Amanda Nicolotti
I am a graduate student at Hofstra Univeristy. I am studying special education.
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Amanda Nicolotti ∙ 24 Apr, 12
The “Big 7”
An alternative division strategy
This strategy is nicknamed the “Big 7” because the division box looks like a 7. This strategy (introduced to students in Grade 5) helps students understand long division as they utilize estimation, critical thinking skills, and the whole numbers involved in a given problem. It does not require finding the “best” multiple to be found at each step. Nor does it involve the teacher asking mathematically incorrect questions (i.e – How many times does 6 go into 8? This is an incorrect mathematical statement since the value of the number is not 8, it is 800)
Students will use numbers that make sense to them throughout the process; therefore, although the answer to the problem will be the same, the number of steps taken to solve the problem will vary based on students estimation skills and number sense.
Amanda Nicolotti ∙ 24 Apr, 12
NYS Standard: Students will apply and adapt a variety of appropriate strategies to solve problems.
Performance Indicator: MATH 5. PS.15 Make organized lists or charts to solve numerical problems
Behavioral Objective: Students will be able to read answer long division problems that have 4 numbers using the “big 7” strategy
Materials:
IPad, YouTube application, a “big 7” graphic organizer
Procedures:
Activating Prior Knowledge:
Using an IPad the teacher will show the students a YouTube video about solving long division problems. After watching the video the students will use pen and paper to answer 2 division problems that have 3 numbers ( this is the type of division problem they solved in the previous lesson).
Teacher Modeling:
Using an IPad the teacher will read the first long division problem out loud to the class. The teacher will then write the problem on the board and show the students how long division with 4 numbers is done using the big 7 strategy.
Guided Practice:
Using an IPad the students will look at the long division problems and do them step by step. The teacher will stop them after each step of the strategy to make sure they are doing it correctly. The students can use pen and paper and their big 7 graphic organizer to help them answer the questions.
Independent Practice:
The students will do 3 more long divison problems on their own. Before the period is over the teacher will go over the answers and how to correctly solve the problems with the whole class.
Amanda Nicolotti ∙ 24 Apr, 12
Amanda Nicolotti
ELA Lesson Plan 1
Reading Comprehension using RAP
NYS Standard: ELA1.05.RE1: Language for Information and Understanding; Students will read, write, listen and speak information for understanding
Performance Indicator: ELA1.05.RE1.13 : Students identify main ideas and supporting details in informational texts to distinguish relevant and irrelevant information
Behavioral Objective: Students will be able to read the article Popular Sports Around the World out loud to the teacher.
Students will be able to paraphrase each paragraph by using the RAP strategy.
Students will be able to fill out a graphic organizer that contains the main ideas of each paragraph.
Students will be able to answer 8 multiple choice questions about the article that have read.
Materials:
IPad, BrainPop application, RAP sheet graphic organizer
Procedures:
Activating Prior Knowledge:
Using an IPad the teacher will show the students a brainpop video about picking out main ideas and supporting details. After watching the video the students will answer 5 multiple choice questions on the IPad about the video that they just watched.
Teacher Modeling:
Using an IPad the teacher will read the first paragraph of the article Popular Sports Around the World out loud to the students. The teacher will then show the students how to use the RAP strategy to pick out the main ideas of the paragraph. Lastly, the teacher will show the students how to fill out the RAP sheet graphic organizer with the main ideas from each paragraph.
Guided Practice:
Using an IPad the students will read each paragraph one by one out loud to the teacher (if some students do not wish to read the article on an IPad a printed version of the text will be available for them). After each paragraph we will stop and fill out the RAP sheet graphic organizer with the main idea from that paragraph.
Independent Practice:
The students will read the last 3 paragraphs independently and then fillout the RAP sheet graphic organizer with the main idea from each of the paragraphs that they read. After reading all of the paragraphs using the IPad they will also answer 5 multiple choice questions about the article that they have just read.
Amanda Nicolotti ∙ 24 Apr, 12
NYS Standard:
ELA1.05.RE1: Language for Information and Understanding; Students will read, write, listen and speak information for understanding
Performance Indicator(s):
Performance Indicator: ELA1.05.RE1.13 : Students identify main ideas and supporting details in informational texts to distinguish relevant and irrelevant information
Behavioral Objective:
Students will be able to paraphrase each paragraph by using the RAP strategy.
Materials Needed: Ipad, Graphic Organizer (RAP Sheet), Youtube video on Lionel Messi, printed copy of the Lionel Messi article
Procedures:-
Activating Prior Knowledge:
Using an IPad the teacher will show the student a youtube video on the soccer player Lionel Messi. After the video is over the teacher will ask the students who is Lionel Messi and what is he famous for? The teacher will also ask the student to give them one example from the video that backs up their answer. This will allow the students to start thinking about main ideas and supporting details.
Teacher Modeling
Using an IPad the teacher will read the first two paragraphs of the article about Lionel Messi out loud to the students. The teacher will then show the students how to use the RAP strategy to pick out the main ideas of the paragraph and how to complete the RAP sheet graphic organizer with the main ideas from each paragraph.
Guided Practice
The student will use the IPAD to read the next 2 paragraphs out loud to the teacher ( If the student prefers they may read the article via a printed copy of the text). After each paragraph the teacher will take turns with the student in discusiing who or what was that paragraph about, and paraphrasing into one or two sentences what was read. Together they will write their answers on the RAP graphic organizer sheet.
Independent Practice:
Using an Ipad the student will finish reading the last 2 paragraphs on Lionel Messi independently. After reading each paragraph they will fill in the RAP graphic organizer for the appropriate paragraph with the who or what the paragraph is about. They will then also paraphrase each paragraph into one of two sentences and also write that on their RAP graphic organizer.
Assessment:
The student will be given one paragraph about a different soccer played named
Cristiano Ronaldo. They will then have the pick out the main idea of the paragraph and parphase the paragraph into one or two sentences. The students will write their answers on a RAP graphic organizer.