see where students lack the

skills and where they are proficient. Doing this allows me to better prepare them before the end of unit test

that takes place at the end of each unit. If I notice that multiple students seem to struggle in one area, I

will go back and revisit that topic so that the students can have a better understanding of it.

Feap3d- Modify instruction to respond to preconceptions or misconceptions

Sometimes at the beginning of a unit or lesson, I will ask student open ended questions about the topic to

see what they know and dont know about it before I start teaching. This will allow me to modify how I

teach it, so that I can address any preconceptions they might have. In addition, while I am teaching, the

students are constantly coming to the board to work on problems and having class discussion about a

topic. If I notice that they have a misconception about a specific topic, I will stop the lesson and address it

because I don't want them to continue to have that misconception. Once it is addressed and I feel that

they comprehend it correctly, and then I can move on to the next topic.

Feap 3e- Relate and integrate the subject matter with other disciplines and life experiences

This is something I do a lot in the subject of math. This past unit, we were discussing the unit of area and

perimeter. To help students understand the difference of those two entities, I related them both to real life

situations. For example, you would use perimeter to fence your backyard because perimeter is the

measurement of the distance around the outside of a shape. For area, I talked about how instead of

fencing, you would use area to lay sod in your backyard. I let them know that sod was the square pieces of

grass that you lay down in you backyard to cover the inside of the yard. This relates to area because area

measures the inside of a shape.

Feap 3f- Employ higher-order questioning techniques

In math, it is important that students arent just going through the motions but are able to tell you why

they are doing what they are doing. I addition, I want students to be able to tell me how they arrived to

that answer. When we are having whole group instruction, students are constantly coming up to the board

and solving problems. I always make it a point to ask them how they arrived at their answers, not only to

let them think about it but for other students who may learn better from peer explanations.

Feap3g- Apply varied instructional strategies and resources, including appropriate technology,

to teach for student understanding

In math, we have a book that we can use to teach from, but sometimes I decide that I want to use

technology to introduce new topics because it switches things up and can sometimes be more engaging

for the students. One example that comes to mind is a PowerPoint I found on the Internet that I used to

introduce area and perimeter. It was interactive and was a more interesting way to introduce that lesson.

In addition, I have played brain pop videos for small group lessons, especially for those who attention

needs to be grabbed. Students really love the videos and they are a good way to introduce or even

reiterate/enforce a topic.

Feap 3h- Differentiate instruction based on an assessment of student learning needs and

recognition of individual differences in students

With FSA coming up, I have been using the students assessments to drive my teaching. There have been

multiple quizzes that have opened my eyes to gaps in learning. These quizzes and tests have given me the

opportunity to decide what lessons and topics needed to be revisited. We also administered a practice FSA

so that we could see what skills need to be reinforced before the real FSA comes around. Sometimes

students just dont understand a topic and for their benefit, it is necessary to go back and go over those

topics again. Small group instruction is sometimes also needed for students who fall behind the rest of the

class. Task cards are things that I have used for the class, so that small groups are possible. It gives the

high students a chance to challenge their skills and it allows me to work in a small group with students

who need more direct and one on one instruction.

Feap 3i- Support, encourage, and provide immediate and specific feedback to students to

promote student achievement

During whole group instruction, I feel that this is something that I naturally do as a teacher. When they

come to the board to work problems, I am always standing up there so that if needed, they have that

support from me to guide them through. In addition, when students get things wrong, I stop and ask them

where do we think we went wrong? I will then ask that student to phone a friend so that they can get

that boost of help that they need to get the answer correct. Specific feedback is something that I have

struggled with but lately I have been trying to make an effort to consciously give that feedback to

students. I will tell them why I like what they are doing. Not only does this give them a boost but it makes

other students more willing to try their best so that they can get that same feedback.

Feap3j- Utilize student feedback to monitor instructional needs and to adjust instruction

This is something that is done in every lesson and its as simple as a thumbs up, thumbs down. After a

lesson, I ask for a thumbs up or thumbs down on their understanding of the topic. The students are

encouraged to be honest so that I know if we need to take a step back and reteach. In addition, I will ask

the students how they liked the teaching strategies that I used during a lesson. I feel that I have learned

that they like coming to the board and doing problems as a class more than anything. Without that

feedback, I may not have known that it was something they enjoyed so much. In addition, Friday exit

tickets are given out to get feedback about the past weeks lessons. What did the students enjoy? What did

they not enjoy? This gives the teacher an idea of where to take lessons for the next week.

FEBRUARY 16-19, 2016

Monday

Tuesday

Wednesday

Thursday

Students

- unpack

- write in planner

- book box on

desk

- exchange IRLA

books (if

needed)

Students

- unpack

- write in planner

- book box on

desk

- exchange IRLA

books (if

needed)

Students

- unpack

- write in planner

- book box on

desk

- exchange IRLA

books (if

needed)

Students

- unpack

- write in planner

- book box on

desk

- exchange IRLA

books (if

needed)

IRLA

IRLA Conferencing

IRLA Conferencing

IRLA Conferencing

IRLA Conferencing

10:00 11:00

BOMBARDMENT

BOMBARDMENT

BOMBARDMENT

BOMBARDMENT

9:30 9:45

Morning

Routines

9:30 10:00

Friday

Students

- unpack

- write in plan

- book box on

- exchange IR

books (if nee

REPTILE RUN

IRLA Conferencin

11:15

12:05

ELA / STEM

LAFS.3.RL.1.3 Describe

characters In a story

(their traits,

motivations, or

feelings) and explain

how their actions

contribute to the

sequence of events.

(Key Ideas and Details:

Using Text Evidence to

support conclusions:

Discuss What the

author said

LAFS.3.RL.3.7- Explain

how specific aspects of

a texts illustrations

continue to what is

conveyed by the words

in a story (e.g. create

mood, emphasize

aspects of a character

or setting). (Integration

of Knowledge and

Ideas: Discuss how the

ideas in a book connect

to each other and to

the larger world.

Whole Group:

Whole Group:

Whole Group:

Introduce how

illustrations can be

important using

https://www.pinterest.com

/pin/47118917974299639

7/

14-27 Storm in the Night

Storm in the Night

Student close read as a

2nd read

Storm in the Night

Model whole group

instruction focusing on

sequencing the events of

the story (beginning,

middle, and end) and

revisiting the predictions

Using Mondays graphic

organizer

Small groups:

Students will be working

collaboratively on the

graphic organizer Day 2

together while I pull a

small group to the front

table to work

independently with me.

Ticket out the Door:

Writing journal DOK 2:

Constructed response,

Writing:

Teacher model Extended

Response:

illustrations on page 22

shows that the character

is scared. What text

evidence supports the

illustration?

Extended Response:

11:50

12:45

12:45 1:15

STEM

MAFS.3.G1.1

Understand that shapes

in different categories

(e.g., rhombuses,

Assessment Point:

Reviewing Assessm

Writing: Continue to w

on opinion writing :

Working on Body

paragraph

Small Group:

Students work in pairs to

complete graphic

organizer Day 3 &

Constructivist response

cat or a dog?

Writing Constructed

response:

Why do you think the

illustrator chose to put

the picture on page 28?

Use text evidence to

support it.

Students share with the

class reflections from

their graphic organizer

and extended response.

***SWITCH CLASSES***

Number of the Day

Number of the Day

Fluency:

Practice Multiplication &

Division

Fluency:

Practice Multiplication

& Division

Fluency:

Practice Multiplication

& Division

Fluency:

Practice Multiplicat

& Division

Fluency:

Practice Multiplication

& Division

may share attributes

(e.g., having four sides),

and that the shared

attributes can define a

larger category (e.g.,

quadrilaterals).

Recognize rhombuses,

rectangles, and squares

as examples of

quadrilaterals, and draw

examples of

quadrilaterals that do

not belong to any of

these subcategories.

MAFS.3.MD.3.5

Recognize area as an

attribute of plane

figures and understand

concepts of area

measurement.

MAFS.3.MD.3.6

Measure areas by

counting unit squares

(square cm, square m,

square in, square ft, and

improvised units).

MAFS.3.MD.3.7

Relate area to the

operations of

multiplication and

addition.

MAFS.3.MD.4.8

Solve real world and

mathematical problems

involving perimeters of

polygons, including

finding the perimeter

given the side lengths,

finding an unknown side

length, and exhibiting

rectangles with the

same perimeter and

different areas or with

the same area and

different perimeters.

Unit F:

How Can I Use

Operations to

Measure Area and

Perimeter

Presidents Day

No School

Unit F:

How Can I Use

Operations to

Measure Area and

Perimeter

Unit F:

How Can I Use

Operations to

Measure Area and

Perimeter

Unit F:

How Can I Use

Operations to

Measure Area and

Perimeter

Unit F:

How Can I Use

Operations to

Measure Area an

Perimeter

Lesson:

I can find the area of

combined rectangles

by breaking apart the

shape.

(11.8)

Lesson:

I can find the area and

perimeter and tell the

relationship between

the two (Same

Perimeter/ Different

Area).

(11.9)

Lesson:

I can find the area and

perimeter and tell the

relationship between

the two (Same Area/

Different Perimeter).

(11.10)

Continued Practice

>Watch video to

introduce this concept

>I do, we do, you do

technique.

>Students follow along

with lesson as the

teacher scaffolds

students into

independent work

>Students do

independent work to

practice new skill

technique.

>Relate area and

perimeter to real life

situations

>

technique.

>Relate area and

perimeter to real life

situations

come to board to

solve problems make

sure to ask higher

order thinking

questions

>How did you arrive

at that answer?

>Is there multiple

ways you could have

gotten that answer?

>Students take mi

quiz to identify gap

knowledge

>Grade mini quizze

immediately, so th

teacher and studen

can go over missed

questions

What lessons did y

enjoy from this wee

Which ones did you

enjoy? What ways

make lessons more

enjoyable?

1:15 2:00

SPECIALS

2:00 3:30

STEM

SC.3.E.5.1

Explain that stars can

be different; some are

smaller, some are

larger, and some

appear brighter than

others; all except the

Sun are so far away

that they look like

points of light.

Moline P.E.

Shepard Art (1:352:10)

Leidy P.E.

Carlson P.E.

Milligan Music

Griffone Art (1:001:35)

Science:

Review game/activity

-Nearpod

*throughout the week

provide opportunity to

do Science Fair projects

radiant energy from the Sun

can heat objects. SC.3.E.6.1

thermometer example.

3:35 3:45

End of Day

Moline Music

Shepard P.E.

Leidy P.E.

Carlson Art (1:001:35)

Milligan P.E.

Griffone Music

Shepard P.E.

Leidy Music

Carlson P.E.

Milligan Music

Griffone P.E.

be lost from objects when the

Sun is not present.

SC.3.E.6.1

Workbook pages 51-53

***SPECIALS***

2:45 3:45

Moline P.E.

Shepard Music

Leidy Art (2:45-3:20)

Carlson Music

Milligan P.E.

Griffone P.E

***3RD GRADE PLC***

can help me to understand

my Solar System and why

the model may not be

perfect. SC.3.N.3.2

system:

-chalk drawing

***SPECIALS**

1:10 1:45

Moline P.E

Shepard P.E.

Leidy Music

Carlson P.E.

Milligan Art

Griffone P.E.

Valentines D

Celebration

School Mall

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