Communicate+through+Notes

=Extra little notes. I had to put this because if I don't have a spot to write stuff down as soon as I think of it, I'll forget what I wanted to say =)= =<3 Leesha= Presenting on March 12th, the day after spring break...
 * GROUP ROLES :: Leesha-ECE; Kate-Language Arts; Mallory-Math**

//Set up expectations:// - No cell phones - Have your supplies - Count down from 5 is our attention getter - Voice level not above a level 2, (loud enough to work cooperatively in groups, but quiet enough that we can get your attention.) - Walk to stations/ walking feet only (BUT STUDENTS SHOULD BE USED TO THE ROUTINE BY NOW) - Support others thoughts and opinions through the activity in the given groups. - Produce a product from both 'stations'

//What a 6th grader looks like: (Setting the scene)// We realize not everyone has been in a 6th grade classroom recently, so here's a snapshot of how they 'typically' act: - Still pretty eager to please, like to ask questions. - Affirmation that they are "doing it right" - Timid - Figuring out their own attitude (who will they be for the next 2.5 years) - Totally FREAKED OUT by lockers and passing periods. - Forget to write their name on their papers - Unsure of their bodies (girls are getting growth spurts) - Love to make sure their work "looks pretty" will spend the longest time trying to make their handwriting look "perfect." - Can get bogged down in their routines and procedures/ reluctant to change. ... Middle schools are typically set up in teams, our 'team' today will be the Sharks and we have a Math and Language Arts rotation...

Learning Target(s):

Here is the timer I used during student teaching. It is an internet place, so it does not need downloaded... [] unless you all have/know of a better one... (or widget)

//Time Distribution: 1 "BLOCK" Class of 40 minutes// 6 minutes: Set the scene / assign into two classes 5 minutes warm-up + staging instructions for our real-world team activity 2 minute "passing period" to get to both classrooms (furniture will be set up to facilitate two different learning areas.) 10 minute period 2 minute "passing period" 10 minute period 5 minute: Whole Group Exit Slip
 * Okay, notes from dinner meeting. Aka our outline of class.**

__WHOLE GROUP WARM UP:__ - Come up with a title for the store. - Base it off the "sharks" team. - Y-chart for behavior (to address expectations)

__MATH CLASS__ - sales tax - gratuity and discount - role of the CONSUMER - parallel word wall to LA "room" - Social Studies standards addressed?

__LANGUAGE ARTS CLASS__ - Creating a newspaper add in a group (defined group roles on cards to be given out) - role of the marketing designer and PRODUCER - Start with review of text-features, with a quick jot list on the board, as an anchor chart/reference - Parallel word wall with Math "room" - 8 minutes to work and design a poster using at least 3 kinds of text features - Challenge, create an advertisement, for our store advertising an upcoming sale.
 * Project manager: Spokesperson, keeps everyone on-task
 * Artist: Responsible for drawing and getting the poster ready
 * Idea Collector: responsible for gathering everyone's ideas, keeping track of the brainstorming
 * Evaluator/Encourager: looks at the groups work to make sure they are doing the best they can and it measures up to the task.
 * Text Features include: bold, italics, underline, slogan, font size, pictures, statistics, diagrams, color, headings, subtitles

__WHOLE GROUP EXIT SLIP:__ - Question: How does our activity relate to a real-world experience you've had? Answer using 3 complete sentences.

__Math__ Before the lesson: Students are familular with rational numbers. Students have already had the core instruction of finding tax, so several aspects of this assignment should be review. How have you formatively assessed before the lesson? The students completed several homework assignments, a check writing activity, sticky-note exit slips, pop quizes. What did you do before this lesson to make sure all the kids are on the same page? We had a student lead group discussion where the students showed various ways of completing the problems. After the lesson: What are your next steps? We will sort and find data outlining how many students achieved the learning target. Depending on how many students did not achieve the learning target follow up assignments can vary from a very small pull out group with more explicit instruction, a warm-up for the whole class, a grouping of the whole class if the majority of the students did not grasp it, we could group students that completely throughly understand it with students that kind of and students that do not get the concept to reteach with another fun and exciting activity.

__ Language Arts __ Before the lesson: How have you formatively assessed before the lesson? What did you do before this lesson to make sure all the kids are on the same page? After the lesson: What are your next steps?

Lesson Plan! :)